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- Engaging MOOC through gamification: Systematic mapping review(2019-09-29) Rincón-Flores, Elvira Guadalupe; Ramírez Montoya, María Soledad; Mena, Juanjo; Instituto Tecnológico y de Estudios Superiores de MonterreyWhile gamification has a strong position in business and marketing, it is just emerging in the education field. This is especially true in the environment of Massive Open Online Courses (MOOC). This paper describes the trend of gamification for education in MOOC within literature. For this purpose, a systematic mapping was conducted with thirty research studies about gamification in MOOC performed between 2013 and 2019. The mapping established three dimensions: discipline, research, and technology. Results show that gamification in MOOC progresses according to the resources offered by the technological platform. Even though results about learning and motivation are encouraging, there are still opportunities for producing scientific publications.
- 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.
- Gamification as learning scenario in programming course of higher education.(2018-06) Rojas-López, Arturo; Rincón-Flores, Elvira; Universidad Tecnológica de Puebla, Tecnológico de MonterreyGamification in higher education could be a bad strategy if you only consider creating a game environment for learning, but particularly for a programming course can represent the element of motivation to develop specific skills. This article presents a pilot learning environment using gamification, for which emotional, social, narrative and progress dynamics were applied. The mechanics consisted of challenges and opportunities, where some of components were badges and a leadership board. The educational strategy was applied during period January - April 2017 in Programming course at Technological University of Puebla-Mexico; through surveys, students' acceptance of intervention was questioned and academic results of experimental group were compared with those obtained in the last 8 years with students from previous courses. The main conclusion of the work indicates that intervention of proposal in classroom offered necessary motivation to students for achievement of challenges and can be applied to other subjects.
- The use of gamification as a teaching methodology in a MOOC about the strategic energy reform in México(2018-06) Mena, Juan José; Rincón-Flores, Elvira; Ramírez, Raúl; Ramírez-Montoya, María SoledadThe irruption of online programs in education such as MOOCs is push-ing 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 indi-cate 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.