Abstract:

The pandemic has forced us to reinvent ourselves and to consider new strategies in education. Motivation, fundamental to student performance, has been seriously compromised. In this sense, the type of motivation we are interested in "fostering" is intrinsic motivation, closely linked to the concept of learning-centered goals and objectives. The action implemented is committed to the approach to challenge-based learning-gamification in the Degree in Nursing (UAH), in order to develop an integrative training with an interdisciplinary focus. Biochemistry and Physiology came together in Integra BioFis 5.0 and through participatory and collaborative techniques we pursued meaningful learning. All the students of the Biochemistry and Physiology subjects (n = 120) took part in the learning experience, organized in 12 teams.

The action was carried out online through the virtual platform:
- An initial session, in which the objectives, methodology, timetable and evaluation criteria were clarified. Topics that aroused the students’ interest were randomly assigned (https://bit.ly/3tfJaCi). The assigned tutors guided the students in overcoming the challenges of each stage.
- The development of the action consisted of a series of phases:
i) documentation and literature search;
ii) integration of objectives and choice of presentation format;
iii) elaboration of the graphical document;
iv) peer review of presentations and voting for the best contribution.
The students' papers, as well as the rubrics with comments and suggestions from each of the instructors, were returned to the teams immediately.
- A final session, in which they reflected on the activity they had carried out, highlighting the positive aspects of the training for the development of competences and skills:
i) search for information from quality sources;
ii) synthesis of contents;
iii) work as a team;
iv) elaboration of an original and own work.
Voting was then shown for the papers presented, revealing the names of the three teams with the most votes, finalists and winners.

Learning assessment was conducted by taking into account the influence of learning on motivation and the student's self-esteem and competences, with indicators such as progress, content, sources, graphical document production, teamwork and responsibility, among others. As an important element that makes gamification work, a reward for participation (awarding of a participation diploma) and for the best Integra BioFis 5.0 graphic document presented (awarding of diplomas and prizes-gifts to the members of the winning team) was considered as an important element that makes gamification work.

From this educational strategy, it can be concluded that gamification is a constructive experience, taking advantage of all the benefits of implementing the overcoming of challenges in the educational environment. This has had an impact on teaching practice, to the extent that what has been "reflected" and "worked" in Integra BioFis 5.0 has contributed to improving the quality of virtual teaching, "fostering" intrinsic motivation in students.

Funding:
Universidad de Alcalá (UAH) "UAH/EV1319-Integra BioFis 5.0: an interdisciplinary meeting space in the Degree in Nursing".

Keywords:

Motivation, Biochemistry, Physiology, Interdisciplinary, Collaborative, Participative, Undergraduates, Game-based Learning.