A Gamified Active-Learning Proposal for Higher-Education Heterogeneous STEM Courses
Bibliographic Data
| ID | 22047882 |
|---|---|
| Authors | Mario J Duran (0000-0002-4912-7091, Universidad de Málaga), Juan Jose Aciego (0000-0003-2308-1686, Universidad de Málaga, corresponding author), Ignacio Gonzalez-Prieto (0000-0001-5028-9402, Universidad de Málaga), Juan Carrillo-Rios (0009-0001-0247-0132, Universidad de Málaga), Angel Gonzalez-Prieto (0000-0003-0122-384X, Universidad Politécnica de Madrid), Alicia Claros-Colome (Universidad de Málaga) |
| Year | 2024 |
| Volume | 15 |
| Issue | 1 |
| Pages | 10 |
| Publication date | 2024-12-25 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15010010 |
| OpenAlex | W4405782192 |
| Language | EN |
| Citations received | 4 |
| References cited | 62 |
Both industry and academia have recently highlighted the need to provide students with 21st-century abilities that involve soft skills and flexible technical competencies. To this end, active learning (AL) helps scholars to be more autonomous, proactive, self-regulated, sociable and creative. A full AL implementation typically requires costly resources and institutional support. However, it is possible to maintain a traditional teaching structure and include low-cost AL activities that enhance the students’ performance and satisfaction. This proposal suggests a methodology where lectures become more dynamic, the practical teaching is student-centered, the lab teaching is fully open, and the learner’s progress is gamified. A full subject design is presented in a comprehensive manner aiming for satisfying courses with a heterogeneous students’ profile. All activities are carefully selected with a social constructivist approach in order to promote critical thinking, social interaction and students’ engagement. The assessment of the course design implementation is performed considering multiple aspects, such as satisfaction, performance, social relationships and self-regulation. Results confirm the adequacy of the proposal to develop technical skills, excite non-technical competences and motivate scholars with an inclusive approach
Higher education · Mathematics education · Pedagogy · Political science · Computer Science · Educational Games and Gamification · Innovative Teaching Methods · Online Learning and Analytics · Psychology · Artificial Intelligence
Replication and Analysis of Ebbinghaus’ Forgetting Curve
Does Gamification Work? -- A Literature Review of Empirical Studies on Gamification
From Cognitive Modeling to Self-Regulation
Becoming a self-regulated learner
The effect of games and simulations on higher education
Self-Efficacy
Social cognitive theory of self-regulation
Attaining Self-Regulation
A Long-Life Predictive Guidance with Homogeneous Competence Promotion for University Teaching Design
The Pedagogical Use of Gamification in English Vocabulary Training and Learning in Higher Education
Innovating Higher Education via Game-Based Learning on Misconceptions
Level of Satisfaction with the Application of the Collaborative Model of the Flipped Classroom in the Sport of Sailing
Escape Room Game for Engineering Students
Investigating the effect of gamification elements on bank customers to personalize gamified systems
Gamification in higher education
Artificial intelligence, 21st century competences, and socio‐emotional learning in education
Game-Based Learning
Teaching Electric Drives Control Course
Gamifying Software Engineering Tools to Motivate Computer Science Students to Start and Finish Programming Assignments Earlier
A Flipped Classroom Approach to Teaching Empirical Software Engineering
Understanding Power Electronics and Electrical Machines in Multidisciplinary Wind Energy Conversion System Courses
Characterizing Engineering Learners’ Preferences for Active and Passive Learning Methods
Cooperative Electronic Learning in Virtual Laboratories Through Forums
After the Workshop
Addressing Learner Satisfaction Outcomes in Electronic Instrumentation and Measurement Laboratory Course Organization
The Evaluation of the Student Evaluation of Educational Quality Questionnaire (Seeq) in UK Higher Education
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
To Do or To Listen? Student Active Learning vs. the Lecture
Social Cognitive Theory
Seeq
| Unique citing works | 4 |
|---|---|
| Citations per year | 4 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |