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dc.contributor.authorSoler-Porta, Mariano 
dc.contributor.authorCaña-Palma, Rocio 
dc.contributor.authorBentabol-Manzanares, Maria Jose 
dc.contributor.authorCortes-Fernandez, Luis 
dc.contributor.authorBentabol-Manzanares, Maria Amparo 
dc.contributor.authorMuñoz-Martos, Maria del Mar 
dc.contributor.authorEsteban-Pagola, Ana Isabel 
dc.contributor.authorLuna-Jimenez, Maria Jose 
dc.contributor.authorLopes, Ana Paula
dc.date.accessioned2019-07-01T07:44:17Z
dc.date.available2019-07-01T07:44:17Z
dc.date.created2019
dc.date.issued2019-07-01
dc.identifier.urihttps://hdl.handle.net/10630/17914
dc.description.abstractIn recent years, there has been an increasing interest in applying Gamification in Education, which can be defined as the application of game design elements to learning activities. Its purpose is to motivate students by creating an engaging learning experience that can keep students focused on the learning task and its application in the classroom, is still in its emergent stages. Gamification is a great challenge for education, particularly in Higher Education Institutions (HEI) in such a traditional context, as is the case with courses like Management and Administration Business, Finance and Accounting, Marketing and Market Research, Chemistry, Accounting and Administration and Business Communication. This paper presents a study, applied in the 2016/2017 and 2017/2018 academic years, in which the teaching method focuses on a blended learning approach, through the implementation of a flipped classroom model and also through the introduction of online gamification activities such Kahoot! application. Kahoot is a game-based learning platform, used as educational technology that can easily be used for initial, formative and summative assessment of students’ knowledge using individual or collaborative team work mode, adding vitality, student engagement, and also meta-cognitive supports to higher education classrooms with limited instructor or student training required. The participants, in the study, were about 3 000 students of 17 different subjects from the aforementioned courses, of the Malaga University and Polytechnic of Porto. The results of this study suggest that this model improves student learning and are of relevance to researchers, educators and game-based learning designers.en_US
dc.description.sponsorshipUniversidad de Málaga. Campus de Excelencia Internacional Andalucía Techen_US
dc.language.isoengen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectCompromisoen_US
dc.subjectEducación Superioren_US
dc.subjectAprendizajeen_US
dc.subjectCongresos y conferenciasen_US
dc.subject.otherEngagementen_US
dc.subject.otherFlipped Learningen_US
dc.subject.otherHigher Educationen_US
dc.subject.otherGamification in Educationen_US
dc.subject.otherKahooten_US
dc.subject.otherActive Learningen_US
dc.titleGamificacion in education and active methodologies at Higher educationen_US
dc.typeinfo:eu-repo/semantics/preprinten_US
dc.centroFacultad de Ciencias Económicas y Empresarialesen_US
dc.relation.eventtitle11th Annual International Conference on Education and New Learning Technologiesen_US
dc.relation.eventplaceMallorca (Spain)en_US
dc.relation.eventdate1 al 3 de Julio de 2019en_US


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