Strengthening an Educational Innovation Strategy: Processes to Improve Gamification in Calculus Course through Performance Assessment and Meta-evaluation

Elvira G. Rincon-Flores; Katherina Gallardo; Juana María de la Fuente

doi:10.12973/iejme/2692

Full Text (PDF)

Elvira G. Rincon-Flores ¹ ^* , Katherina Gallardo ¹, Juana María de la Fuente ¹

More Detail

¹ Tecnologico de Monterrey (ITESM), MÉXICO^* Corresponding Author

Abstract

The present study details the implementation of an improvement process for a gamification activity from a Calculus course for undergraduate students aimed to develop mathematical modeling competencies. The improvement process was studied taking into account three types of data: the results of the students’ performance assessment, the meta-evaluation of the educational and proactive effects and gamification costs, and data on the level of satisfaction achieved on the educational activity. The results of 50 performance assessments were analyzed, as well as the results from the meta-evaluation process carried out by the course’s teacher. The study concludes that while it is true that gamification is a strategy that introduces a high level of innovation and brings the type of motivation and emotion that encourages learning, its educational intent can be further strengthened by including performance assessment and meta-evaluation processes to better understand its function and make adjustments to its design in a timely manner.

Keywords

competencies
higher education
gamification
meta-evaluation
mathematical modeling

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 13, Issue 1, January 2018, 1-11

https://doi.org/10.12973/iejme/2692

Publication date: 07 Mar 2018

Article Views: 5570

Article Downloads: 4673

Open Access References How to cite this article

References

Anderson, L. W., & Krathwohl, D. (2001). A Taxonomy of learning teaching and assessing. Revision of Bloom’s taxonomy of educational objectives. London, England: Longman.
Bartles, L., Bommer, K., & Rubien, R.S. (2000). Student performance: Assessment centers versus traditional classroom evaluation techniques. Journal of Education for Business,75(4), 198-201. https://doi.org/10.1080/08832320009599014
Blum, W., & Leiß, D. (2007). How do students’ and teachers deal with modelling problems? In: C. Haines, et al. (Eds.), Mathematical Modelling: Education, Engineering and Economics. Chichester: Horwood , 222-231. https://doi.org/10.1533/9780857099419.5.221
Blum, W., & Niss, M. (1991). Applied Mathematical Problem Solving, Modelling, Applications, and Links to Other Subjects: State, Trends and Issues in Mathematics Instruction. Educational Studies in Mathematics, 22(1), 37-68. https://doi.org/10.1007/BF00302716
Bogo, M., Regehr, C., Woodford, M., Hughes, J., Power, R., & Regehr, G. (2006). Beyond competencies: Field instructors’ descriptions student performance. Journal of Social Work Education, 42(3), 579-593. https://doi.org/10.5175/JSWE.2006.200404145
Borromeo, R., & Blum, W. (2009). Mathematical Modelling: Can it be taught and learnt? Journal of Mathematical Modelling and Application, 1(1), 45-58.
Caponetto, I., Earp, J., & Ott, M. (2014). Gamification and Education: A Literature Review. Proceedings of the European Conference on Games Based Learning, 1(October), 50–57. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=99224935&site=ehost-live
Castañer, M., Camerino, O., & Anguera, M. T. (2013). Métodos mixtos en la investigación de las ciencias de la actividad física y el deporte. Apuntes Educación Física y Deportes, (112), 31-36. Retrieved from http://dialnet.unirioja.es/servlet/articulo?codigo=4419351
Chamoso, J., Durán, J., García, J., Martín, J., & Rodríguez, M. (2004). Análisis y experimentación de juegos como instrumentos para enseñar matemáticas, SUMA, (47), 47-58.
Corbalán, F. (2000). Algunos aspectos de matemáticas recreativas. In A. M. Cejas (ed.), Las matemáticas del siglo XX, una mirada en 101 artículos (pp. 121-124). España: Universidad de La Laguna, Sociedad Canaria Isaac Newton de Profesores de Matemáticas, Nivola.
Creswel, J. W. (2015). A concise introduction to mixed methods research. Thousand Oaks, CA, USA: SAGE.
Creswell, J. W., Plano Clark, V. L., Guttmann, M. L., & Hanson, E. E. (2003). Advanced mixed methods research design. In A. Tashakkori and C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp. 209-240). Thousand Oaks, CA: Sage.
Davis, K., & Singh, S. (2015). Digital badges in afterschool learning: Documenting the perspectives and experiences of students and educators. Computers and Education, 88, 72–83. https://doi.org/10.1016/j.compedu.2015.04.011
De la Cruz, G., Chung, G., & Baker, E. (2010). Validity evidence for games as assessment environments. National Center for Research on Evaluation, Standards, and Student Testing: UCLA.
Deterding, S., Khaled, R., Nacke, L., & Dixon, D. (2011). Gamification: toward a definition. Chi 2011, 12–15. http://doi.org/978-1-4503-0268-5/11/0
Daigneault, P. M. (2008). L’examen de la qualité des évaluations fédérales: une méta-évaluation réussie? The Canadian Journal of Program Evaluation, 23(2), 191. Retrieved from http://0-search.proquest.com.millenium.itesm.mx/docview/365465735?accountid=41938
Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Educational Technology and Society, 18(3), 75–88. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-84938082996&partnerID=tZOtx3y1
Deulofeu, J. (2001). Una recreación matemática: historias, juegos y problemas. Barcelona: Planeta.
Domínguez, A., Saenz-De-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers and Education, 63, 380–392. http://doi.org/10.1016/j.compedu.2012.12.020
Faiella, F., & Ricciardi, M. (2015). Gamification and learning: A review of issues and research. Journal of E-Learning and Knowledge Society. Italian e-Learning Association.
Fidalgo, Á., & Sein-Echaluce, M. L. (2014). Educational innovation. Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality - TEEM ‘14, 17 (March), 65-67. Retrieved from http://dl.acm.org/citation.cfm?doid=2669711.2669880
Gallardo Córdova, K. E. (2016). Resolver problemas. In Valenzuela González. (Ed.), Competencias transversales para una sociedad basada en conocimiento (pp. 104-123). Ciudad de México, México: Cengage Learning Editores.
García-Peñalvo, F. J., García de Figuerola, C., & Merlo, J. A. (2010). Open knowledge: challenges and facts. Online Information Review, 34(4), 520–539. http://doi.org/10.1108/14684521011072963
García-Peñalvo, F. J. (2015). Mapa de tendencias en Innovación Educativa. Teoria de La Educacion, 16(4), 6–23. http://doi.org/10.14201/eks2015164623
Goehle, G. (2013). Gamification and web-based homework. Primus, 23(3), 234-246. https://doi.org/10.1080/10511970.2012.736451
Gomez Chacón, I. (2000). Matemática emocional: los afectos en el aprendizaje matemático. Madrid: Narcea.
Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170–179. https://doi.org/10.1016/j.chb.2015.07.045
Hancock, D. (2007). Effects of performance assessment on the achievement and motivation of graduate students. Active Learning in Higher Education, 8(3), 219-231. https://doi.org/10.1177/1469787407081888
Hanus, M., & Fox, J. (2014). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance, Computers & Education, (80), 152-161.
Jackson, C., de Beer, J., & White, L. (2016). Teachers’ affective development during an indigenous knowledge professional teacher intervention. Retrieved from: http://uir.unisa.ac.za/bitstream/handle/10500/22851/Cherine%20Jackson,%20Josef%20de%20Beer,%20Lounell%20White.pdf?sequence=1
Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & Education, 55(2), 427-443. https://doi.org/10.1016/j.compedu.2010.02.007
Kent, T. (2004). Learning taxonomies in the cognitive, affective and psychomotors domains. Retrieved from http://www.rockymountainalchemy.com/whitePapers/rma-wp-learning-taxonomies.pdf
Lee, J., & Hammer, J. (2011). Gamification in Education: What, How, Why Bother? Academic Exchange Quarterly, 15(2).
López Fernández, D., Alarcón Cavero, P. P., Rodríguez Sánchez, M., & Casado Fuente, M. L. (2014). Motivación en estudiantes de ingeniería: Un caso de estudio con teorías e instrumentos para su medida y desarrollo. Motivation on engineering students: A case study using theories and instruments for its measurement and Introducción. Revista de Docencia Universitaria, 12(4), 343–376. https://doi.org/10.4995/redu.2014.5627
Marzano R. J., & Kendall, J. S. (2007). The new taxonomy of educational objectives. Thousand Oaks, California, EE.UU.: Corwnin Press.
Mayer, R. E. (2015). On the Need for Research Evidence to Guide the Design of Computer Games for Learning. Educational Psychologist, 50(4), 349–353. http://doi.org/10.1080/00461520.2015.1133307
Muñiz-Rodriguez, L., Alonso, P., & Rodriguez-Muñiz, L. (2014). El uso de los juegos como recurso didáctico para la enseñanza y el aprendizaje de las Matemáticas. Revista Iberoamericana de Educación Matemática, 39, 19-33. Retrieved from http://www.fisem.org/www/union/revistas/2014/39/archivo6.pdf
Nisbet, S., & Williams, A. (2009). Improving students’ attitudes to chance with games and activities. Australian Mathematics Teacher, 65(3), 25-37.
Patton, M. Q. (2012). Meta-evaluation: Evaluating the evaluation of the Paris Declaration. The Canadian Journal of Program Evaluation, 27(3), 147-171.
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of Game-Based Learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533
Pulos, S., and Sneider, C. (1994). Designing and evaluating effective games for teaching science and mathematics: An illustration form coordinate geometry. Focus on Learning Problems in Mathematics, 16(3), 23–42.
Ramírez-Montoya, M. S. (2012). Modelos y estrategias de enseñanza para ambientes innovadores. México: Editorial Digital. Tecnológico de Monterrey.
Rincón-Flores, E., Ramírez-Montoya, M. S., & Mena, J. (2016). Challenge-based gamification and its impact in teaching mathematical modeling. In Proceedings of the fourth International Conference on Technological Ecosystems for Enhancing Multiculturality, TEEM 2016. https://doi.org/10.1145/3012430.3012605
Rincón, E., Illanes, L., & Gallardo, K. (2016). Gamificación y su efecto en la competencia de resolución de problemas. Memorias del III Congreso Internacional de Innovación Educativa. Retrieved from http://ciie.mx/memorias/
Rodríguez, F., & Santiago, R. (2015). Gamificación: cómo motivar a tu alumnado y mejorar el clima en el aula. Barcelona, España: Grupo Oceano.
Rodríguez, I., & Gallardo, K. E. (2017). Redesigning an Educational Technology Course under a Competency-Based Performance Assessment Model. Pedagogika, 127(3), 184-204. Retrieved from https://goo.gl/5mouhE
Rubia Avi, B., Anguita Martínez, R., & Jarrín Abellán Inés Ruiz Requies, I. (2010). Educative Innovation Process in University Formation, New Productive Bests Practices in Educative Technology. Tesi, 11(113), 96–120.
Salat Figols, R. S. (2013). La enseñanza de las matemáticas y la tecnología. Innovación Educativa, 13, 61-74. Retrieved from http://www.redalyc.org/articulo.oa?id=179429882005
Sánchez-Carmona, A., Robles, S., & Pons, J. (2017). Journal of Technology and Science Education, 7(2), 150–161. https://doi.org/10.3926/jotse.246
Stufflebeam, D. L. (2001). The Metaevaluation Imperative. American Journal of Evaluation, 22(2), 183. https://doi.org/10.1177/109821400102200204
Stufflebeam, D. (2011). Meta-evaluation. Journal of Multidisciplinary Evaluation, 7(15), 99-158.
Surendeleg, G., Murwa, V., Yun, H. K., & Kim, Y. S. (2014). The role of gamification in education–a literature review. Contemporary Engineering Sciences, 7(29-32), 1609–1616. http://doi.org/10.12988/ces.2014.411217
Tay, H. Y. (2015). Setting formative assessments in real-world contexts to facilitate self-regulated learning. Educational Research for Policy and Practice, 14(2), 169–187. http://doi.org/10.1007/s10671-015-9172-5
Tejeda, S. & Gallardo, K. E. (2017). Performance Assessment on High School Advanced Algebra. International Electronic Journal of Mathematics Education, 12(9), 777-798. Retrieved from http://iejme.com/makale/1979
Tobias, S., & Weissbrod, C. (1980). Anxiety and mathematics: An update. Harvard Educational Review, 50(1), 63-70. https://doi.org/10.17763/haer.50.1.xw483257j6035084
Tsai, M.-J., Huang, L.-J., Hou, H.-T., Hsu, C.-Y., & Chiou, G.-L. (2016). Visual Behavior, Flow and Achievement in Game-Based Learning. Computers & Education, 98, 115–129. https://doi.org/10.1016/j.compedu.2016.03.011
Vásquez, F. O. V. (2015). La taxonomía psicomotora en el laboratorio–taller mecánico de la educación. Revista Vinculándonos. Retrieved from http://vinculando.org/?s=psicomotor
Zabalza Beraza, M. A., & Zabalza Cerdeiriña, M. A. (2012). Innovación y cambio en las instituciones educativas. Rosario, Argentina: Homo Sapiens Ediciones.

How to cite this article

APA

Rincon-Flores, E. G., Gallardo, K., & Fuente, J. M. D. L. (2018). Strengthening an Educational Innovation Strategy: Processes to Improve Gamification in Calculus Course through Performance Assessment and Meta-evaluation. International Electronic Journal of Mathematics Education, 13(1), 1-11. https://doi.org/10.12973/iejme/2692

Vancouver

Rincon-Flores EG, Gallardo K, Fuente JMDL. Strengthening an Educational Innovation Strategy: Processes to Improve Gamification in Calculus Course through Performance Assessment and Meta-evaluation. INT ELECT J MATH ED. 2018;13(1):1-11. https://doi.org/10.12973/iejme/2692

AMA

Rincon-Flores EG, Gallardo K, Fuente JMDL. Strengthening an Educational Innovation Strategy: Processes to Improve Gamification in Calculus Course through Performance Assessment and Meta-evaluation. INT ELECT J MATH ED. 2018;13(1), 1-11. https://doi.org/10.12973/iejme/2692

Chicago

Rincon-Flores, Elvira G., Katherina Gallardo, and Juana María de la Fuente. "Strengthening an Educational Innovation Strategy: Processes to Improve Gamification in Calculus Course through Performance Assessment and Meta-evaluation". International Electronic Journal of Mathematics Education 2018 13 no. 1 (2018): 1-11. https://doi.org/10.12973/iejme/2692

Harvard

Rincon-Flores, E. G., Gallardo, K., and Fuente, J. M. D. L. (2018). Strengthening an Educational Innovation Strategy: Processes to Improve Gamification in Calculus Course through Performance Assessment and Meta-evaluation. International Electronic Journal of Mathematics Education, 13(1), pp. 1-11. https://doi.org/10.12973/iejme/2692

MLA

Rincon-Flores, Elvira G. et al. "Strengthening an Educational Innovation Strategy: Processes to Improve Gamification in Calculus Course through Performance Assessment and Meta-evaluation". International Electronic Journal of Mathematics Education, vol. 13, no. 1, 2018, pp. 1-11. https://doi.org/10.12973/iejme/2692