Enhancing cooperative learning and student motivation with gamification strategies: A case study in industrial engineering

Laia Lluch Molins, Francis Yorka Balbontin Escorza, Nelida Sullivan Campillay

Abstract


This contribution presents the pedagogical design of a subject through gamified activities supported by technological tools in which the integration of two key subjects of the Civil Industrial Engineering career were implemented, which are operational research and project evaluation. In addition, the results of the satisfaction and learning perception questionnaires administered at the end of the experience are presented. Gamification is planned and implemented as a collaborative learning strategy to relate knowledge and skills acquired in order to provide solutions to science-based engineering problems in the area of their profession.  The experience has been developed with 10 students of the ninth semester of the 2017 generation of the career, dictated this semester. It should be noted that the course was planned to be taught in classroom mode, due to the COVID-19 pandemic, for both academics and students, it was a challenge and a learning achievement to teach the course online, since the University of Antofagasta was not prepared to teach classes in virtual mode. Even though Chilean universities have used gamification in engineering, there have been no records of the existence of subjects integrated with the application of this tool.

The results obtained in this teaching innovation achieved motivation of our students, teamwork, learning to learn, good performance in the completion of academic activities and the satisfaction of students accredited through the survey.


Keywords


gamification; integration; motivation; learn to learn; teamwork.

Full Text:

PDF HTML


DOI: http://dx.doi.org/10.3926/jotse.1693


Licencia de Creative Commons 

This work is licensed under a Creative Commons Attribution 4.0 International License

Journal of Technology and Science Education, 2011-2022

Online ISSN: 2013-6374; Print ISSN: 2014-5349; DL: B-2000-2012

Publisher: OmniaScience