- -

Importance of learning mathematics through SF and Fantasy digital games: a case study for BEng students

RiuNet: Repositorio Institucional de la Universidad Politécnica de Valencia

Compartir/Enviar a

Citas

Estadísticas

  • Estadisticas de Uso

Importance of learning mathematics through SF and Fantasy digital games: a case study for BEng students

Mostrar el registro completo del ítem

Cuenca-Gotor, VP.; Herrero-Debón, A.; Roselló-Ferragud, D.; Moll-López, S.; Monsoriu-Serra, JA.; Moraño-Fernández, JA.; Moraño Ataz, M.... (2023). Importance of learning mathematics through SF and Fantasy digital games: a case study for BEng students. Multidisciplinary Journal for Education, Social and Technological Sciences. 10(1):23-36. https://doi.org/10.4995/muse.2023.19121

Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10251/192924

Ficheros en el ítem

Thumbnail
Nombre: Cuenca-GotorHerre ...
Tamaño: 1.115Mb
Formato: PDF
Descripción: Versión editorial
Abrir/Preview

Metadatos del ítem

Título: Importance of learning mathematics through SF and Fantasy digital games: a case study for BEng students
Autor: Cuenca-Gotor, Vanesa Paula Herrero-Debón, Alicia Roselló-Ferragud, Dolors Moll-López, Santiago Monsoriu-Serra, Juan Antonio Moraño-Fernández, Jose Antonio Moraño Ataz, Marta Sánchez-Ruiz, Luis Manuel Vega-Fleitas, Erica
Entidad UPV: Universitat Politècnica de València. Departamento de Física Aplicada - Departament de Física Aplicada
Universitat Politècnica de València. Instituto Universitario de Matemática Multidisciplinar - Institut Universitari de Matemàtica Multidisciplinària
Universitat Politècnica de València. Escuela Técnica Superior de Ingeniería del Diseño - Escola Tècnica Superior d'Enginyeria del Disseny
Universitat Politècnica de València. Instituto de Diseño para la Fabricación y Producción Automatizada - Institut de Disseny per a la Fabricació i Producció Automatitzada
Universitat Politècnica de València. Centro de Tecnologías Físicas: Acústica, Materiales y Astrofísica - Centre de Tecnologies Físiques: Acústica, Materials i Astrofísica
Universitat Politècnica de València. Centro de Investigación en Tecnologías Gráficas - Centre d'Investigació en Tecnologies Gràfiques
Universitat Politècnica de València. Departamento de Matemática Aplicada - Departament de Matemàtica Aplicada
Fecha difusión:
Resumen:
[EN] This article presents the results of the creation of digital games, based on science fiction and fantasy themes, and their application in the mathematics subjects of Electronic and Aerospace BEng at the Polytechnic ...[+]
Palabras clave: Digital games , Game-based learning , Science-fiction , Engineering education , Soft skills
Derechos de uso: Reconocimiento - No comercial - Compartir igual (by-nc-sa)
Fuente:
Multidisciplinary Journal for Education, Social and Technological Sciences. (eissn: 2341-2593 )
DOI: 10.4995/muse.2023.19121
Editorial:
Universitat Politècnica de València
Versión del editor: https://doi.org/10.4995/muse.2023.19121
Código del Proyecto:
info:eu-repo/grantAgreement/UPV//PIME%2F21-22%2F284
Agradecimientos:
This research was funded by Polytechnic University of Valencia, Convocatoria A + D, Proyectos de Innovación Mejora Educativa, grant number PIME/21-22/284.
Tipo: Artículo

References

Alanazi, H. M. N. (2020). The Effects of Active Recreational Math Games on Math Anxiety and Performance in Primary School Children: An Experimental Study. Multidisciplinary Journal for Education, Social and Technological Sciences, 7(1), 89-112. https://doi.org/10.4995/muse.2020.12622

Ang, J.W.J.; Ng, Y.N.A.; Liew, R.S. Physical and Digital Educational Escape Room for Teaching Chemical Bonding. J. Chem. Educ. 2020, 97, 2849-2856. https://doi.org/10.1021/acs.jchemed.0c00612

Baker, D.J.; Zuvela, D. Feedforward strategies in the first-year experience of online and distributed learning environments. Assess. Eval. High. Educ. 2013, 38, 687-697. https://doi.org/10.1080/02602938.2012.691153 [+]
Alanazi, H. M. N. (2020). The Effects of Active Recreational Math Games on Math Anxiety and Performance in Primary School Children: An Experimental Study. Multidisciplinary Journal for Education, Social and Technological Sciences, 7(1), 89-112. https://doi.org/10.4995/muse.2020.12622

Ang, J.W.J.; Ng, Y.N.A.; Liew, R.S. Physical and Digital Educational Escape Room for Teaching Chemical Bonding. J. Chem. Educ. 2020, 97, 2849-2856. https://doi.org/10.1021/acs.jchemed.0c00612

Baker, D.J.; Zuvela, D. Feedforward strategies in the first-year experience of online and distributed learning environments. Assess. Eval. High. Educ. 2013, 38, 687-697. https://doi.org/10.1080/02602938.2012.691153

Bixler, A. Teaching evolution with the aid of science fiction. The American Biology Teacher, 2007, 69(6), 337--340. https://doi.org/10.2307/4452174

Boyle, E.A.; Hainey, T.; Connolly, T.M.; Gray, G.; Earp, J.; Ott, M.; Lim, T.; Ninaus, M.; Ribeiro, C.; Pereira, J. An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Comput. Educ. 2016, 94, 178-192. https://doi.org/10.1016/j.compedu.2015.11.003

Cadieux, M.; Campos-Zamora, M.; Zagury-Orly, I.; Dzara, K. Journal Club Using Virtual Breakout Rooms: Interactive Continuing Education with No Learner Preparation During COVID-19. J. Contin. Educ. Health Prof. 2020, 40, 217-219. https://doi.org/10.1097/CEH.0000000000000341

Cathcart, A.; Greer, D.; Neale, L. Learner-focused evaluation cycles: Facilitating learning using feedforward, concurrent and feedback evaluation. Assess. Eval. High. Educ. 2014, 39, 790-802. Available online: https://www.tandfonline.com/doi/abs/10.1080/02602938.2013.870969 (accessed on 27 September 2022). https://doi.org/10.1080/02602938.2013.870969

Czerneda, J.E. Science fiction & scientific literacy. The Science Teacher, 2006, 73(2), 38-42. https://my.nsta.org/resource/5575/science-fiction-science-literacy

Connolly, T.M.; Boyle, E.A.; MacArthur, E.; Hainey, T.; Boyle, J.M. A systematic literature review of empirical evidence on computer games and serious games. Comput. Educ. 2012, 59, 661-686. https://doi.org/10.1016/j.compedu.2012.03.004

De-Marcos, L.; Domínguez, A.; Saenz-De-Navarrete, J.; Pages, C. An empirical study comparing gamification and social networking on e-learning. Comput. Educ. 2014, 75, 82-91. https://doi.org/10.1016/j.compedu.2014.01.012

Fotaris, P.; Mastoras, T. Escape rooms for learning: A systematic review. In Proceedings of the 13th European Conference on Games Based Learning ECGBL, Odense, Denmark, 3-4 October 2019; pp. 9-18. https://doi.org/10.34190/GBL.19.179

Gordillo, A.; López-Fernández, D.; López-Pernas, S.; Quemada, J. Evaluating an Educational Escape Room Conducted Remotely for Teaching Software Engineering. IEEE Access 2020, 8, 225032-225051. https://doi.org/10.1109/ACCESS.2020.3044380

Hainey, T.; Connolly, T.M.; Boyle, E.A.;Wilson, A.; Razak, A. A systematic literature review of games-based learning empirical evidence in primary education. Comput. Educ. 2016, 102, 202-223. https://doi.org/10.1016/j.compedu.2016.09.001

Hasnain, N.; Wazid, S.W.; Hasan, Z. Optimism, hope, and happiness as correlates of psychological well-being among young adult Assamese males and females. J. Humanit. Soc. Sci. 2014, 19, 44-51. https://www.iosrjournals.org/iosr-jhss/papers/Vol19-issue2/Version-2/H019224452.pdf https://doi.org/10.9790/0837-19224452

Howell, R.T.; Chenot, D.; Hill, G.; Howell, C.J. Momentary happiness: The role of psychological need satisfaction. J. Happiness Stud. 2011, 12, 1-15. https://doi.org/10.1007/s10902-009-9166-1

Huang, S.Y.; Kuo, Y.H.; Chen, H.C. Applying digital escape rooms infused with science teaching in elementary school: Learning performance, learning motivation, and problem-solving ability. Think. Ski. Creat. 2020, 37, 100681. https://doi.org/10.1016/j.tsc.2020.100681

Hussein, M.H.; Ow, S.H.; Cheong, L.S.; Thong, M.-K.; Ale Ebrahim, N. Effects of digital game-based learning on elementary science learning: A systematic review. IEEE Access 2019, 7, 62465-62478. https://doi.org/10.1109/ACCESS.2019.2916324

Jiménez, C.; Arís, N.; Magreñán Ruiz, Á.A.; Orcos, L. Digital Escape Room, Using Genial.Ly and A Breakout to Learn Algebra at Secondary Education Level in Spain. Educ. Sci. 2020, 10, 271. https://doi.org/10.3390/educsci10100271

Llopis-Albert, C., & Rubio, F. (2021). Methodology to evaluate transversal competences in the master's degree in industrial engineering based on a system of rubrics and indicators. Multidisciplinary Journal for Education, Social and Technological Sciences, 8(1), 30-44. https://doi.org/10.4995/muse.2021.15244

Lopez-Pernas, S.; Gordillo, A.; Barra, E.; Quemada, J. Examining the Use of an Educational Escape Room for Teaching Programming in a Higher Education Setting. IEEE Access 2019, 7, 31723-31737. https://doi.org/10.1109/ACCESS.2019.2902976

Mellado, V.; Borrachero, A.B.; Brígido, M.; Melo, L.V.; Davila, M.A.; Canada, F.; Conde, M.C.; Costillo, E.; Esteban, R.; Martínez, G.; et al. Las emociones en la enseñanza de las ciencias/Emotions in science teaching. Enseñ. Cienc. 2014, 32, 11-36. https://doi.org/10.5565/rev/ensciencias.1478

Moeller, J.; Brackett, M.A.; Ivcevic, Z.; White, A.E. High school students' feelings: Discoveries from a large national survey and an experience sampling study. Learn. Instr. 2020, 66, 101301. https://doi.org/10.1016/j.learninstruc.2019.101301

Nicholson, S. Ask why: Creating a better player experience through environmental storytelling and consistency in escape room design. Proc. Meaningful Play 2016, 521-556. https://scottnicholson.com/pubs/askwhy.pdf

Ninaus, M.; Greipl, S.; Kiili, K.; Lindstedt, A.; Huber, S.; Klein, E.; Karnath, H.O.; Moeller, K. Increased emotional engagement in game-based learning - A machine learning approach on facial emotion detection data. Comput. Educ. 2019, 142, 103641. https://doi.org/10.1016/j.compedu.2019.103641

Orthia, L.A. Science fiction. In R. Gunstone (Ed.), Encyclopedia of science education. Ed. Springer 2015, 899902. https://doi.org/10.1007/978-94-007-2150-0_329

Phan, H.P.; Ngu, B.H.; Lin, R.-Y.;Wang, H.-W.; Shih, J.-H.; Shi, S.-Y. Predicting and enhancing students' positive emotions: An empirical study from a Taiwanese sociocultural context. Heliyon 2019, 5, e02550. https://doi.org/10.1016/j.heliyon.2019.e02550

Putt, S. Using science fiction to teach science facts (Publication No. 263) [Master of Art Thesis, Minnesota State University]. All Graduate Theses, Dissertations, and Other Capstone Projects. http://cornerstone.lib.mnsu.edu/etds/263

Recatalá, D. (2016). Using active learning methodologies in physical chemistry in CLIL contexts. Multidisciplinary Journal for Education, Social and Technological Sciences, 3(1), 71-83. https://doi.org/10.4995/muse.2016.3696

Reis, P.; Galvão, C. Socio-scientific controversies and students' conceptions about scientists. International Journal of Science Education, 2004, 26(13), 1621-1633. https://doi.org/10.1080/0950069042000205413

Sanchez-Martín, J.; Canada-Canada, F.; Davila-Acedo, M.A. Just a game? Gamifying a general science class at university: Collaborative and competitive work implications. Think. Skills Creativ. 2017 26, 51-59. https://doi.org/10.1016/j.tsc.2017.05.003

Sanchez-Martín, J.; Corrales-Serrano, M.; Luque-Sendra, A.; Zamora-Polo, F. Exit for success. Gamifying science and technology for university students using escape-room. A preliminary approach. Heliyon 2020, 6, e04340. https://doi.org/10.1016/j.heliyon.2020.e04340

Sánchez-Ruiz, L.M.; Moll-López, S.; Moraño-Fernández, J.A.; Roselló, D. Dynamical Continuous Discrete Assessment of Competencies Achievement: An Approach to Continuous Assessment. Mathematics 2021, 9, 2082. https://doi.org/10.3390/math9172082

Shute, V.J.; D'Mello, S.; Baker, R.; Cho, K.; Bosch, N.; Ocumpaugh, J.; Ventura, M.; Almeda, V. Modeling how incoming knowledge, persistence, affective states, and in-game progress influence student learning from an educational game. Comput. Educ. 2015, 86, 224-235. https://doi.org/10.1016/j.compedu.2015.08.001

Tugade, M.M.; Fredrickson, B.L. Regulation of positive emotions: Emotion regulation strategies that promote resilience. J. Happiness Stud. 2007, 8, 311-333. https://doi.org/10.1007/s10902-006-9015-4

Valiente, C.; Swanson, J.; Eisenberg, N. Linking students' emotions and academic achievement: When and why emotions matter. Child Dev. Perspect. 2012, 6, 129-135. https://doi.org/10.1111/j.1750-8606.2011.00192.x

Villavicencio, F.T.; Bernardo, A.B.I. Positive academic emotions moderate the relationship between self-regulation and academic achievement. Br. J. Educ. Psychol. 2013, 83, 329-340. https://doi.org/10.1111/j.2044-8279.2012.02064.x

Villavicencio, F.T.; Bernardo, A.B.I. Beyond math anxiety: Positive Emotions predict mathematics achievement, self-regulation, and self-efficacy. Asia-Pac. Educ. Res. 2016, 25, 415-422. https://doi.org/10.1007/s40299-015-0251-4

Vrasidas, C.; Avraamidou, L.; Theodoridou, K.; Themistokleous, S.; Panaou, P. Science fiction in education: Case studies from classroom implementations. Educational Media International, 2015, 52(3), 201-215. https://doi.org/10.1080/09523987.2015.1075102

Zamora-Polo, F.; Corrales-Serrano, M.; Sanchez-Martín, J.; Espejo-Antúnez, L. Nonscientific university students training in general science using an active-learning. merged pedagogy: Gamification in a flipped classroom. Educ. Sci. 2019, 9, 297-315. https://doi.org/10.3390/educsci9040297

Zhang, F.; Doroudian, A.; Kaufman, D.; Hausknecht, S.; Jeremic, J.; Owens, H. Employing a user-centered design process to create a multiplayer online escape game for older adults. In Proceedings of the Annual Symposium on Computer-Human Interaction in Play, Amsterdam, The Netherlands, 15-18 October 2017; Zhou, J., Salvendy, G., Eds.; Springer: Cham, Switzerland, 2017; pp. 296-307. https://doi.org/10.1007/978-3-319-58536-9_24

[-]

recommendations

 

Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro completo del ítem