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- The use of gamification as a teaching methodology in a MOOC about the strategic energy reform in México(2019-08) Mena, Juan José; Rincón Flores, Elvira G; Ramírez Ramírez, Raúl; Ramírez Montoya, María Soledad; Universidad de SalamancaThe irruption of online programs in education such as MOOCs is pushing educators to promote new ways of teaching to engage students. Nonetheless, most higher education teachers are not trained in the practices of e-learning. In this paper, we study the effects of gamification to see whether it better promotes learning. Over 6,000 participants enrolled in the MOOC entitled “Conventional and green energy sources” and 1,016 eventually completed it. Main results indicate that for all participants’ profiles (i.e., gender, age, and educational level) the completion of a gamification challenge at the end of the course favored their learning as shown in a final test scores. This lead us to think that gamification improves students’ performance in online teaching. However, there are technical limitations associated to the courses platforms that need to be solved to be able to use non-traditional learning approaches.
- Challenge-based gamification and its impact in teaching mathematical modeling(2016) Rincón Flores, Elvira G.; Ramírez Montoya, María S.; Mena Marcos, Juan J.; Tecnologico de MonterreyThe research presented describes how the challenge-based gamification strategy contributes to meaningful learning of the calculation of solids of revolution spreads in a subject in engineering. The evaluation of students’ performance during the gamification activities followed the mathematical modeling cycle. The research was carried out during the semester from January to May 2016 where 48 students from Engineering and Integral Calculus Courses in Tecnólogico de Monterrey (Mexico) participated. The students were divided into two groups, each consisting of 24 students and grouped in teams of four people. Three gamification activities were applied throughout the course. Mix Methods were chosen to analyze data. Main results indicate that challenge-based gamification help students were able to apply solids of revolution both in its application and the algorithmic part.
- Challenge-based gamification as a teaching’ Open Educational Innovation strategy in the energy sustainability area(2016) Rincón Flores, Elvira G.; Ramírez Montoya, María S.; Mena Marcos, Juan J.; Tecnologico de MonterreyThe purpose of this paper is to show a PhD dissertation research plan-and its current status- about the use gamification to promote Challenge- Based Learning through online teaching (MOOCs). The research question specifically aims at measuring the relationship between the impact of challenge-based gamification in online teaching on the level of educative innovation in terms of solving problems related to sustainable energy. This dissertation is part of the Strategic Initiative of Energy Project that was started by the National Council for Science and Technology in Mexico (CONACYT), the Energy Ministry (SENER) and the Tecnológico de Monterrey, which aims for massive training on the topics of energy and sustainability. For this purpose, there are being designed ten MOOCs (massive open online courses), which should include innovative teaching strategies such as gamification and challenge based learning. The gamification is an innovative educational strategy whose purpose is to place the student in scenarios or simulations involving achieving attractive challenges so as to increase their level of commitment (engagement) and competitiveness. Around 1,000 participants will take the MOOC and will constitute the study sample of this study. Questionnaires, open-ended interviews, and challenge-base learning tasks will be delivered to participants. A mixed method research analysis for both quantitative and qualitative data will be conducted. Intended results may probably point to differences between those participants who use gamification and those who do not in terms of being more successful in solving real-life energy problems. At present, only the theoretical framework and the instruments have been developed.
- Problem-based Gamification on sustainable energy ´s MOOCs(2016) Rincón Flores, Elvira G.; Ramírez Montoya, María S.; Mena Marcos, Juan J.; Tecnologico de MonterreyOpen Access Education is a movement that is growing in strength as a way of promoting innovation in schools. Such it is the case of the Massive Online Open-access Courses (MOOCs), which, in addition, promotes the democratization of learning. The present research is part of a national wide strategic project on energy sustainability, funded by the Mexican CONACYT-SENER (Agreement: S0019-2014-01). The project consists in developing MOOCs to train on both energy and sustainability topics in the use of innovative educational strategies such as the Gamification based on mechanics challenge (GBC). Three teams have been working in this process: a group of experts on energy and sustainability, another group of experts in educational innovation and research, and finally, a group of experts in technical production. The aim of the present study is to verify what would be the impact of GBC when it is used in the design of MOOCs by the three groups of experts. The study was developed through a qualitative methodology. For such purpose is attended to three meetings from which is carried to our observations not participating. Three categories emerged from the analysis: previous experience on design of content in MOOCs, previous experience on gamification and previous experience on problem-based learning. Results from the research described that the majority of the 'Energy and Sustainability' expert group had never used the MOOCs design of content, translating into a positively significant support from the 'Courses Creation and implementation' expert group. In addition, it was also found that the same team had limited knowledge regarding gamification despite they were familiar with problem based learning methodology as they used it in their lessons. Secondly, the support of educational innovation and research team was significant as well. The study shows how interdisciplinary work is highly relevant to the development and improvement of open innovation resources and methodologies. These results can be taken into the account to assist in the design of futures MOOCs, particularly xMOOCs, in a way to promote more active and less traditional types of learning.