Abstract
The development of mathematical skills for future engineers is essential. Game-based learning (GBL) and gamification have been widely used in elementary education, but less applied in higher education. The objective of this article was to evaluate the effect of didactic strategies mediated by games in the teaching of mathematics in first-year engineering students. A qualitative study was carried out. Five (5) teaching units were designed. Seven (7) focus groups were developed with 81 participants from the differential calculus course. The keyword in context-KWIC technique was used for the focus group analysis. The categories attention, relevance, confidence, and satisfaction (Keller’s motivational model) were evaluated. An important contribution of the pedagogical strategy to student motivation, teamwork, commitment, and argumentation was verified. In conclusion, game-based learning makes it possible to strengthen the motivation of students in the educational processes of mathematics in engineering.
Highlights
Gamification has become a very popular and prominent strategy in the educational field today (Aldemir et al, 2018; Nah et al, 2014; Shemran et al, 2017)
Game-based learning (GBL) and gamification have been widely used in elementary education, but less applied in higher education
Game-based learning makes it possible to strengthen the motivation of students in the educational processes of mathematics in engineering
Summary
Gamification has become a very popular and prominent strategy in the educational field today (Aldemir et al, 2018; Nah et al, 2014; Shemran et al, 2017). Several definitions are found in the academic literature on the concept of gamification One of these definitions indicates that it consists of the use of game design elements in non-game activities (Deterding et al, 2011). Burke (2016) defines gamification as the use of game mechanics to encourage commitment and motivation to achieve their results. This definition largely coincides with that proposed by (Kapp, 2012). In gamification there are concepts such as game (broad vision of play), game elements (narrative, feedback, levels, cooperation, collaboration, and among others), design (interfaces, patterns, mechanics, dynamics, and models), and cognitive factors (Bjork & Holopainen, 2004; Crumlish & Malone, 2009; Deterding et al, 2011)
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