A Gamified Active-Learning Proposal for Higher-Education Heterogeneous STEM Courses
Both industry and academia have recently highlighted the need to provide students with 21st-century abilities that involve soft skills and flexible technical competencies. To this end, active learning (AL) helps scholars to be more autonomous, proactive, self-regulated, sociable and creative. A full...
Saved in:
| Main Authors: | , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2024-12-01
|
| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/15/1/10 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1832588614860537856 |
|---|---|
| author | Mario J. Duran Juan J. Aciego Ignacio Gonzalez-Prieto Juan Carrillo-Rios Angel Gonzalez-Prieto Alicia Claros-Colome |
| author_facet | Mario J. Duran Juan J. Aciego Ignacio Gonzalez-Prieto Juan Carrillo-Rios Angel Gonzalez-Prieto Alicia Claros-Colome |
| author_sort | Mario J. Duran |
| collection | DOAJ |
| description | Both industry and academia have recently highlighted the need to provide students with 21st-century abilities that involve soft skills and flexible technical competencies. To this end, active learning (AL) helps scholars to be more autonomous, proactive, self-regulated, sociable and creative. A full AL implementation typically requires costly resources and institutional support. However, it is possible to maintain a traditional teaching structure and include low-cost AL activities that enhance the students’ performance and satisfaction. This proposal suggests a methodology where lectures become more dynamic, the practical teaching is student-centered, the lab teaching is fully open, and the learner’s progress is gamified. A full subject design is presented in a comprehensive manner aiming for satisfying courses with a heterogeneous students’ profile. All activities are carefully selected with a social constructivist approach in order to promote critical thinking, social interaction and students’ engagement. The assessment of the course design implementation is performed considering multiple aspects, such as satisfaction, performance, social relationships and self-regulation. Results confirm the adequacy of the proposal to develop technical skills, excite non-technical competences and motivate scholars with an inclusive approach. |
| format | Article |
| id | doaj-art-396ec38ee12c408d873446492f0aa0d8 |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-396ec38ee12c408d873446492f0aa0d82025-01-24T13:30:07ZengMDPI AGEducation Sciences2227-71022024-12-011511010.3390/educsci15010010A Gamified Active-Learning Proposal for Higher-Education Heterogeneous STEM CoursesMario J. Duran0Juan J. Aciego1Ignacio Gonzalez-Prieto2Juan Carrillo-Rios3Angel Gonzalez-Prieto4Alicia Claros-Colome5Department of Electrical Engineering, University of Malaga, 29010 Malaga, SpainDepartment of Electrical Engineering, University of Malaga, 29010 Malaga, SpainDepartment of Electrical Engineering, University of Malaga, 29010 Malaga, SpainDepartment of Electrical Engineering, University of Malaga, 29010 Malaga, SpainFaculty of Mathematical Sciences, Technical University of Madrid, 28040 Madrid, SpainDepartment of Electrical Engineering, University of Malaga, 29010 Malaga, SpainBoth industry and academia have recently highlighted the need to provide students with 21st-century abilities that involve soft skills and flexible technical competencies. To this end, active learning (AL) helps scholars to be more autonomous, proactive, self-regulated, sociable and creative. A full AL implementation typically requires costly resources and institutional support. However, it is possible to maintain a traditional teaching structure and include low-cost AL activities that enhance the students’ performance and satisfaction. This proposal suggests a methodology where lectures become more dynamic, the practical teaching is student-centered, the lab teaching is fully open, and the learner’s progress is gamified. A full subject design is presented in a comprehensive manner aiming for satisfying courses with a heterogeneous students’ profile. All activities are carefully selected with a social constructivist approach in order to promote critical thinking, social interaction and students’ engagement. The assessment of the course design implementation is performed considering multiple aspects, such as satisfaction, performance, social relationships and self-regulation. Results confirm the adequacy of the proposal to develop technical skills, excite non-technical competences and motivate scholars with an inclusive approach.https://www.mdpi.com/2227-7102/15/1/10active learningeducationfngineeringgamification |
| spellingShingle | Mario J. Duran Juan J. Aciego Ignacio Gonzalez-Prieto Juan Carrillo-Rios Angel Gonzalez-Prieto Alicia Claros-Colome A Gamified Active-Learning Proposal for Higher-Education Heterogeneous STEM Courses Education Sciences active learning education fngineering gamification |
| title | A Gamified Active-Learning Proposal for Higher-Education Heterogeneous STEM Courses |
| title_full | A Gamified Active-Learning Proposal for Higher-Education Heterogeneous STEM Courses |
| title_fullStr | A Gamified Active-Learning Proposal for Higher-Education Heterogeneous STEM Courses |
| title_full_unstemmed | A Gamified Active-Learning Proposal for Higher-Education Heterogeneous STEM Courses |
| title_short | A Gamified Active-Learning Proposal for Higher-Education Heterogeneous STEM Courses |
| title_sort | gamified active learning proposal for higher education heterogeneous stem courses |
| topic | active learning education fngineering gamification |
| url | https://www.mdpi.com/2227-7102/15/1/10 |
| work_keys_str_mv | AT mariojduran agamifiedactivelearningproposalforhighereducationheterogeneousstemcourses AT juanjaciego agamifiedactivelearningproposalforhighereducationheterogeneousstemcourses AT ignaciogonzalezprieto agamifiedactivelearningproposalforhighereducationheterogeneousstemcourses AT juancarrillorios agamifiedactivelearningproposalforhighereducationheterogeneousstemcourses AT angelgonzalezprieto agamifiedactivelearningproposalforhighereducationheterogeneousstemcourses AT aliciaclaroscolome agamifiedactivelearningproposalforhighereducationheterogeneousstemcourses AT mariojduran gamifiedactivelearningproposalforhighereducationheterogeneousstemcourses AT juanjaciego gamifiedactivelearningproposalforhighereducationheterogeneousstemcourses AT ignaciogonzalezprieto gamifiedactivelearningproposalforhighereducationheterogeneousstemcourses AT juancarrillorios gamifiedactivelearningproposalforhighereducationheterogeneousstemcourses AT angelgonzalezprieto gamifiedactivelearningproposalforhighereducationheterogeneousstemcourses AT aliciaclaroscolome gamifiedactivelearningproposalforhighereducationheterogeneousstemcourses |