Evaluación de una experiencia innovadora de gamificación en educación superior: el caso de ingeniería

Translated title of the contribution: Evaluation of an innovate gamification experience in higher education: the case of engineering

Natalie Morales Londoño, José Tejada Fernández, Holman Ospina-Mateus

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Abstract

Introduction. Based on professional profiles and competencies in higher education, practices, and tools are required to create scenarios favoring the teaching-learning process. This study analyzes the effectiveness of gamification as an innovative strategy for acquiring professional skills, seeking to identify the components that influence its acquisition process. Method. The research is based on a multiple case study of gamification action research, implemented in three industrial engineering groups at the Faculty of Engineering of the Tecnológico de Comfenalco (Cartagena de Indias, Colombia). The study was established in four moments where learning experiences were combined, seeking to identify the effects and components that influence the learning process. Results. The results show the effectiveness of gamification to the extent that students modified their way of approaching the unknown creatively, allowing the generation of convergent thinking, the understanding of rules, the formulation of hypotheses, and the construction of knowledge. Conclusions. It is concluded that gamification generates significant and effective learning environments for acquiring skills and the need to experiment with innovative and dynamic practices within the classroom that allow alternating scenarios within the socio-professional context.
Translated title of the contributionEvaluation of an innovate gamification experience in higher education: the case of engineering
Original languageSpanish
Article numbere3660
Number of pages23
JournalUTE Teaching & Technology (Universitas Tarraconensis)
Volume2024
Issue number1
DOIs
Publication statusPublished - 15 Apr 2024

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