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Game-based learning supported by audience response tools: game proposals and preliminary assessment

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Game-based learning supported by audience response tools: game proposals and preliminary assessment

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dc.contributor.author Cobos, Maximo es_ES
dc.contributor.author Arevalillo-Herráez, Miguel es_ES
dc.contributor.author de Ves, Esther es_ES
dc.contributor.author Roger, Sandra es_ES
dc.contributor.author García-Pineda, Miguel es_ES
dc.contributor.author Grimaldo, Francisco es_ES
dc.contributor.author Fuertes, Ariadna es_ES
dc.contributor.author Sanmartín, Isaías es_ES
dc.contributor.author López-Iñesta, Emilia es_ES
dc.contributor.author Gutiérrez-Soto, Juan es_ES
dc.contributor.author Claver, Jose es_ES
dc.contributor.author Castaño, Maria es_ES
dc.date.accessioned 2018-10-05T12:55:14Z
dc.date.available 2018-10-05T12:55:14Z
dc.date.issued 2018-07-02T12:55:14Z
dc.identifier.isbn 9788490486900 es_ES
dc.identifier.uri http://hdl.handle.net/10251/109637
dc.description.abstract [EN] The so-called game-based learning strategies are based on introducing games in the classrooms to improve aspects such as student performance, concentration and effort. Currently, they provide a very useful resource to increase the motivation of university students, generating a better atmosphere among peers and between student and teacher, which in turn is generally translated into better academic results. However, the design of games that successfully achieve the desired teaching-learning objectives is not a trivial task. This work focuses on the design of games that allow the assessment of ICT-related university subjects. Specifically, three different games are proposed, all based on student participation in teams. After undertaking a preliminary evaluation of the different games, and observing the results obtained in different subjects taught by different teachers, the advantages and disadvantages of each game are discussed. This preliminary study will thus serve as an starting point for a more exhaustive study on the designed games, by including an statistical analysis considering the time variable (results in different academic courses). es_ES
dc.description.uri http://ocs.editorial.upv.es/index.php/HEAD/HEAD18 es_ES
dc.format.extent 8
dc.language Inglés es_ES
dc.publisher Editorial Universitat Politècnica de València es_ES
dc.relation.ispartof 4th International Conference on Higher Education Advances (HEAD'18)
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Higher Education es_ES
dc.subject Learning es_ES
dc.subject Educational systems es_ES
dc.subject Teaching es_ES
dc.subject Game-based learning
dc.subject Undergraduate education
dc.subject Game design
dc.subject Online platforms
dc.title Game-based learning supported by audience response tools: game proposals and preliminary assessment es_ES
dc.type Comunicación en congreso es_ES
dc.type Capítulo de libro es_ES
dc.identifier.doi 10.4995/HEAD18.2018.8044 es_ES
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Cobos, M.; Arevalillo-Herráez, M.; De Ves, E.; Roger, S.; García-Pineda, M.; Grimaldo, F.; Fuertes, A.... (2018). Game-based learning supported by audience response tools: game proposals and preliminary assessment. Editorial Universitat Politècnica de València. 605-612. doi:10.4995/HEAD18.2018.8044 es_ES
dc.description.accrualMethod OCS es_ES
dc.relation.conferencename Fourth International Conference on Higher Education Advances es_ES
dc.relation.conferencedate Junio 20-22,2018 es_ES
dc.relation.conferenceplace Valencia, Spain es_ES
dc.relation.publisherversion http://ocs.editorial.upv.es/index.php/HEAD/HEAD18/paper/view/8044 es_ES
dc.description.upvformatpinicio 605
dc.description.upvformatpfin 612
dc.type.version info:eu repo/semantics/publishedVersion es_ES
dc.relation.pasarela 8044 es_ES


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