Polytechnic University of Valencia Congress, Fourth International Conference on Higher Education Advances

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Game-based learning supported by audience response tools: game proposals and preliminary assessment
Maximo Cobos, Miguel Arevalillo-Herráez, Esther de Ves, Sandra Roger, Miguel García-Pineda, Francisco Grimaldo, Ariadna Fuertes, Isaías S. Sanmartín, Emilia López-Iñesta, Juan Gutiérrez-Soto, Jose M. Claver, Maria Asunción Castaño

Last modified: 08-05-2018


The so-called game-based learning strategies are based on introducing games in the classrooms to improve aspects such as student performance, concentration and effort. Currently, they provide a very useful resource to increase the motivation of university students, generating a better atmosphere among peers and between student and teacher, which in turn is generally translated into better academic results. However, the design of games that successfully achieve the desired teaching-learning objectives is not a trivial task. This work focuses on the design of games that allow the assessment of ICT-related university subjects. Specifically, three different games are proposed, all based on student participation in teams. After undertaking a preliminary evaluation of the different games, and observing the results obtained in different subjects taught by different teachers, the advantages and disadvantages of each game are discussed. This preliminary study will thus serve as an starting point for a more exhaustive study on the designed games, by including an statistical analysis considering the time variable (results in different academic courses).

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