Document Open Access Logo

Online-Teaching Environment with Gamification - A real Case Study

Author Filipe Portela

PDF
Thumbnail PDF

File

OASIcs.ICPEC.2021.1.pdf
  • Filesize: 1.79 MB
  • 13 pages

Document Identifiers

Author Details

Filipe Portela
  • Algoritmi Research Centre, University of Minho, Braga, Portugal
  • IOTech - Innovation on Technology, Trofa, Portugal

Acknowledgements

I want to thank IOTECH for supporting the project.

Cite As Get BibTex

Filipe Portela. Online-Teaching Environment with Gamification - A real Case Study. In Second International Computer Programming Education Conference (ICPEC 2021). Open Access Series in Informatics (OASIcs), Volume 91, pp. 1:1-1:13, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2021) https://doi.org/10.4230/OASIcs.ICPEC.2021.1

Abstract

Teaching processes are changing, and Higher Education is not an exception. Professors are adapting their teaching methods to b-learning classes. They are looking for innovative approaches and tools that allow engaging students in the classrooms. This paper presents the results of a teaching and challenging experience. The TeachTeach paradigm was used in a fully online environment. Professors explored several methods/approaches during the semester, and the students were faced-off with a new reality of learning. They attested students skills like programming, resilience, innovation and entrepreneur capabilities during the development of a project with an actual web application. The results show that the efforts were tremendous but beneficial for all the stakeholders. At the end of the case study, a few numbers should be highlighted: 11,173 Downloads, 15,224 Messages, 200,000 Sessions and 208 online hour classes. Comparing this approach with other curricular units (CUnit) online strategies, 96,53% of the students considered it equal or better.

Subject Classification

ACM Subject Classification
  • Applied computing → Interactive learning environments
Keywords
  • TechTeach
  • Case Study
  • Online-Learning
  • ioEduc
  • Computer Programming
  • Gamification
  • Innovation

Metrics

  • Access Statistics
  • Total Accesses (updated on a weekly basis)
    0
    PDF Downloads
    0
    Metadata Views

References

  1. Emilio Abad-Segura, Mariana-Daniela González-Zamar, Juan C. Infante-Moro, and Germán Ruipérez García. Sustainable management of digital transformation in higher education: Global research trends. Sustainability, 12(5), 2020. URL: https://doi.org/10.3390/su12052107.
  2. Wahab Ali. Online and remote learning in higher education institutes: A necessity in light of covid-19 pandemic. Higher Education Studies, 10(3):16-25, 2020. Google Scholar
  3. C.V. Araújo. The bologna process and curricular changes at higher education: what are skills for? Educação e Pesquisa, 44, 2018. Google Scholar
  4. Stephanie Bell. Project-based learning for the 21st century: Skills for the future. The clearing house, 83(2):39-43, 2010. Google Scholar
  5. Marisa Correia and Raquel Santos. Game-based learning: The use of kahoot in teacher education. In 2017 International Symposium on Computers in Education (SIIE), pages 1-4. IEEE, 2017. Google Scholar
  6. Alexandru Dan and Ass Pr PhD Iftene Adrian. Computer science platform, 2018. BACHELOR THESIS. Google Scholar
  7. 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. Google Scholar
  8. Ryan Dellos. Kahoot! a digital game resource for learning. International Journal of Instructional technology and distance learning, 12(4):49-52, 2015. Google Scholar
  9. Amber D Dumford and Angie L Miller. Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3):452-465, 2018. Google Scholar
  10. Glavin. Examples of project-based learning | k12 academics. https://www.k12academics.com/Educational%20Practices/Project-Based%20Learning/examples-project-based-learning, 2019. (Accessed on 03/09/2021).
  11. HackerRank. Hackerrank. https://www.hackerrank.com/. (Accessed on 03/15/2021).
  12. Netta Iivari, Sumita Sharma, and Leena Ventä-Olkkonen. Digital transformation of everyday life – how covid-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, 55:102183, 2020. Impact of COVID-19 Pandemic on Information Management Research and Practice: Editorial Perspectives. URL: https://doi.org/10.1016/j.ijinfomgt.2020.102183.
  13. K.M. Kapp. . The gamification of learning and instruction: Game-based methods and strategies for training and education. John Wiley & Sons, 2012. Google Scholar
  14. Anders D Olofsson, Göran Fransson, and J Ola Lindberg. A study of the use of digital technology and its conditions with a view to understanding what ‘adequate digital competence’may mean in a national policy initiative. Educational studies, 46(6):727-743, 2020. Google Scholar
  15. Paula Toledo Palomino, Armando M Toda, Wilk Oliveira, Alexandra I Cristea, and Seiji Isotani. Narrative for gamification in education: why should you care? In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT), volume 2161, pages 97-99. IEEE, 2019. Google Scholar
  16. Marc Parry. Online, bigger classes may be better classes. Chronicle of Higher Education, 57(2):A1-A22, 2010. Google Scholar
  17. 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. Google Scholar
  18. Fanny Pettersson. Understanding digitalization and educational change in school by means of activity theory and the levels of learning concept. Education and Information Technologies, 26(1):187-204, 2021. Google Scholar
  19. Carolyn M Plump and Julia LaRosa. Using kahoot! in the classroom to create engagement and active learning: A game-based technology solution for elearning novices. Management Teaching Review, 2(2):151-158, 2017. Google Scholar
  20. 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). Schloss Dagstuhl-Leibniz-Zentrum für Informatik, 2020. Google Scholar
  21. Filipe Portela. Techteach—an innovative method to increase the students engagement at classrooms. Information, 11(10):483, 2020. Google Scholar
  22. 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. Google Scholar
  23. Miguel Silva, Diogo Ferreira, and Filipe Portela. Ioeduc - bring your own device to the classroom. In Ricardo Queirós, Filipe Portela, Mário Pinto, and Alberto Simões, editors, First International Computer Programming Education Conference, ICPEC 2020, June 25-26, 2020, ESMAD, Vila do Conde, Portugal (Virtual Conference), volume 81 of OASIcs, pages 23:1-23:9. Schloss Dagstuhl - Leibniz-Zentrum für Informatik, 2020. URL: https://doi.org/10.4230/OASIcs.ICPEC.2020.23.
  24. Bill Su. What is google analytics, and why is it important to my business? | by bill su | analytics for humans | medium. https://medium.com/analytics-for-humans/what-is-google-analytics-and-why-is-it-important-to-my-business-8c083a9f81be#, 2017. (Accessed on 03/16/2021).
  25. Jane Sutterlin. Learning is social with zoom video conferencing in your classroom. ELearn, 2018(12), 2018. Google Scholar
Questions / Remarks / Feedback
X

Feedback for Dagstuhl Publishing


Thanks for your feedback!

Feedback submitted

Could not send message

Please try again later or send an E-mail
© 2023-2024 Schloss Dagstuhl – LZI GmbH About DROPS Imprint Privacy Contact