A case study of applying gamification tools in business mathematics for higher education students: gamification tools
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10773/38221 |
Resumo: | Empirical research was conducted on applying Gamification in Higher Education using the dynamics and mechanics of gaming in a non-game context of the subject Business Mathematics for undergraduate students. A case study was used as a method to collect data using questionnaires, observations, and interviews. Online feedback was conducted as part of the semester completion for the subject Business Mathematics to test the usage of Gamification tools (Kahoot!, Socrative, Quizlet, Quizizz and Showbie) in learning. It was found that Gamification tools enhanced students’ motivation in learning and understanding mathematical concepts, and that it has boosted their engagement in gamification activities, increased critical thinking and problem-solving skills. |
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A case study of applying gamification tools in business mathematics for higher education students: gamification toolsGamification toolsBusiness mathematicsHigher educationOnline learningEmpirical research was conducted on applying Gamification in Higher Education using the dynamics and mechanics of gaming in a non-game context of the subject Business Mathematics for undergraduate students. A case study was used as a method to collect data using questionnaires, observations, and interviews. Online feedback was conducted as part of the semester completion for the subject Business Mathematics to test the usage of Gamification tools (Kahoot!, Socrative, Quizlet, Quizizz and Showbie) in learning. It was found that Gamification tools enhanced students’ motivation in learning and understanding mathematical concepts, and that it has boosted their engagement in gamification activities, increased critical thinking and problem-solving skills.Foi realizada investigação empírica sobre a aplicação da Gamificação no Ensino Superior utilizando a dinâmica e a mecânica do jogo num contexto extra-jogo da disciplina de Matemática Empresarial para estudantes de licenciatura. Foi utilizado um estudo de caso como método de recolha de dados utilizando questionários, observação e entrevistas. Foi realizado um feedback online como parte da conclusão do semestre para a disciplina de Matemática Empresarial para testar a utilização de ferramentas de Gamificação (Kahoot!, Socrative, Quizlet, Quizizz e Showbie) na aprendizagem. Verificou-se que as ferramentas de Gamificação melhoraram a motivação dos estudantes na aprendizagem e compreensão dos conceitos matemáticos, aumentaram o seu envolvimento em actividades de Gamificação, melhoraram o pensamento crítico e as capacidades de resolução de problemas.Universidade de Aveiro2023-06-23T11:20:51Z2021-07-21T00:00:00Z2021-07-21info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10773/38221eng1647-730810.34624/ilcj.v11i1.23825Lawrance, Paul JosephMoreira, AntónioSantos, Carlosinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-02-22T12:14:38Zoai:ria.ua.pt:10773/38221Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T03:08:43.987897Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
A case study of applying gamification tools in business mathematics for higher education students: gamification tools |
title |
A case study of applying gamification tools in business mathematics for higher education students: gamification tools |
spellingShingle |
A case study of applying gamification tools in business mathematics for higher education students: gamification tools Lawrance, Paul Joseph Gamification tools Business mathematics Higher education Online learning |
title_short |
A case study of applying gamification tools in business mathematics for higher education students: gamification tools |
title_full |
A case study of applying gamification tools in business mathematics for higher education students: gamification tools |
title_fullStr |
A case study of applying gamification tools in business mathematics for higher education students: gamification tools |
title_full_unstemmed |
A case study of applying gamification tools in business mathematics for higher education students: gamification tools |
title_sort |
A case study of applying gamification tools in business mathematics for higher education students: gamification tools |
author |
Lawrance, Paul Joseph |
author_facet |
Lawrance, Paul Joseph Moreira, António Santos, Carlos |
author_role |
author |
author2 |
Moreira, António Santos, Carlos |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Lawrance, Paul Joseph Moreira, António Santos, Carlos |
dc.subject.por.fl_str_mv |
Gamification tools Business mathematics Higher education Online learning |
topic |
Gamification tools Business mathematics Higher education Online learning |
description |
Empirical research was conducted on applying Gamification in Higher Education using the dynamics and mechanics of gaming in a non-game context of the subject Business Mathematics for undergraduate students. A case study was used as a method to collect data using questionnaires, observations, and interviews. Online feedback was conducted as part of the semester completion for the subject Business Mathematics to test the usage of Gamification tools (Kahoot!, Socrative, Quizlet, Quizizz and Showbie) in learning. It was found that Gamification tools enhanced students’ motivation in learning and understanding mathematical concepts, and that it has boosted their engagement in gamification activities, increased critical thinking and problem-solving skills. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-07-21T00:00:00Z 2021-07-21 2023-06-23T11:20:51Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10773/38221 |
url |
http://hdl.handle.net/10773/38221 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
1647-7308 10.34624/ilcj.v11i1.23825 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de Aveiro |
publisher.none.fl_str_mv |
Universidade de Aveiro |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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