Abstract:

New generations have been born with technology all around them and most young people feel more closely identified with technological resources than with theoretical approaches explored in the classroom. Therefore, traditional education is considered as being dull, as learning doesn´t mean memorization anymore, and students are not being engaged and motivated.

Game Based Learning (GBL) has led to a complete change in education. Thought processes, working under pressure, and other management skills can be developed through the use of entertaining experiences, making the learning process more effective in terms of working towards a goal.

Related terms are gamification which is the use of motivating elements (e.g. markers) that encourage competition among users, and game-based learning which refers to the cognitive area of the product, its appearance, and its visual appeal. Game-based learning and simulation are serious games, educational experiences that are part of this group of game-based learning tools.

In this paper, we present a case study of the experience associated with using GBL, focusing on working with low socioeconomic status students in Escuela Politécnica Nacional (EPN). EPN is a public university and is one of the best in Ecuador. Most of the university students come from low-income families, and its graduates are well known in public and private industries for their technical knowledge. However, we have detected that one of their major problems is their low level of management skills due to their low self-esteem and their lack of interaction with others. Consequently, we present the results of the use of GBL orientated to increase the level of social skills on the part of low socioeconomic status students.

Keywords:

Game Based Learning, technology, low economic status students.