Abstract
The process of converting non-game educational content and processes into game-like educational content and processes is called gamification. This article describes a gamified evaluation software for university students in Science, Technology, Engineering, the Arts and Mathematics (STEAM) courses, based on competence profiles of students and problems. The traditional learning management systems and learning tools cannot handle gamification to its full potential because of the unique requirements of gamified environments. We designed a novel gamification evaluation and assessment methodology implemented in a STEAM course through specially designed software. The results from end-user tests show a positive expectation of students’ performance and motivation. The preliminary results of over 100 students in the Fundamentals of Computer Graphics course are presented and the results of quantitative analysis are discussed. In addition we present an analysis of students’ surveys, where students expressed in free text form observations about the software.
Highlights
As a technological society we strive to introduce technology in all aspects of our life
The target course is Fundamentals of Computer Graphics, which is compulsory for second-year Computer Sciences students at the Faculty of Mathematics and Informatics, Sofia University
This article presents a method for a gamified evaluation based on competence profiles of students and problems, describes the software, which we developed for this gamified evaluation, and discusses the preliminary results of the software test with over 100 students
Summary
As a technological society we strive to introduce technology in all aspects of our life. Children’s education relies on Game-Based Learning (GBL), shown as arrow (1) in PBL to the education of pupils and young students is a way to provide a fruitful context for learning. This approach is represented by arrow (3). Educators and researchers explore ways of applying GBL to university-level and adult education, as indicated by arrow (4). This application of GBL is the main focus of our article
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