Gamification during COVID-19: Promoting Active Learning and Motivation in Higher Education

Autor/inn/en	Rincon-Flores, Elvira G.; Santos-Guevara, Brenda N.
Titel	Gamification during COVID-19: Promoting Active Learning and Motivation in Higher Education
Quelle	In: Australasian Journal of Educational Technology, 37 (2021) 5, S.43-60 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rincon-Flores, Elvira G.) ORCID (Santos-Guevara, Brenda N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	COVID-19; Pandemics; Active Learning; Student Motivation; Undergraduate Students; Educational Games; Rewards; Calculus; Grades (Scholastic); Correlation; School Closing; Online Courses; Distance Education; Synchronous Communication; Educational Technology; Technology Uses in Education; Foreign Countries; Mexico + Suchen Sie Ihr Suchwort? Aktives Lernen; Schulische Motivation; Educational game; Lernspiel; Reward; Belohnung; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Notenspiegel; Korrelation; School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Mexiko
Abstract	Virtual teaching modalities urgently implemented during the Covid-19 pandemic require strategies to motivate students to participate actively in higher education. Our study found that gamification using a reward-based system is a strategy that can improve the educational experience under exceptional circumstances. This article reports the results of two gamified undergraduate courses (Calculus and Development of Transversal Competencies) designed with a reward system. The results derived from analyses of online surveys, the final grades, and their correlations revealed that gamification helped motivate students to participate actively and improved their academic performance, in a setting where the mode of instruction was remote, synchronous, and online. From the results we conclude that gamification favours the relationship between attention, participation, and performance, while promoting the humanisation of virtual environments created during academic confinement. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01