Examinando por Autor "Chambel, Teresa"

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Gamification and Computer Science Students’ Activity
(Institute of Electrical and Electronics Engineers, 2020-05-25) García-Iruela, Miguel; Fonseca, Manuel J.; Hijón-Neira, Raquel; Chambel, Teresa
Students’ participation and motivation are of great importance in their learning process. The decrease in attendance and difficulties in stimulating students’ activity makes it necessary to find new methodologies that can solve these problems. The use of game mechanics in non-ludic environments (Gamification) has begun to be of great interest in research, since it could increase the motivation and therefore the activity of the students. This study tries to verify if there is an existing relationship between gamification and a possible increase in student activity or between the cessation of gamification and student activity. In addition, it evaluates whether a greater student activity corresponds to a greater learning improvement. In the obtained results, no significant differences were found between the methodology or the activity with a learning improvement. According to the study, the simple use of gamified elements does not necessarily imply a solution to the problems posed. The students’ activity in a course of these characteristics does not imply a better learning improvement, the importance lies in the quality of the activity generated and not in the quantity.
What Happens When Gamification Ends?
(Springer Nature, 2020-07-06) García-Iruela, Miguel; Fonseca, Manuel J.; Hijón-Neira, Raquel; Chambel, Teresa
Nowadays, the application of typical game elements in non-ludic environments has been extended. Gamiﬁcation has become a very interesting resource to promote engagement and participation in a wide variety of areas including education. For this reason, researchers are increasingly interested in the study of gamiﬁcation. There are many papers related to the impact that this methodology has on the student’s motivation, engagement or satisfaction. The aim of this paper is to analyze four aspects: “Pressure/tension”, “Perceived choice”, “Perceived competence” and “Effort/importance”. The ﬁrst part of the study analyzes the aspects at two weeks between a test group and a control group. The second part is even more novel, because it analyzes the aspects when the test group is no longer gamiﬁed. Most studies focus on what happens when gamifying, but not when a group of students stops gamifying. The results obtained will serve to advance a part of the knowledge about gamiﬁcation.