About this paper

Appears in:
Pages: 6761-6771
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.2548

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

GAMIFICATION, A DIDACTIC STRATEGY IN HIGHER EDUCATION

B. Villegas Aguilera, E. Alvarado Martínez

Universidad Autónoma de Nuevo León (MEXICO)
Society is in constant evolution due to the development of information and communication technologies, digital applications and social networks, which at the same time are frequently used by all kind of people, no matter their social status.

As a consequence in education; specially in higher education, teachers have incorporated these tools in their syllabus and clases to fulfill today society demands. Higher education teachers have created nicer environments with the implementation of new teaching and learning strategies to provide students with complete and comprehensible education, turning traditional clases into new and interesting lessons.

Through the incorporation of Gamification; game elements, in the syllabus and course design, students could change their habits in class and improve their participation, productivity and competenies. Thus, students could learn in a meaningful, fun and easier way.

The present work is part of the development of a research thesis, which is necessary to the pursuit of teaching-learning strategies based on the new educational trends, such as the GAMIFICATION, in order to promote behaviors and habits that lead students to the development of competences and better academic results. In this sense, the aim of this article is to develop resilience in university students by introducing gamification as a strategy for teaching and learning. The research question is: how does the gamification will contribute to the development of resilience in college students? The working methodology that will be cut, using a mixed design imbricated, under a positivist position; on the other hand, we will make use of the questionnaire of resilience for College Students (CRE-U) (Peralta, Ramirez, and Castaño, 2006).
@InProceedings{VILLEGASAGUILERA2017GAM,
author = {Villegas Aguilera, B. and Alvarado Mart{\'{i}}nez, E.},
title = {GAMIFICATION, A DIDACTIC STRATEGY IN HIGHER EDUCATION},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.2548},
url = {http://dx.doi.org/10.21125/edulearn.2017.2548},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {6761-6771}}
TY - CONF
AU - B. Villegas Aguilera AU - E. Alvarado Martínez
TI - GAMIFICATION, A DIDACTIC STRATEGY IN HIGHER EDUCATION
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.2548
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 6761
EP - 6771
ER -
B. Villegas Aguilera, E. Alvarado Martínez (2017) GAMIFICATION, A DIDACTIC STRATEGY IN HIGHER EDUCATION, EDULEARN17 Proceedings, pp. 6761-6771.
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