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Genially gamification tool for teaching and learning Mathematics Genially herramienta de gamificación para la enseñanza y el aprendizaje de las matemáticas
Abstract
Este artículo propone el uso de la herramienta de
gamificación Genially para la enseñanza y aprendizaje de las
Matemáticas a estudiantes de primer año de Bachillerato de
la Unidad Educativa Mario Oña Perdomo de Montúfar,
provincia del Carchi, Ecuador. La metodología empleada fue mixta, incorporando enfoques transversales, documentales, exploratorios y de campo.
Se diseñaron diversas actividades para el proceso de enseñanza-aprendizaje de las
Matemáticas a partir de los resultados de encuestas y entrevistas a estudiantes y
docentes. El estudio demuestra que el método propuesto, que combina un estilo lúdico
y participativo apoyado en la tecnología de Genially, es muy eficaz para mejorar la
comprensión y el interés de los alumnos por las Matemáticas. Los resultados subrayan
la capacidad de este enfoque no sólo para mejorar la experiencia de aprendizaje, sino
también para proporcionar una evaluación significativa del progreso de los
estudiantes. Se destaca la importancia de adoptar estrategias pedagógicas innovadoras
que tengan eco en la generación actual de estudiantes. Se sugiere que la integración
reflexiva de herramientas tecnológicas es esencial para maximizar el compromiso de
los estudiantes.
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The main objective of this article is to elucidate the current disposition of the technological tools applied to the didactic perspective of gamification. For this, we have conducted a research on the internet through a search engine commonly used to obtain information on technological resources to build a reference in order to identify the general functions, objectives and impact on the mechanical areas, dynamics and components of the aforementioned educational perspective. The results have allowed us to obtain information on twenty-three technological resources related to the field in question. In addition, with the results we have carried out the analysis of three tools to elucidate their main functions and their possible adaptation in ludic learning environments.
Refining medical education has been the focus of educational institutions and educators for decades. Students often feel overwhelmed by the volume and complexity of knowledge and skills required to learn. Educational technology has been gradually introduced in medical education to facilitate learning and improve outcomes. Technology became an essential part of communication, storing and transferring information, audio-visual media use and production, and knowledge sharing. Technology's role has been expanding from a mere tool of study and inquiry to an approach and integrated use in education. Its use in medical education is continuously evolving. However, the impact and optimal use of various technology applications are not clearly defined. There are multiple challenges facing educators to choose the right application for the specific educational purpose. Hence, studies and evaluation reviews are needed to inform the better-defined use of educational technology.
This review aims to discuss and evaluate various educational technology applications in medical education, focusing on interactive learning during lectures. Lectures and other group learning sessions are common activities used by medical schools. Promoting interactive learning in large groups is known to be challenging. The advances in technology to facilitate communication and promote interaction is a promising adjunct for lectures interactivity.
One of the main objectives in mathematics education is to motivate students due to the fact that their interest in this area is often very low. The use of different technologies, as well as gamification in the classroom, can help us to meet this goal. In this case, it is presented the use of two techniques, which are a digital escape room, using Genial.ly and a breakout, for learning algebra in the third course of secondary education. To carry out the experience, a comparison of the course 2018/2019 and the course 2019/2020 is made. Students of both courses completed an exam of algebraic fractions and then an equations exam; the exams were done in the course 2019/2020 taken after having used the techniques. The results show that there are low significant differences between both courses in the algebraic fractions exam qualifications, but those of the equations exam were significant, with a difference of almost two points, which led us to conclude that the use of this techniques improved the qualifications of students. Finally, the perception that students had of the experience was very positive, as shown by the data obtained and allowed them to improve their knowledge as well as their motivation and teamwork.
The aim of this paper is to propose and validate a model of a collaborative serious game that improves teamwork interactions and that encourages student participation. The serious game proposes a gamification approach to assess knowledge of students working in teams and to identify cognitive failures. In order to validate the proposed model, a serious game prototype called COLEGA (Collaborative Learning Game) was built and tested with a case study in a controlled environment: the artificial intelligence course at the Faculty of Mines of the National University of Colombia (Medellin). The results show student acceptance of computational environments that integrate gamification approaches along with collaborative techniques to improve their learning. It is concluded that the serious game model, based on intelligent agents and collaborative learning, provides mechanisms that motivate collaboration and activity participation.
Given that computational thinking (CT) is still a blurry psychological construct, its assessment remains as a thorny, unresolved issue. Hence, in recent years, several assessment tools have been developed from different approaches and operational definitions of CT. However, very little research has been conducted to study whether these instruments provide convergent measurements, and how to combine them properly in educational settings. In response, we first review a myriad of CT assessment tools and classify them according to their evaluative approach. Second, we report the results of two convergent validity studies that involve three of these CT assessment tools, which come from different perspectives: the Computational Thinking Test, the Bebras Tasks, and Dr. Scratch. Finally, we propose a comprehensive model to evaluate the development of CT within educational scenarios and interventions, which includes the aforementioned and other reviewed assessment tools. Our comprehensive model intends to assess CT along every cognitive level of Bloom’s taxonomy and throughout the various stages of typical educational interventions. Furthermore, the model explicitly indicates how to harmoniously combine the different types of CT assessment tools in order to give answer to the most common research questions in the field of CT Education. Thus, this contribution may lead scholars and policy-makers to perform accurate evaluation designs of CT according to their inquiry goals.
Purpose
Gamification is the application of game features, mainly video game elements, into non-game context for the purpose of promoting motivation and engagement in learning. The application of gamification in a pedagogical context provides some remedy for many students who find themselves alienated by traditional methods of instruction. The use of gamification could provide a partial solution to the decline in learners’ motivation and engagement the schooling system is facing today. Specifically, the college environment could benefit a lot from gamifying not only their graduate recruitment strategies, but also the college course content and curricula. This critical analysis of literature on gamification is intended to be part of a sequence on the effect of gamification on motivation and engagement. A proposed methodology in the study of gamification effect on motivation and engagement in addition to an empirical study on three college courses are being finalized to complete this trilogy.
Design/methodology/approach
Themes covered in the literature review include: conceptualizing gamification, advantages of gamification over game-based learning, theoretical connections to gamification, motivation and engagement, connecting gamification to motivation and engagement, emotions and fun in gamification, player types and gamification features, gamification in action, and implementation guidelines.
Findings
The literature on the effect of gamification on motivation and gamification is still limited on multiple levels. There is a gap between theory and practice in the study of gamification. There is limited literature on the implementation guidelines of the gamified designs.
Practical implications
This critical analysis of literature is followed by connecting it to future research by the same author as part of a sequence on the effect of gamification on motivation and engagement. The second project, will be proposing a methodology for any successful design to provide a holistic understanding of the topic of gamification. Finally, an empirical study on the effect of gamification on students' motivation and engagement in three college courses will be submitted to complete the trilogy.
Originality/value
The paper is a literature review, so there is a strong connection to literature on this topic. However, the synthesis of the themes and ideas are original. The literature review is extensive and covers the different aspects of the topic of gamification and its relationship to motivation and engagement.
Background:
With medical education shifting towards competency-based models, medical students are expected to be self-directed lifelong learners. There is an urgent need to understand what technology students adopt for self-directed learning and what factors contributed to students' self-initiated technology use.
Method:
This study took place in a midwestern university medical school, which implements a flipped classroom model where students are required to learn all the course materials independently before class. Twenty-six first- and second-year medical students participated in a semi-structured interview about their self-directed learning with technology, and contributing factors towards technology use. A qualitative description methodology using thematic analysis was used to identify key themes from the interview data.
Results:
Medical students reported using four types of technologies for learning video resources, self-assessment tools, management tools, and social media. Three key determinants of students' self-directed technology use were identified, including perceived usefulness, subjective norms, and educational compatibility.
Conclusions:
By probing medical students' self-initiated technology use and its determinants, this study suggested that in a self-directed learning environment, medical students used a variety of third-party resources to facilitate learning and develop self-directed learning skills. This study also provided important practical implications to better support students' productive use of technologies for self-directed learning.
Deep learning methods have revolutionized speech recognition, image recognition, and natural language processing since 2010. Each of these tasks involves a single modality in their input signals. However, many applications in the artificial intelligence field involve multiple modalities. Therefore, it is of broad interest to study the more difficult and complex problem of modeling and learning across multiple modalities. In this paper, we provide a technical review of available models and learning methods for multimodal intelligence. The main focus of this review is the combination of vision and natural language modalities, which has become an important topic in both the computer vision and natural language processing research communities. This review provides a comprehensive analysis of recent works on multimodal deep learning from three perspectives: learning multimodal representations, fusing multimodal signals at various levels, and multimodal applications. Regarding multimodal representation learning, we review the key concepts of embedding, which unify multimodal signals into a single vector space and thereby enable cross-modality signal processing. We also review the properties of many types of embeddings that are constructed and learned for general downstream tasks. Regarding multimodal fusion, this review focuses on special architectures for the integration of representations of unimodal signals for a particular task. Regarding applications, selected areas of a broad interest in the current literature are covered, including image-to-text caption generation, text-to-image generation, and visual question answering. We believe that this review will facilitate future studies in the emerging field of multimodal intelligence for related communities.
Inquiry-based science teaching involves supporting pupils to acquire scientific knowledge indirectly by conducting their own scientific experiments, rather than receiving scientific knowledge directly from teachers. This approach to instruction is widely used among science educators in many countries. However, researchers and policymakers have recently called the effectiveness of inquiry approaches into doubt. Using nationally-representative, linked survey and administrative data, we find little evidence that the frequency of inquiry-based instruction is positively associated with teenagers’ performance in science examinations. This finding is robust to the use of different measures of inquiry, different examinations/measures of attainment, across classrooms with varying levels of disciplinary standards and across gender and prior attainment subgroups.
Blended learning has risen in popularity in the last two decades as it has been shown to be an effective approach for accommodating an increasingly diverse student population in higher education and enriching the learning environment by incorporating online teaching resources. Blending significant elements of the learning environment such as face-to-face, online and self-paced learning leads to better student experiences and outcomes and more efficient teaching and course management practices if combined appropriately. Hence, an appropriate systematic and dynamic approach of blended learning design is crucial for a positive outcome, starting with planning for integrating blended elements into a course and creating blended activities and implementing them. Evaluating their effectiveness and knowing in which environments they work better and improving the blended activities designed from both the student's and instructor's perspective are critical for the next delivery of the course. This article aims to increase awareness of higher education educators about how traditional face-to-face learning can be transformed into blended courses so as to develop student engagement with both in-class and online approaches, whilst being time effective for the instructor.
Reading comprehension is a crucial skill that elementary school students must develop in order to learn science. However, there is not yet enough research about the role that multimodal texts play in scaffolding student reading comprehension of complex scientific processes, such as energy transfer. This study explored how verbal and visual resources (scaffolding level) and individual differences (reading skills) contribute to science reading comprehension. One-hundred and sixty Chilean fifth-graders were assessed on reading skills, vocabulary, and prior science knowledge. A counterbalanced design was used to test two groups: Group 1 reads a text with low multimodal scaffolding and Group 2 reads a text with high multimodal scaffolding. Level of text scaffolding was determined by (1) image function, (2) visual-verbal relations, (3) presence of an explicit explanatory structure, and (4) lexico-grammatical resources. General monomodal and multimodal science reading comprehension were assessed with multiple-choice tests. An ANCOVA analysis revealed non-significant differences between groups after controlling for prior knowledge, fluency, and vocabulary. Likewise, a two-factor ANCOVA analysis showed that the high-multimodal scaffolding text significantly boosted science reading comprehension for low-skilled comprehenders. The paper discusses the implications of these findings for pedagogy and research, aiming to foster multimodal literacy for learning in content areas. © 2018
The development of multimedia educational materials aimed at primary school students is of great importance today. The design, mainly of images and text, can influence the efficiency of these materials in the teaching-learning process. One of the most widespread theories that deals with the correct design of multimedia materials is the Mayer's Cognitive Theory of multimedia learning. In this research work we are interested in validating some of the principles enunciated by this theory in materials aimed at primary school students (children aged seven and eleven) and in the field of geometry teaching. For this purpose, we performed four experiments using the eye tracking technique in the data collection process. Using eye tracking, we can analyze how the process of the visual observation of multimedia contents is produced. The main contribution of this study is the proposal for the use of this evaluation method, which allows us to validate empirically and objectively (physiologically) aspects such as the comprehension process of multimedia content, the attention of the students while analyzing the information provided or the cognitive load of the supplied materials. Faced with questionnaires or surveys, which have been used traditionally to analyze the efficiency of multimedia materials and have a more subjective nature, eye tracking provides information not consciously controlled by the students. Its use is a particularly interesting and useful source of information in the case of children, allowing us to collect information on their interests and preferences, which is more difficult to obtain using traditional techniques.
In this exploratory study, we attempted to measure potential changes in teacher knowledge and practice as a result of an intervention, as well as trace such changes through a theoretical path of influence that could inform a model of teacher professional knowledge. We created an instrument to measure pedagogical content knowledge (PCK), studied the impact of a two-year professional development intervention, explored the relationships among teacher variables to attempt to validate a model of teacher professional knowledge, and examined the relationship of teacher professional knowledge and classroom practice on student achievement. Teacher professional knowledge and skill was measured in terms of academic content knowledge (ACK), general pedagogical knowledge (GenPK), PCK and teacher practice. Our PCK instrument identified two factors within PCK: PCK-content knowledge and PCK-pedagogical knowledge. Teacher gains existed for all variables. Only GenPK had a significant relationship to teacher practice. ACK was the only variable that explained a substantial portion of student achievement. Our findings provide empirical evidence that we interpret through the lens of the model of teacher professional knowledge and skill, including PCK [Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 28–42). London: Routledge Press], highlighting the complexity of measuring teacher professional knowledge and skill.
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