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dc.contributor.authorRamírez Montoya, María Soledad
dc.contributor.authorRincón Flores, Elvira Guadalupe
dc.contributor.authorMena, Juan José
dc.contributor.authorGarcía Peñalvo, Francisco José
dc.description.abstractProgramming learning in College Education is hard for students. Consequently, strategies are required to boost significant learning as well as sustained motivation during the delivery of the course. For this reason, the following investigation determines if the didactic strategy of gamification encourages engagement in a university level programming course. The article presents two interventions that took place during the period of January to April 2017 and January to April 2018 in a University of Mexico using the Challenge-based gamification pedagogical strategy. This strategy supports the Werbach and Hunter methodology. The dynamics were emotional, social, and progressive and were conducted through challenge and opportunities mechanics. The components were points, badges, avatars, and a leaderboard. In both interventions, surveys were used to know the acceptance of the strategy on behalf of the students, and a meta-evaluation instrument was applied after the first intervention with the purpose of strengthening and improving the didactic strategy. The main conclusion of this work indicates that gamification in the classroom contributed to improve the engagement with the students to succeed in solving the challenges successfully, therefore, the pedagogical strategy under scrutiny can be applied to other subjectses_MX
dc.rightsEmbargoed Accesses_MX
dc.titleEngagement in the course of programming in higher education through the use of gamificationes_MX
dc.typeArtículo / Articlees_MX
dc.identifier.journalUniversal Access in the Information Societyes_MX
dc.contributor.affiliationTecnológico de Monterreyes_MX
dc.subject.disciplineCiencias Sociales / Social Sciencesyes_MX

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Except where otherwise noted, this item's license is described as Embargoed Access