A New and Interactive Teaching Approach with Gamification for Motivating Students in Computer Science Classrooms

Portela, Filipe

doi:10.4230/OASIcs.ICPEC.2020.19

File

OASIcs.ICPEC.2020.19.pdf

Filesize: 392 kB
12 pages

Document Identifiers

DOI: 10.4230/OASIcs.ICPEC.2020.19
URN: urn:nbn:de:0030-drops-123060

Author Details

Filipe Portela

Algoritmi Research Centre, University of Minho, Braga, Portugal
IOTech - Innovation on Technology, Porto, Portugal

Acknowledgements

I want to thank IOTECH for supporting the project.

Cite AsGet BibTex

Filipe Portela. A New and Interactive Teaching Approach with Gamification for Motivating Students in Computer Science Classrooms. In First International Computer Programming Education Conference (ICPEC 2020). Open Access Series in Informatics (OASIcs), Volume 81, pp. 19:1-19:12, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2020)
https://doi.org/10.4230/OASIcs.ICPEC.2020.19

Abstract

Higher Education professors and students recognise that the introduction of new tools and learning methods can improve the teaching and motivation to learn. A new interactive and motivating methodology was designed and tested in a real classroom environment. This method, named TechTeach, explored a set of trending concepts applied to teach of Computer Science subjects: BYOD, Gamification, Soft-skills, quiz, and surveys and flipped classrooms to proportionate the best learning environment to the students. The paper presents the teaching plan and the case study used as proof of concept. In the end, it is possible to affirm that the students liked this method and are familiarised with it - most of the answers to the assessment method quiz (87%), was positive.

Subject Classification

ACM Subject Classification

Social and professional topics → Information systems education
Social and professional topics → Computing education

Keywords

Classrooms
Teaching
Soft-skills
Higher Education
Computer Science
Interac-tive approaches
BYOD
Flipped Classrooms

Metrics

Access Statistics
Total Accesses (updated on a weekly basis)

0

PDF Downloads

0

Metadata Views

References

C.V. Araújo. The bologna process and curricular changes at higher education: what are skills for? Educação e Pesquisa, 44, 2018.
A.W.S. Aws cloud9, 2020. Retrieved 1 11, 2020, from. URL: https://aws.amazon.com/cloud9/.
C. Davis. Flipped or inverted learning: Strategies for course design. In Enhancing Instruction with Visual Media: Utilizing Video and Lecture Capture, page 25. Information Science Reference, 2013.
P.B. Doyle. Gamification and student motivation. Interactive Learning Environments, 24(6):1162–1175, 2016.
Filipe Portela Gisela Fernandes and Manuel Filipe Santos. Pwa and pervasive information system - a new era. In Advances in Intelligent Systems and Computing (WorldCist 2020 - PIS Workshop), Portugal, 2020. Springer.
K.M. Kapp. . The gamification of learning and instruction: Game-based methods and strategies for training and education. John Wiley & Sons, 2012.
A. Maia, F. Portela, and M. F. Santos. Web intelligence in higher education: A study on the usage of business intelligence techniques in education. In 2018 6th International Conference on Future Internet of Things and Cloud Workshops (FiCloudW), pages 176-181, 2018.
Diogo Ferreira Miguel Silva and Filipe Portela. ioeduc - bring your own device to the classroom. In Conference: ICPEC 2020 - International Computer Programming Education Conference, Portugal, 2020. OASIcs.
C. Partenie. The bologna process: Between past reforms and the innovative future. In Conference: International Multidisciplinary Scientific Conferences on Social Sciences and Arts, Bulgaria, 2014. Albena.
M.S. Ramírez-Montoya. Inverted learning environments with technology, innovation and flexibility: Student experiences and meanings. Journal of Information Technology Research (JITR, 9(1):18–33, 2016.
John Robinson. Likert scale. In Encyclopedia of Quality of Life and Well-Being Research. Splinger, 2014.
J.F. Strayer. How learning in an inverted classroom influences cooperation, innovation and task orientation. In Learning Environments Research, page 16. Springer, 2012.