About this paper

Appears in:
Pages: 1301-1307
Publication year: 2018
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.0214

Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain

ENGAGING ENGINEERING STUDENTS WITH DAILY STUDY THROUGH FLIPPED CLASSROOM & GAMIFICATION EXPERIENCE

J. Ordieres-Meré1, A. González-Marcos2, F. Alba-Elías2

1Universidad Politécnica de Madrid (SPAIN)
2University of la Rioja (SPAIN)
The aim of this paper is to describe the implementation of a combination of flipped classroom and gamification activities for a course placed at the fourth year of undergraduate at engineering school.

The paper describes the general methodology implemented, taking into account that it is focused in large classes of students (70+ students) in a very concentrated period of time (one semester course or one bimester course).

It also describes actions designed to fix specific bias people used to exhibit.

The configuration of flipped classroom strategy is supported by a forum based discussion about questions arising when the material is studied by learners, before the class. Then, specific discussions about different case studies are followed inside the class to finish by a gamified test assessing the key aspects addressed.

Another relevant part of the experience is to provide detailed scoring on weekly basis. It was found that by providing such high frequency type of feedback about the progress per individual basis, greatly increases the motivation of students to carry on their job.

Actually, there is a strong relationship between lean management of organizations and the proposed management of the class. In this way, each student can be referred as a process owner, where standardized communication of key performance indicators (KPI) are regularly review, under the motivation of continuous improvement and self-empowerment of process owners.

Finally, preliminary results about student satisfaction and academic performance are provided, making it possible to understand the impact of the proposed strategy.
@InProceedings{ORDIERESMERE2018ENG,
author = {Ordieres-Mer{\'{e}}, J. and Gonz{\'{a}}lez-Marcos, A. and Alba-El{\'{i}}as, F.},
title = {ENGAGING ENGINEERING STUDENTS WITH DAILY STUDY THROUGH FLIPPED CLASSROOM & GAMIFICATION EXPERIENCE},
series = {12th International Technology, Education and Development Conference},
booktitle = {INTED2018 Proceedings},
isbn = {978-84-697-9480-7},
issn = {2340-1079},
doi = {10.21125/inted.2018.0214},
url = {http://dx.doi.org/10.21125/inted.2018.0214},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2018},
year = {2018},
pages = {1301-1307}}
TY - CONF
AU - J. Ordieres-Meré AU - A. González-Marcos AU - F. Alba-Elías
TI - ENGAGING ENGINEERING STUDENTS WITH DAILY STUDY THROUGH FLIPPED CLASSROOM & GAMIFICATION EXPERIENCE
SN - 978-84-697-9480-7/2340-1079
DO - 10.21125/inted.2018.0214
PY - 2018
Y1 - 5-7 March, 2018
CI - Valencia, Spain
JO - 12th International Technology, Education and Development Conference
JA - INTED2018 Proceedings
SP - 1301
EP - 1307
ER -
J. Ordieres-Meré, A. González-Marcos, F. Alba-Elías (2018) ENGAGING ENGINEERING STUDENTS WITH DAILY STUDY THROUGH FLIPPED CLASSROOM & GAMIFICATION EXPERIENCE, INTED2018 Proceedings, pp. 1301-1307.
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