Use of gamification as collaborative learning resources

Nicanor Concepción García

doi:10.18535/ijsrm/v9i10.el04

Abstract

There is no doubt that students in contact with Information and Communication Technologies (ICT) benefit in various ways and advance in this new vision of the user of training. Gamification is a learning tool that is being used more frequently, and acquiring great relevance in the field of education, with the implementation and use of this support tool as a collaborative resource in a vital campus, it was proven that it is beneficial to improve the performance and quality of education in students who take the subject of Arithmetic and Geometry. At the ISOFODOSU. The purpose of this article is to present the results obtained from the intervention with students enrolled in the subject Arithmetic and Geometry in the academic periods September - December 2019, January - April 2020, on gamification in a virtual learning environment as a collaborative resource in combination with mobile devices. The objective set by the researcher is to check whether the use of this collaborative tool combined with mobile devices can improve academic performance, and increase the grades of students enrolled in the subject at the Salome Ureña Higher Institute of Teacher Training.

Highlights

This research study seeks to solve a problem that focuses on the lack of a teaching-learning methodology that adjusts to the needs of students enrolled in the education career of the Higher Institute of Teacher Training Salome Ureña, the use of The traditional methodology to teach the classes and the lack of appropriate study materials, has caused that these students do not obtain the necessary development and skills, in the subject arithmetic and Geometry, these results are reflected in the statistics of the revised academic records In the academic periods of 2017, 2018 and 2019, the high rate of students with low grades
This group was selected as a control group and the class continued with the traditional method until the second month, after having concluded the second part of the semester, the intervention was carried out with the students applying the treatment until the end of the intervention with the students, consists of an experiment implementing gamification as a collaborative tool using Moodle 3.8 as collaborative resources in a virtual learning environment in combination with mobile devices in the academic period September - December 2019, January - April 2020
The results obtained from the academic attitude satisfaction survey are presented. These tests were applied in order to measure academic performance by using Gamification as a study methodology different from the traditional one in combination with the use of mobile devices, to achieve improved academic performance in the teaching and learning process of the subject. of arithmetic and geometry, this learning methodology was designed from the implementation of a quasi-experimental case study. a

Summary

Introduction

This research study seeks to solve a problem that focuses on the lack of a teaching-learning methodology that adjusts to the needs of students enrolled in the education career of the Higher Institute of Teacher Training Salome Ureña, the use of The traditional methodology to teach the classes and the lack of appropriate study materials, has caused that these students do not obtain the necessary development and skills, in the subject arithmetic and Geometry, these results are reflected in the statistics of the revised academic records In the academic periods of 2017, 2018 and 2019, the high rate of students with low grades. A study modality different from the traditional one was implemented in the academic periods September - December 2019, January - April 2020, gamification in a virtual learning

Objectives

Methods

Results

Conclusion