Submit a Manuscript

International Electronic Journal of Mathematics Education

Strengthening an Educational Innovation Strategy: Processes to Improve Gamification in Calculus Course through Performance Assessment and Meta-evaluation
Elvira G. Rincon-Flores 1 * , Katherina Gallardo 1, Juana María de la Fuente 1
1 Tecnologico de Monterrey (ITESM), MÉXICO
* Corresponding Author
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: 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
APA 6th edition
In-text citation: (Rincon-Flores et al., 2018)
Reference: 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
Chicago
In-text citation: (Rincon-Flores et al., 2018)
Reference: 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
In-text citation: (Rincon-Flores et al., 2018)
Reference: 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
In-text citation: (Rincon-Flores et al., 2018)
Reference: 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
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: 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

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

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.

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.
All Rights Reserved © 2006-2020