Challenge-based gamification as a teaching’ Open Educational Innovation strategy in the energy sustainability area

Hdl Handle:
http://hdl.handle.net/11285/620886
Title:
Challenge-based gamification as a teaching’ Open Educational Innovation strategy in the energy sustainability area
Authors:
Rincón Flores, Elvira G. ( 0000-0001-5957-2335 ) ; Ramírez Montoya, María S. ( 0000-0002-1274-706X ) ; Mena Marcos, Juan J. ( 0000-0002-6925-889X )
Format:
En Extenso / In Extenso
Conference Name:
Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality, TEEM 2016
Conference Host:
Universidad de Salamanca
Volume:
2016
Issue Date:
2016
Conference Location:
Salamanca, Spain
Department:
Tecnologico de Monterrey
Discipline:
Ciencias Sociales / Social Sciences
Abstract:

The purpose of this paper is to show a PhD dissertation research plan-and its current status- about the use gamification to promote Challenge- Based Learning through online teaching (MOOCs). The research question specifically aims at measuring the relationship between the impact of challenge-based gamification in online teaching on the level of educative innovation in terms of solving problems related to sustainable energy. This dissertation is part of the Strategic Initiative of Energy Project that was started by the National Council for Science and Technology in Mexico (CONACYT), the Energy Ministry (SENER) and the Tecnológico de Monterrey, which aims for massive training on the topics of energy and sustainability. For this purpose, there are being designed ten MOOCs (massive open online courses), which should include innovative teaching strategies such as gamification and challenge based learning. The gamification is an innovative educational strategy whose purpose is to place the student in scenarios or simulations involving achieving attractive challenges so as to increase their level of commitment (engagement) and competitiveness. Around 1,000 participants will take the MOOC and will constitute the study sample of this study. Questionnaires, open-ended interviews, and challenge-base learning tasks will be delivered to participants. A mixed method research analysis for both quantitative and qualitative data will be conducted. Intended results may probably point to differences between those participants who use gamification and those who do not in terms of being more successful in solving real-life energy problems. At present, only the theoretical framework and the instruments have been developed.

Keywords:
Gamification, Challenges; MOOCs; Open Innovation; Energy
Additional Links:
https://2016.teemconference.eu/
Type:
Artículo de Conferencia / Conference Article
Appears in Collections:
Artículos de Conferencia

Full metadata record

DC FieldValue Language
dc.contributor.authorRincón Flores, Elvira G.en
dc.contributor.authorRamírez Montoya, María S.en
dc.contributor.authorMena Marcos, Juan J.en
dc.date.accessioned2016-10-08T22:06:50Z-
dc.date.available2016-10-08T22:06:50Z-
dc.date.issued2016-
dc.identifier.urihttp://hdl.handle.net/11285/620886-
dc.description.abstract<p style="text-align: justify;">The purpose of this paper is to show a PhD dissertation research plan-and its current status- about the use gamification to promote Challenge- Based Learning through online teaching (MOOCs). The research question specifically aims at measuring the relationship between the impact of challenge-based gamification in online teaching on the level of educative innovation in terms of solving problems related to sustainable energy. This dissertation is part of the Strategic Initiative of Energy Project that was started by the National Council for Science and Technology in Mexico (CONACYT), the Energy Ministry (SENER) and the Tecnológico de Monterrey, which aims for massive training on the topics of energy and sustainability. For this purpose, there are being designed ten MOOCs (massive open online courses), which should include innovative teaching strategies such as gamification and challenge based learning. The gamification is an innovative educational strategy whose purpose is to place the student in scenarios or simulations involving achieving attractive challenges so as to increase their level of commitment (engagement) and competitiveness. Around 1,000 participants will take the MOOC and will constitute the study sample of this study. Questionnaires, open-ended interviews, and challenge-base learning tasks will be delivered to participants. A mixed method research analysis for both quantitative and qualitative data will be conducted. Intended results may probably point to differences between those participants who use gamification and those who do not in terms of being more successful in solving real-life energy problems. At present, only the theoretical framework and the instruments have been developed.</p>en
dc.formatEn Extenso / In Extensoen
dc.language.isoengen
dc.relation266632-CONACYT-SENER-S0019201401en
dc.relation.urlhttps://2016.teemconference.eu/en
dc.rightsOpen Access-
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.titleChallenge-based gamification as a teaching’ Open Educational Innovation strategy in the energy sustainability areaen
dc.typeArtículo de Conferencia / Conference Articleen
dc.conference.nameFourth International Conference on Technological Ecosystems for Enhancing Multiculturality, TEEM 2016en
dc.conference.hostUniversidad de Salamancaen
dc.conference.locationSalamanca, Spainen
dc.subject.keywordGamification, Challengesen
dc.subject.keywordMOOCsen
dc.subject.keywordOpen Innovationen
dc.subject.keywordEnergyen
dc.identifier.volume2016en
dc.contributor.affiliationTecnologico de Monterreyen
dc.subject.disciplineCiencias Sociales / Social Sciences-
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