La gamificación como herramienta de recuperación de la atención en clases de larga duración
[EN] This teaching innovation aims to improve the motivation and attention of the students of the subject "Mechanical Design of Equipment" (MDE), belonging to the Degree in Chemical Engineering of the Faculty of Sciences from the Universidad Autónoma de Madrid (Spain). As a subject...
| Autores: | , , , |
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| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/200736 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/200736 |
| Access Level: | acceso abierto |
| Palabra clave: | Gamificación Atención Retroalimentación WOOCLAP Educación superior Ingeniería Química Gamification Attention Feedback Higher education Chemical Engineering |
| Sumario: | [EN] This teaching innovation aims to improve the motivation and attention of the students of the subject "Mechanical Design of Equipment" (MDE), belonging to the Degree in Chemical Engineering of the Faculty of Sciences from the Universidad Autónoma de Madrid (Spain). As a subject with fundamentally theoretical-practical content (mainly based on lectures and resolution of related exercises), the teachers consider it likely that students' attention will be lost due to the relatively long duration of the classes (approximately 2 hours). Two key tools have been implemented, based on gamification and fast feedback, combined with the WOOCLAP software. The use of this application through various question categories has provided a more attractive and motivating learning environment for students. The implementation of this teaching innovation showed an increment in the students’ attention, motivation, and follow-up of the subject sessions, which has been demonstrated through the university's institutional surveys as well as surveys developed by the teaching team. Indeed, an overall increase in the pass rate of the subject was observed, although the average grade did not undergo this change and only increased very slightly. The promising results of this teaching innovation encourage the teaching team for the progressive implementation in similar courses within the area of Chemical Engineering higher education. |
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