About this paper

Appears in:
Pages: 1633-1640
Publication year: 2019
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.0480

Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain

GAMIFICATION IN EDUCATION AND ACTIVE METHODOLOGIES AT HIGHER EDUCATION

A.P. Lopes1, M. Soler2, R. Caña2, L. Cortés2, M. Bentabol2, A. Bentabol2, M.M. Muñoz2, A. Esteban2, M.J. Luna2

1Polytechnic of Porto, CEOS.PP / ISCAP (PORTUGAL)
2University of Malaga (SPAIN)
In recent years, there has been an increasing interest in applying Gamification in Education, which can be defined as the application of game design elements to learning activities. Its purpose is to motivate students by creating an engaging learning experience that can keep students focused on the learning task and its application in the classroom, is still in its emergent stages. Gamification is a great challenge for education, particularly in Higher Education Institutions (HEI) in such a traditional context, as is the case with courses like Management and Administration Business, Finance and Accounting, Marketing and Market Research, Chemistry, Accounting and Administration and Business Communication.

This paper presents a study, applied in the 2016/2017 and 2017/2018 academic years, in which the teaching method focuses on a blended learning approach, through the implementation of a flipped classroom model and also through the introduction of online gamification activities such Kahoot! application. Kahoot is a game-based learning platform, used as educational technology that can easily be used for initial, formative and summative assessment of students’ knowledge using individual or collaborative team work mode, adding vitality, student engagement, and also meta-cognitive supports to higher education classrooms with limited instructor or student training required. The participants, in the study, were about 3 000 students of 17 different subjects from the aforementioned courses, of the Malaga University and Polytechnic of Porto.

The results of this study suggest that this model improves student learning and are of relevance to researchers, educators and game-based learning designers.
@InProceedings{LOPES2019GAM,
author = {Lopes, A.P. and Soler, M. and Ca{\~n}a, R. and Cort{\'{e}}s, L. and Bentabol, M. and Bentabol, A. and Mu{\~n}oz, M.M. and Esteban, A. and Luna, M.J.},
title = {GAMIFICATION IN EDUCATION AND ACTIVE METHODOLOGIES AT HIGHER EDUCATION},
series = {11th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN19 Proceedings},
isbn = {978-84-09-12031-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2019.0480},
url = {http://dx.doi.org/10.21125/edulearn.2019.0480},
publisher = {IATED},
location = {Palma, Spain},
month = {1-3 July, 2019},
year = {2019},
pages = {1633-1640}}
TY - CONF
AU - A.P. Lopes AU - M. Soler AU - R. Caña AU - L. Cortés AU - M. Bentabol AU - A. Bentabol AU - M.M. Muñoz AU - A. Esteban AU - M.J. Luna
TI - GAMIFICATION IN EDUCATION AND ACTIVE METHODOLOGIES AT HIGHER EDUCATION
SN - 978-84-09-12031-4/2340-1117
DO - 10.21125/edulearn.2019.0480
PY - 2019
Y1 - 1-3 July, 2019
CI - Palma, Spain
JO - 11th International Conference on Education and New Learning Technologies
JA - EDULEARN19 Proceedings
SP - 1633
EP - 1640
ER -
A.P. Lopes, M. Soler, R. Caña, L. Cortés, M. Bentabol, A. Bentabol, M.M. Muñoz, A. Esteban, M.J. Luna (2019) GAMIFICATION IN EDUCATION AND ACTIVE METHODOLOGIES AT HIGHER EDUCATION, EDULEARN19 Proceedings, pp. 1633-1640.
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