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Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
Artículo científico o editorial en una publicación periódica académica sujeto a revisión de pares. Cumple con los índices internacionales o bases de datos de amplia cobertura, como el listado del Current Contents, ISI WEB of Knowledge (http://isiknowledge.com/) e índice de revistas mexicanas de CONACYT (www.conacyt.mx/dac/revistas). Éstos indizan y resumen los artículos de revistas seleccionadas, en todas las áreas del saber.
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- Gamification: a new key for enhancing engagement in MOOCs on energy?(Springer, 2021-06-15) Mena, Juanjo; Rincón Flores, Elvira Guadalupe; Ramírez Montoya, María SoledadGamification is an innovative educational strategy that uses elements of games for educational purposes, including the completion of appealing challenges to increase student levels of engagement and learning. The objective of this research is to assess the effects of gamification as a teaching method used in a Massive Open Online Course (MOOC) about clean and conventional energy. This research is part of the project “Laboratorio Binacional para la Gestión Inteligente de la Sustentabilidad Energética y la Formación Tecnológica” [Binational Laboratory for the Intelligent Management of Sustainable Energy and Technological Formation]. A total of 4819 participants enrolled in the course, 621 passed the course, and 647 completed the gamified challenge. Results showthe impact of gamification on the cognitive, social, and emotional dimensions, where more than 90% of the participants agreed about feeling more motivated and challenged than when using traditional teaching methods. Therefore, the use of this methodology in online teaching could be very impactful in personalizing and enhancing the learning opportunities of massive, open online courses.
- 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 MonterreyOpen 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.
- Gamification in MOOCs: Engagement application test in energy sustainability courses(IEEE, 2019-04) Valenzuela González, Jaime Ricardo; Romero Rodríguez, Luis Miguel; Ramírez Montoya, María Soledad; Tecnologico de MonterreyMassive open online courses (MOOCs) have triggered a sudden change in the educational scene. Its characteristics of being free, heterogeneous, multi-thematic, and fostering lifelong learning have completely changed the instructional design scene, allowing these innovations and new architectures of teaching and learning to be included. However, MOOCs have been criticized by the scientific community for their high dropout rates and low overall completion rates, which has called into question their effectiveness as a pedagogical tool. This paper analyzes how the application of gamification strategies in MOOCs on energy sustainability affects participants’ engagement and seeks to identify what types of interactive gamification media are more useful in generating interest and motivation in students. In order to do so, a mixed quasi-experimental method is used. A gamification board with challenges, badges, and leaderboards to a sample is used, and at the same time, this platform is analyzed using the integrated theoretical gamification model in e-learning environments. In the MOOCs where gamification strategies were applied, a global completion rate of 14.43% was obtained, while in those without gamification, 6.162% was obtained. Likewise, the degree of student engagement with respect to the completion rate of activities was much higher in the gamified platform (28.032%) than in the traditional design (13.252%). The results show that applying gamification strategies in MOOCs achieves a higher level of engagement and student motivation.
- 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 MonterreyProgramming 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