Polytechnic of Porto / ISCAP (PORTUGAL)
About this paper:
Appears in: EDULEARN19 Proceedings
Publication year: 2019
Pages: 427-433
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.0144
Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain
The aim of this work is to evaluate the effect of educational games in information system classes. The present reflection aims to examine the impact of non-digital educational games on class motivation and information system course enjoyment.

In order to get some tips about this issue, a game learning strategy was implemented in the environment of a Higher Education environment in the unit of information system.

The question that led the work was about determining the impact of using game learning in the context of a specific course in a traditional Higher Education institution. To do so, we implemented a case study of the use a non-digital well-known game. We analysed the results obtained related to students’ marks. We also ask the students’ opinion about the activity.

The pedagogical model used, and the results of its application are presented. Student and teacher roles included in game-based learning are discussed.

With this work, it was possible to attest the benefits of implementing a game-based learning and present some suggestions about how to implement a game-based learning. We attested that the motivation of students to participate in this kind of activity is high. Nevertheless, it is very important for them to understand the value of their participation in order to reach the course’s objectives and skills and second the importance of having a clear explanation of all tasks and responsibilities. Finally, we also considered the implications for the future and the educational games’ limitations.

In this case we describe an implementation of a learning game to promote the motivation and effective learning. One class, from the second-year course, participated in this activity, from the Accounting and Administration course. This activity was carried out during a week in the second term of 2017/2018 school year. Students were, in average, 19 years old. The subject was lectured in a traditional classroom complemented with a distance development collaborative work.
Gamification, e-learning, Blended-Learning, Higher Education.