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On the use of gamification tools for blended learning approaches in Thermodynamics courses

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On the use of gamification tools for blended learning approaches in Thermodynamics courses

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dc.contributor.author Bracho León, Gabriela Cristina es_ES
dc.contributor.author Martí-Aldaraví, Pedro es_ES
dc.contributor.author García Tíscar, Jorge es_ES
dc.contributor.author Gómez Soriano, Josep es_ES
dc.date.accessioned 2022-10-20T09:57:08Z
dc.date.available 2022-10-20T09:57:08Z
dc.date.issued 2022-01-19
dc.identifier.isbn 9788490483657
dc.identifier.uri http://hdl.handle.net/10251/188377
dc.description.abstract [EN] During the last year 2020, education in European universities has suffered a challenging transformation from an established pedagogical model to a digital one. The face-to-face formal lectures have been replaced to on-line sessions and blended learning approaches. The courses related to the Thermodynamics subject of two Bachelor of Science Degrees (Mechanical Engineering and Automatic and Industrial Electronic Engineering) have been also adapted to the blended learning approach, in this case combining the use of screencast videos, interactive slides with comments, synchronous on-line lectures and tutorials, and virtual laboratories. This recent methodology has been demonstrated to be effective due to its flexibility and ubiquitous characteristics. However, one of the difficulties is tracking the engagement and the evolution of the students due to the reduced direct interaction between them and the instructors. Among the technological tools that are used to benefit the learning process of students, gamification tools have been demonstrated to be effective and positive for academic performance. The aim of this study is to implement and evaluate the effectiveness of the gamification in the Thermodynamics courses where the proposed blended learning approach is used. One of the goals is to identify the specific competences acquired by the students after watching the audio-visual content (videos and slides). For this purpose, a Kahoot was played before starting the on-line lecture (synchronous), and according to the score, the instructor could recognize the level of understanding of the concepts. Based on the results, the instructor was able to focus more on the weaker learning objectives, capturing their attention during the session. At the end of the session the Kahoot was played again to recognize if the concepts were consolidated during the lesson. The results show that the use of this gamification tool achieved high levels of engagement and improved the attention and participation of the students. es_ES
dc.description.sponsorship This work has been done in the framework of the innovative teaching group EICE CONMAGIA promoted by the Instituto de Ciencias de la Educación. es_ES
dc.format.extent 8 es_ES
dc.language Inglés es_ES
dc.publisher Editorial Universitat Politècnica de València es_ES
dc.relation.ispartof Proceedings INNODOCT/21. International Conference on Innovation, Documentation and Education
dc.rights Reconocimiento - No comercial - Compartir igual (by-nc-sa) es_ES
dc.subject Gamification tools es_ES
dc.subject Online teaching es_ES
dc.subject Blended learning approach es_ES
dc.subject Kahoot es_ES
dc.subject Engagement es_ES
dc.title On the use of gamification tools for blended learning approaches in Thermodynamics courses es_ES
dc.type Capítulo de libro es_ES
dc.type Comunicación en congreso es_ES
dc.identifier.doi 10.4995/INN2021.2021.13370
dc.rights.accessRights Abierto es_ES
dc.contributor.affiliation Universitat Politècnica de València. Escuela Técnica Superior de Ingeniería del Diseño - Escola Tècnica Superior d'Enginyeria del Disseny es_ES
dc.contributor.affiliation Universitat Politècnica de València. Escuela Técnica Superior de Ingenieros Industriales - Escola Tècnica Superior d'Enginyers Industrials es_ES
dc.contributor.affiliation Universitat Politècnica de València. Instituto Universitario CMT-Motores Térmicos - Institut Universitari CMT-Motors Tèrmics es_ES
dc.contributor.affiliation Universitat Politècnica de València. Departamento de Máquinas y Motores Térmicos - Departament de Màquines i Motors Tèrmics es_ES
dc.description.bibliographicCitation Bracho León, GC.; Martí-Aldaraví, P.; García Tíscar, J.; Gómez Soriano, J. (2022). On the use of gamification tools for blended learning approaches in Thermodynamics courses. En Proceedings INNODOCT/21. International Conference on Innovation, Documentation and Education. Editorial Universitat Politècnica de València. 75-82. https://doi.org/10.4995/INN2021.2021.13370 es_ES
dc.description.accrualMethod OCS es_ES
dc.relation.conferencename INNODOCT 2021 es_ES
dc.relation.conferencedate Octubre 27-Noviembre 01, 2021 es_ES
dc.relation.conferenceplace Valencia, España es_ES
dc.relation.publisherversion http://ocs.editorial.upv.es/index.php/INNODOCT/INN2021/paper/view/13370 es_ES
dc.description.upvformatpinicio 75 es_ES
dc.description.upvformatpfin 82 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.relation.pasarela OCS\13370 es_ES
dc.contributor.funder Universitat Politècnica de València es_ES


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