Examinando por Autor "Gómez-Pozuelo, Gema"

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Gamificación de los seminarios de mecánica de fluidos computacional en aula de informática mediante Genially
(2024-07) Molina, Raúl; Gómez-Pozuelo, Gema; Casado, Cintia; Paredes, Beatriz; Martínez, Fernando
En este trabajo, se muestra la gamificación del seminario de Mecánica de Fluidos Computacional (CFD) en aula de informática con el objetivo de aumentar la motivación del alumnado y simplificar al aprendizaje de las herramientas CFD. Para ello, se ha dividido en dos partes: i) trabajo autónomo de los estudiantes, para lo que se les suministran video-tutoriales de los casos a simular con CFD, con el manejo específico del software y el tratamiento de datos necesario; y ii) trabajo en grupo en el aula de informática, donde, en un entorno de videojuego, el grupo toma el rol de un avatar que debe resolver retos relacionados con el caso simulado y desbloquear recompensas (elemento motivador y parte de la calificación), hasta llegar al final del juego. Con esta gamificación se pretende potenciar trabajo en equipo en el aula mediante la resolución de los retos planteados a partir de los casos estudiados.
Utilising interactive applications as educational tools in higher education: Perspectives from teachers and students, and an analysis of academic outcomes
(Elsevier, 2023) Martín-Sómer, Miguel; Casado, Cintia; Gómez-Pozuelo, Gema
Our students belong to a highly digitised generation with easy and rapid access to information. They are dependent on technology and tend to become bored quickly. There is an ongoing debate regarding the need to reconsider our teaching methods in order to capture the attention of our students. This study surveyed both students and teachers on the subject of online teaching and its impact on university education. Additionally, it explored issues related to integrating interactive applications in education. These applications are considered essential tools in combating student boredom and disinterest. They also enable teachers to receive valuable feedback, which was highlighted as critically important by educators in the survey. In this context, we conducted a study within a chemical engineering program at a Spanish university. We examined the use of four different interactive applications (Kahoot!, Wooclap, Classflow, Moodle) and compared the results with those from previous years when only one of these applications was employed. This study aimed to determine how using multiple applications led to increased student participation, driven by avoiding monotony, resulting in improved academic performance.