Abstract

Gamification techniques have demonstrated that students improve their learning process through mobile applications. However, every teacher creates his/her own questions for the game design, involving classroom response systems through a digital app such as Kahoot!, Socrative, Blicker, Clickers, Plickers, etc., without previous planning of the difficulty in every question formulated to the students. This work focuses on the evaluation design of a questionnaire for the final test of the Power Electronics subject, following Bloom’s Taxonomy methodology for every level of critical thinking within the cognitive domain of the learning process for students. Furthermore, an analysis of the V-Aiken for the reliability and validity of each question were taken into account. The final test implementation was carried out at Centro Universitario de Tonala, Jalisco, Mexico, involving nine students of the Energy Engineering grade of the fifth semester. The results show an analysis of the performance of the students when applying a designed test based on revised Bloom Taxonomy. It was better because the student demonstrates, in a more integral way, his/her mastery skill in different topics of the subject, while the results of the not-designed exam showed a poor student performance because all of their knowledge and skills are not evaluated when it is not applied a proper effective question.

Highlights

  • Modern education demands technology innovation (Westera W, 2004)

  • The main objective of this work is to evaluate the differences between a set of normal questions made on Kahoot! and a second set of questions based on the six level of learning skills according to the cognitive domain of Bloom Taxonomy, in order to stimulate critical thinking of students

  • The goal of this study has been to design a proper questionnaire for gamification in education, according to a methodology for a better performance of student’s learning objectives by applying the Revised Bloom Taxonomy

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Summary

Introduction

Modern education demands technology innovation (Westera W, 2004). Due to the growth of student population and technology innovation, the learning environment in schools has been changing the way a student can learn interacting with the new educational digital platforms. Students perceive gamification activities as a strong tool for the scholar assessment and the student performance, it is an important key to harnessing the power of gameplay for educational purposes (Kingsley & Grabner-Hagen, 2018). The main problem of gamification activities, especially in Kahoot!, is that questions asked on the game are often very easy to answer by students or any other person who wants to play a game of a specific subject. A second set of questions based on the six level of learning skills according to the cognitive domain of Bloom Taxonomy, in order to stimulate critical thinking of students. Kahoot! was used in the subject of Power Electronics belonging to the Energy Engineering degree at the University of Guadalajara, Mexico, as a case of study

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