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dc.contributor.authorMena, Juan José
dc.contributor.authorRincón Flores, Elvira G
dc.contributor.authorRamírez Ramírez, Raúl
dc.contributor.authorRamírez Montoya, María Soledad
dc.date.accessioned2018-11-30T14:26:40Z
dc.date.available2018-11-30T14:26:40Z
dc.date.issued2019-08
dc.identifier.urihttp://hdl.handle.net/11285/632423
dc.description.abstractThe irruption of online programs in education such as MOOCs is pushing educators to promote new ways of teaching to engage students. Nonetheless, most higher education teachers are not trained in the practices of e-learning. In this paper, we study the effects of gamification to see whether it better promotes learning. Over 6,000 participants enrolled in the MOOC entitled “Conventional and green energy sources” and 1,016 eventually completed it.  Main results indicate that for all participants’ profiles (i.e., gender, age, and educational level) the completion of a gamification challenge at the end of the course favored their learning as shown in a final test scores. This lead us to think that gamification improves students’ performance in online teaching. However, there are technical limitations associated to the courses platforms that need to be solved to be able to use non-traditional learning approaches.
dc.formatEn Extenso / In Extensoen_US
dc.language.isoengen_US
dc.relationThis research has been conducted under an international project entitled: “Laboratorio Binacional para la Gestión Inteligente de la Sustentabilidad Energética y la Formación Tecnológica” [Binational Laboratory for the Intelligent Management of the Energy Sustainability and the Technological Formation], with financing of energy sustainability fund CONACYT-SENER (Reference number: 266632. Agreement: S0019¬2014¬01).en_US
dc.relation.ispartof266632-CONACYT-SENER-S0019201401
dc.relation.urlhttps://doi.org/10.1007/978-3-319-98872-6en_US
dc.rightsEmbargoed Accessen_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.titleThe use of gamification as a teaching methodology in a MOOC about the strategic energy reform in Méxicoen_US
dc.typeArtículo de Conferencia / Conference Articleen_US
dc.conference.nameMIS4TEL 2018 Conference (Toledo, Spain, 2018)en_US
dc.conference.hostUniversity of L’Aquila, Italyen_US
dc.conference.locationToledo, Españaen_US
dc.subject.keywordGamificationen_US
dc.subject.keywordTeacher educationen_US
dc.subject.keywordMOOCs.en_US
dc.identifier.volume804en_US
dc.identifier.startpage29en_US
dc.identifier.endpage36en_US
dc.contributor.affiliationUniversidad de Salamancaen_US
dc.subject.disciplineIngeniería y Ciencias Aplicadas / Engineering & Applied Sciencesen_US
html.description.abstract<html> <head> <title></title> </head> <body> <p>The irruption of online programs in education such as MOOCs is pushing educators to promote new ways of teaching to engage students. Nonetheless, most higher education teachers are not trained in the practices of e-learning. In this paper, we study the effects of gamification to see whether it better promotes learning. Over 6,000 participants enrolled in the MOOC entitled &#8220;Conventional and green energy sources&#8221; and 1,016 eventually completed it.&#160; Main results indicate that for all participants&#8217; profiles (i.e., gender, age, and educational level) the completion of a gamification challenge at the end of the course favored their learning as shown in a final test scores. This lead us to think that gamification improves students&#8217; performance in online teaching. However, there are technical limitations associated to the courses platforms that need to be solved to be able to use non-traditional learning approaches.</p> </body> </html>en_US


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