Abstract:

The incorporation of gamification techniques in higher education is nothing new. Many professors are aware of their advantages, and more and more of them are applying these techniques in their classes because of their three main benefits: increased competitiveness, learning and motivation. There is no doubt that in theoretical or master classes, the results of these techniques on students are very positive in a teaching classroom. The authors are unaware of any studies where gamification is used in laboratory classes. It is not known if the benefits observed in the theoretical classes will be the same as in the laboratory or if they improve or worsen.

In this study, some reference subjects are used to analyze gamification in practical classes. The Kahoot and Socrative platforms were tested at the beginning and end of each practical session. These platforms provide a data file with the individual results and by question. In the second academic year, the methodology has been changed (before, during and at the end of the practical sessions) in each of the reference subjects.

For the face-to-face practical sessions, and with the help of the laboratory technicians, three laboratories have been provided with projectors and computers to carry out the gamification activity "in situ". In addition, with the technicians' advice, each teacher has analyzed at what moment of the practice it is better to introduce the gamification activity (at the beginning, at the end of the practice, or during it).

In all subjects, the improvement in the dynamism of the practical classes was remarkable compared to previous courses. And gamification as an e-learning tool meant that students participated more at home and did not adopt passive attitudes that made them lose interest in the subjects.

Keywords:

Gamification, active methodologies, practical class, kahoot.