University of the Balearic Islands (SPAIN)
About this paper:
Appears in: EDULEARN17 Proceedings
Publication year: 2017
Pages: 10189-10196
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.0929
Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain
Gamification and mobile learning can foster the shift towards a more active student role [1], which is coherent with the current design of Technology Enhanced Learning (TEL) directed towards enhancing Self-Regulated Learning (SRL) [2]. Gamification is normally defined as the introduction of game strategies and elements in non-game contexts. There are many learning activities that have introduced gamification in order to foster motivation and participation with generally positive results. However, the impact on results is still under discussion [3]. Mobile learning is described as the driver for learning anywhere and anytime. Affordances and drawbacks are being discussed in international research [4] as well as barriers related to both student and teachers’ digital skills[5].
This article presents research on a gamification activity through mobile devices, whose learning design is framed under a self-regulated learning approach. The activity is carried out with students of Early Childhood and Primary Education programmes of the University of the Balearic Islands (UIB) in Mallorca and Ibiza (Spain). Online quizzes are answered by students using their own mobile devices in classroom settings. The learning activity is aimed at fostering motivation through competition and participation as well as monitoring learning due to the possibilities for immediate feedback. Research goals are the exploration of students’ engagement and their perceptions on the educational experience. From a quantitative approach, data is obtained using diverse research instruments. Results on personal use of mobile devices do not show special skills for academic aims although their daily habits and routines anticipate a lack of difficulty to carry out a Bring Your Own Device (BYOD) activity in formal settings. Also, data shows generally positive perceptions by students regarding both their motivation and the development of self-regulated learning skills although it can be observed that student teachers of Primary Education achieve higher levels of acceptance. Conclusions suggest challenges for self-regulated learning aims.

[1] S. Urbina, S. and J. Salinas, “Campus virtuales: una perspectiva evolutiva y tendencias”. RED, Revista de Educación a Distancia, vol 42,pp. 1-16, 2014.
[2] A. Nussbaumer, I .Dahn, S. Kroop, A. Mikroyannidis, and D. Albert, (2015). Supporting Self-Regulated Learning in Responsive Open Learning Environments (eds. S. Kroop et al. (eds.), pp. 17-48, 2015
[3] M.D.Hanus, M.D. and J. Fox, J, “Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance”, Computers & Education vol. 80, pp. 152-161, 2015
[4] M. Poore, M. Using social media in the classroom: A best practice guide. Los Angeles, Calif: SAGE, 2015
[5] M. Area, A. Sanabria, and A. Vega, “Las políticas educativas TIC (Escuela 2.0) en las Comunidades Autónomas de España desde la visión del profesorado”, Campus Virtuales vol 1,no.2,pp. 74-88, 2013
gamification, mobile learning, self-regulated learning, Higher Education