Abstract:

The gamification neologism is applied to using game-thinking and game mechanics to solve problems and to engage audiences. In the previous year we applied the concept in the context of the Higher Education, in the course of computer science. We used several game design mechanisms in several aspects of the learning process. A reward mechanism was central to the gamification approach, providing automatic classification of students and constant and up-to-date feedback of their progress within the course.

Each chapter of the course’s content was mapped to a level, in a total of five. The student had to complete all the levels to be able to succeed in the course. Each level provided three difficult levels, which the student could choose and, according to this choice, adopt a classification grade.
Several learning experiences were designed. Centered in the student, the learning experiences were designed to be active, meaningful, with social meaning, integrative, and diversified, giving the student the main learning role. The inherent increase in complexity demands the integration of different dimensions of knowledge, better achieved through diversified strategies. In this sense, we designed traditional practical assignment exercises in parallel with educational games, including card games, board games, tabletop role-playing games and quizzes.

Although adopting gamification for the learning process of higher education students promises increasing motivation and autonomy, it may also provide a clash within the student, because of the pedagogical paradigm shift. Not all students have playing experience of even like to play games. Of course it may be argued that not al students like to read, research and experiment or, more generally, not all students like to study, and this has not made learning impossible to happen. However, the gamification opportunity is to provide rich and motivational experiences that can increase the involvement of students and, consequently, the depth of learning, which is more successful if students are engaged.

In this context, the assessment of this pedagogical experience is fundamental. On one hand, it allows the teacher and the institution to evaluate the success of the paradigm shift and, on the other hand, it provides a mean for students to become part of the process, by including them in the design of the learning experiences. To be as thorough as possible, the assessment methodology includes a quantitative analysis, in the form of a final questionnaire, a qualitative approach, based on an initial interview to measure the perceptions and the perspective of students concerning the pedagogical methodologies in Higher Education, several class observation procedures and game analysis and assessment. All of these forms contribute to build a solid notion of the success of the gamification for Higher Education learning process.

Keywords:

Gamification, Higher Education, Educational Games, Pedagogical assessment.