Gamification as a Teaching Method to Improve Performance and Motivation in Tertiary Education during COVID-19: A Research Study from Mexico

Autor/inn/en	Rincon-Flores, Elvira G.; Mena, Juanjo; López-Camacho, Eunice
Titel	Gamification as a Teaching Method to Improve Performance and Motivation in Tertiary Education during COVID-19: A Research Study from Mexico
Quelle	In: Education Sciences, 12 (2022), Artikel 49 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Rincon-Flores, Elvira G.) ORCID (Mena, Juanjo) ORCID (López-Camacho, Eunice)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Game Based Learning; Teaching Methods; Academic Achievement; Student Motivation; College Students; COVID-19; Pandemics; Foreign Countries; Learner Engagement; Recognition (Achievement); Student Attitudes; Mexico + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Schulische Motivation; Collegestudent; Ausland; Soziale Anerkennung; Schülerverhalten; Mexiko
Abstract	Gamification is usually understood as a pedagogical strategy that favors student engagement and motivation. Traditionally it is composed of dynamics, mechanics, and components. The purpose of this study was to compare Engineering and Economics and Social Sciences undergraduate students in their performance (grades), motivation, quality of assignments, participation, and emotion when their teachers used gamification as an innovative teaching method during the COVID-19 pandemic. Pearson correlations, Principal Component Analysis (PCA), and Mann-Whitney test were conducted. Additionally, four students were interviewed to describe the emotional downside of the lockdown. The main results indicate that there are higher positive relationships among variables in the Engineering undergraduate students rather than in Economics and Social Sciences and show that emotion poorly correlates with performance, especially for the Economics and Social Sciences students, as many have a negative attitude toward learning mathematics. Additionally, gender and scholarship status are not differential factors. Gamification proved to be a useful pedagogical strategy to promote participation and enhance motivation among undergraduate students, particularly in a context of academic confinement. This study gives teachers an idea of the benefits and extent to which gamification can be used in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01