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The use of gamification in a MOOC about energy: Effects and predictive models for participants' learning
(2019-05) Rincón Flores, Elvira Guadalupe; Mena, Juan José; Ramírez Velarde, Raúl; Ramírez Montoya, María Soledad; Tecnológico de Monterrey
Open Access Education has significantly grown in strength as a new way of fostering innovation in schools. Such is the case of Massive Online Open-access Courses (MOOCs), which have the added benefit of encouraging the democratization of learning. In this sense, the Binational Laboratory Project for Intelligent Management of Energy Sustainability and Technological Training between Mexico and the USA was launched with the purpose of trying the MOOC technology and measuring its impact in the academic, business, and social sectors. Under this scenario, this study aims to show the relationship of using gamification and level of performance in a MOOC on energy topics. The methodology was quantitative, using the course analytical data for sociodemographic information and predictive models. A total of 6,246 participants enrolled in the MOOC and 1,060 finished it. The results showed that (a) higher completion rates of the gamified challenge are found among those between 26 to 50 years of age; (b) the higher academic degree, the more inclined participants were to solve the gamified challenge; (c) no such distinction exists by gender.
Engagement in the course of programming in higher education through the use of gamification
(2019) Ramírez Montoya, María Soledad; Rincón Flores, Elvira Guadalupe; Mena, Juan José; García Peñalvo, Francisco José; Tecnológico de Monterrey
Programming learning in College Education is hard for students. Consequently, strategies are required to boost significant learning as well as sustained motivation during the delivery of the course. For this reason, the following investigation determines if the didactic strategy of gamification encourages engagement in a university level programming course. The article presents two interventions that took place during the period of January to April 2017 and January to April 2018 in a University of Mexico using the Challenge-based gamification pedagogical strategy. This strategy supports the Werbach and Hunter methodology. The dynamics were emotional, social, and progressive and were conducted through challenge and opportunities mechanics. The components were points, badges, avatars, and a leaderboard. In both interventions, surveys were used to know the acceptance of the strategy on behalf of the students, and a meta-evaluation instrument was applied after the first intervention with the purpose of strengthening and improving the didactic strategy. The main conclusion of this work indicates that gamification in the classroom contributed to improve the engagement with the students to succeed in solving the challenges successfully, therefore, the pedagogical strategy under scrutiny can be applied to other subjects

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