Call for Papers: The Game, a Gamified Tool for Teaching Scientific Writing in Engineering Students

Autores/as

DOI:

https://doi.org/10.37467/revhuman.v21.5067

Palabras clave:

Academic writing, Gamification, Engineering, Platform, User Experience, Usability

Resumen

This paper presents the evaluation of the alpha version of a gamified tool called Call for Papers: The Game (CfP:TG), specially designed for teaching scientific writing in the training of future engineers. A non-probabilistic convenience sampling was carried out with the participation of engineering students from a Peruvian public university. The short version of the user experience questionnaire (UEQ) was applied, and usability was qualitatively evaluated. The main results indicate that the Pragmatic Quality of CfP:TG is in the neutral range with a value of 0.729, and the Hedonic Quality receives a positive evaluation with a value of 1.089.

Citas

Alabbasi, D. (2017). Exploring graduate students’ perspectives towards using gamification techniques in online learning. Turkish online Journal of Distance Education-TODJE, 18(3), 180-196. https://dx.doi.org/10.17718/tojde.328951

Alonso-García, S., Aznar-Díaz, I., Cáceres-Reche, M.P., Trujillo-Torres, J.M., & Romero-Rodríguez, J.M. (2019). Systematic Review of Good Teaching Practices with ICT in Spanish Higher Education. Trends and Challenges for Sustainability. Sustainability, 11(24), 7150. MDPI AG. http://dx.doi.org/10.3390/su11247150

Anaya, R., Tumino, M., Niño, J., Bournissen,J., y Arboleda, W. (2020). Motivación de estudiantes de ingeniería en informática con énfasis en ingeniería de software: un estudio en universidades latinoamericanas. Revista Ingenierías, 19(36), 239-260. https://doi.org/10.22395/rium.v19n36a12

Ardila-Muñoz, J. (2019). Supuestos teóricos para la gamificación de la educación superior. MAGIS, Revista Internacional de Investigación en Educación, 12(24), 71-84. https://doi.org/10.11144/Javeriana.m12-24.stge

Bouchrika, I., Harrati, N., Wanick, V., & Wills, G. (2021). Exploring the impact of gamification on student engagement and involvement with e-learning systems. Interactive Learning Environments, 29(8), 1244-1257. https://doi.org/10.1080/10494820.2019.1623267

Bouchrika, I., Harrati, N., Wanick, V., & Wills, G. (2021). Exploring the impact of gamification on student engagement and involvement with e-learning systems. Interactive Learning Environments, 29(8), 1244-1257. https://doi.org/10.1080/10494820.2019.1623267

Campillo-Ferrer, J., Miralles-Martínez, P., y Sánchez-Ibáñez, R. (2020). Gamification in higher education: Impact on student motivation and the acquisition of social and civic key competencies. Sustainability, 12(12). https://doi.org/10.3390/su12124822

Caro-Alvaro, S., Garcia-Lopez, E., Garcia-Cabot, A., de-Marcos, L., & Martinez-Herraiz, J. (2017). Development of a Social Gamified Platform for e-Learning. In N. Paspallis, M. Raspopoulos, M. Barry, H. Lang, Linger, & C. Schneider (Eds.), Information Systems Development: Advances in Methods, Tools and Management (ISD2017 Proceedings). University of Central Lancashire Cyprus. http://aisel.aisnet.org/isd2014/proceedings2017/Education/2

Castelló, M. (2015). Research on Academic Writing in the Teaching Learning Processes in the Spanish University Context. Cultura y Educación, 27(3), 465-476. https://doi.org/10.1080/11356405.2015.1072362

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining “gamification”. Proceedings of the 15th International Academic MindTrek Conference on Envisioning Future Media Environments – MindTrek’11, 9-15. https://doi.org/10.1145/2181037.2181040

Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: a systematic mapping study. Educational Technology & Society, 18(3). https://www.scirp.org/(S(351jmbntvnsjt1aadkozje))/reference/referencespapers.aspx?referenceid=2153179

El Tantawi, M., Sadaf, S. & Al Humaid, J. (2018). Using gamification to develop academic writing skills in dental undergraduate students. European Journal of Dental Education, 22(1), 15-22. https://doi.org/10.1111/eje.12238

Flores, M. (2018). La escritura académica en estudios de ingeniería: valoraciones de estudiantes y profesores. Revista de la educación superior, 47(186), 23-49. http://bit.ly/3XMCsj1

Fuentes, E., Allende-Cid, H., Rodríguez, S., Venegas, R., Pavez, J., Palma, W., Figueroa, I., Zamora, S., Diaz, B., VanCott, A. (2019). WriteWise: software that guides scientific writing. 5th Workshop on Automatic Text and Corpus Processing. https://bit.ly/41b32VT

Gallegos, C., Tesar, A. J., Connor, K., & Martz, K. (2017). The use of a game-based learning platform to engage nursing students: A descriptive, qualitative study. Nurse Education in Practice, 27, 101–106. https://doi.org/10.1016/j.nepr.2017.08.019

García-Holgado, A., García-Peñalvo, F., de la Higuera, C., Teixeira, A., Ehlers, U., Bruton, J., Nascimbeni, F., Padilla, N. & Burgos, D. (2020). Promoting Open Education Through Gamification in Higher Education: the OpenGame project. In F. García-Peñalvo & A. García-Holgado (Eds.). Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality (pp.399-404). Association for Computing. https://doi.org/10.1145/3434780.3436688

Gay, A.S. & Burbridge, L. (2016). Bring your own device” for formative assessment. The Mathematics Teacher, 110(4), 310-313. https://doi.org/10.5951/mathteacher.110.4.0310

Herrera, L., Souza, M., y Soares, J. (2018). Evaluación de la calidad de la educación superior: una revisión de la literatura a partir de la satisfacción del alumnado. Cadernos de Pesquisa, 25(2), 71-90. https://doi.org/10.18764/2178-2229.v25n2p71-89.

ISO 9241-110 (2006). ISO 9241-110:2006. En Ergonomics of Human-System Interaction—Part 110: Dialogue Principles. https://bit.ly/3Ik3Qz3

ISO 9241-210 (2019). ISO -ISO 9241-210:2019 -Ergonomics of Human-System Interaction—Part 210: Human-Centred Design for Interactive Systems. https://www.iso.org/standard/77520.html

Khaldi, A., Bouzidi, R. & Nader, F. (2023). Gamifcation of e-learning in higher education: a systematic literature review. Smart Learning Environments, 10(10). https://doi.org/10.1186/s40561-023-00227-z

Kurniawan, O., Lee, N. T. S., Sockalingam, N., & Pey, K. L. (2019). Game-Based versus gamified learning platform in helping university students learn programming. ASCILITE Publications, 159-168. https://doi.org/10.14742/apubs.2019.248

Martins, G., Cutigi, F., Natan, L., Souza, S., Porto, D. & Durelli, V. (2020). Is It Worth Using Gamification on Software Testing Education? An Extended Experience Report in the Context of Undergraduate Students. Journal of Software Engineering Research and Development, 8(6), 6-19. https://doi.org/10.5753/jserd.2020.738

Muñoz Sanabria, L. y Vargas Ordoñez, L. (2019). EDUMAT: herramienta web gamificada para la enseñanza de operaciones elementales. Campus Virtuales, 8(2), 9-17. http://uajournals.com/ojs/index.php/campusvirtuales/article/view/489/343

Ng, K.SP., Lai, I.KW., Ng, KK. (2020). Online Gamified Learning Platforms (OGLPs) for Participatory Learning. In S. Cheung, R. Li, K. Phusavat, N. Paoprasert, L. Kwok. (Eds.) Blended Learning. Education in a Smart Learning Environment. ICBL 2020. Lecture Notes in Computer Science, vol 12218. Springer, Cham. https://doi.org/10.1007/978-3-030-51968-1_5

Núñez-Pacheco, R., Turpo-Gebera, O., Barreda-Parra, A., Vidal, E., Castro-Gutierrez, E., & Aguaded, I. (2023). Motivations and use of video games in engineering students. Journal of Technology and Science Education, 13(2), 532-547. https://doi.org/10.3926/jotse.1897

Paz-Saavedra, L. E., Gisbert Cervera, M., & Usart Rodríguez, M. (2022). Competencia digital docente, actitud y uso de tecnologías digitales por parte de profesores universitarios: [Teaching digital competence, attitude and use of digital technologies by university professors]. Pixel-Bit. Revista De Medios Y Educación, 63, 93–130. https://doi.org/10.12795/pixelbit.91652

Pegalajar, M. (2021). Implicaciones de la gamificación en Educación Superior: una revisión sistemática sobre la percepción del estudiante. Revista de Investigación Educativa, 39(1), 169-188. http://dx.doi.org/10.6018/rie.419481

Prieto, J. (2020). Una revisión sistemática sobre gamificación, motivación y aprendizaje en universitarios. Teoría de la Educación. Revista Interuniversitaria, 32(1), 73-91. https://doi.org/10.14201/teri.20625

Rädiker, S., & Kuckartz, U. (2020). Análisis de Datos Cualitativos con MAXQDA: Texto, Audio, Video. MAXQDA Press.

Riar, M., Morschheuser, B., Zarnekow, R. & Hamari, J. (2022). Gamification of cooperation: A framework, literature review and future research agenda. International Journal of Information Management, (67), 1027-1049. https://doi.org/10.1016/j.ijinfomgt.2022.102549

Riera, D., Arnedo-Moreno, J. (2016). ‘κPAX: experiences on designing a gamified platform for serious gamin’, Learn. Data Anal. Gamification, 1, pp. 271–293. https://doi.org/10.1016/B978-0-12-803637-2.00013-0

Romano, M., Díaz, P., & Aedo, I. (2018, September). A gamified platform for civic engagement in early warning. In Proceedings of the XIX international conference on human computer interaction (pp. 1-8). https://doi.org/10.1145/3233824.3233841

Rutledge, C., Walsh, C., Swinger, N., Auerbach, M., Castro, D., Dewan, M., Khattab, M., Rake, A., Harwayne-Gidansky, I., Raymond, T., Maa, T., & Chang, T. (2018). Gamification in Action: Theoretical and Practical Considerations for Medical Educators. Academic Medicine, 93(7), 1014–1020. https://doi.org/10.1097/ACM.0000000000002183

Saleem, A., Noori, N. & Ozdamli, F. (2022). Gamification Applications in E-learning: A Literature Review. Technology, Knowledge and Learning, (27), 139–159. https://doi.org/10.1007/s10758-020-09487-x

Sanmartí, N., Izquierdo, M. y García, P. (1999). Hablar y escribir. Una condición necesaria para aprender ciencias. Cuadernos de Pedagogía, (281), 54-58. https://acortar.link/T4GrR3

Scardamalia, M. y Bereiter, C. (1992). Dos modelos explicativos de los procesos de composición escrita. Infancia y aprendizaje (58), 53-64. https://dialnet.unirioja.es/descarga/articulo/48395.pdf

Schrepp, M., Hinderks, A., & Thomaschewski, J. (2017). Design and evaluation of a short version of the user experience questionnaire (UEQ-S). International Journal of Interactive Multimedia and Artificial Intelligence, 4(6), 103-108. https://doi.org/10.9781/ijimai.2017.09.001

Torres-Toukoumidis, A., Valle-Razo, A., & De Santis, A. (2020). Gamification in Higher Education Instructors from Ecuador, Spain and Mexico (Paper presentation). In 2020 IEEE ANDESCON (pp. 1-4). IEEE. https://bit.ly/41etJJd

Torres-Toukoumidis, A., Robles-Bykbaev, V., Cajamarca, M., Romero-Rodríguez, L.M., Chaljub, J., Salgado, J. (2019). Gamified platform framing for entrepreneur competencies. Journal of Entrepreneurship Education, 22(4), 1-9. https://bit.ly/3Z43Zxu

Valda, F. y Arteaga, C. (2015). Diseño e implementación de una estrategia de gamificacion en una plataforma virtual de educación. Fides et Ratio - Revista de Difusión cultural y científica de la Universidad La Salle en Bolivia, 9(9), 65-80. http://www.scielo.org.bo/scielo.php?script=sci_arttext&pid=S2071-081X2015000100006&lng=es&tlng=es.

Van Roy, R. & Zaman, B. (2017). Why gamification fails in education and how to make it successful. Introducing nine gamification heuristics based on self-determination theory. In: Ma, M. & Oikonomou, A. (Eds) Serious Games and Edutainment Applications. Springer, Cham Vol. II (pp. 485–509). https://doi.org/10.1007/978-3-319-51645-5_22

Vásquez-Rocca, L., & Varas, M. (2019). Escritura multimodal y multimedial. Perfiles Educativos, 41(166). https://doi.org/10.22201/iisue.24486167e.2019.166.59211

Vine-Jara, A. (2020). La escritura académica: percepciones de estudiantes de Ciencias Humanas y Ciencias de la Ingeniería de una universidad chilena. Íkala, Revista de Lenguaje y Cultura, 25(2), 475-491. https://doi.org/10.17533/udea.ikala.v25n02a02

Vinu, V. & Renumol, V. (2023). Design of Mini-Games for Assessing Computational Thinking. In: Joshi, A., Mahmud, M. & Ragel, R. (Eds). Information and Communication Technology for Competitive Strategies (ICTCS 2021). Lecture Notes in Networks and Systems, vol 400. Springer. https://doi.org/10.1007/978-981-19-0095-2_70

Wang, Y. (2023). Gamification in a News English Course. Education Sciences,13(90). https://doi.org/10.3390/educsci13010090

Wild, S. & Schulze, H. (2020). How do the digital competences of students in vocational schools differ from those of students in cooperative higher education institutions in Germany? Empirical Research Vocational Education Trainig 12(5). https://doi.org/10.1186/s40461-020-00091-y

Willig, J., Croker, J., McCormick, L., Nabavi, M., Walker, J., Wingo, N., Roche, C., Jones, C., Hartmann, K. & Redden, D. (2021). Gamification and education: A pragmatic approach with two examples of implementation. Journal of Clinical and Translational Science, (5)1, e181. https://doi.org/10.1017/cts.2021.806

Yllana-Prieto, F., González-Gómez, D. & Jeong, J. (2023). Influence of two educational Escape Room– Breakout tools in PSTs’ affective and cognitive domain in STEM (science and mathematics) courses. Helyon, 9(1), e12795. https://doi.org/10.1016/j.heliyon.2023.e12795

Descargas

Publicado

2023-08-14

Cómo citar

Núñez-Pacheco , R. ., Vidal Duarte, E. ., Turpo-Gebera, O. . ., & Castro-Gutiérrez, E. . . (2023). Call for Papers: The Game, a Gamified Tool for Teaching Scientific Writing in Engineering Students. HUMAN REVIEW. International Humanities Review Revista Internacional De Humanidades, 21(2), 299–310. https://doi.org/10.37467/revhuman.v21.5067

Número

Vol. 21 Núm. 2 (2023)

Sección

Artículos de investigación

Licencia

Aquellos autores/as que publiquen con esta revista, aceptan los términos siguientes:

  1. Los autores/as conservarán los derechos morales sobre la obra y cederán a la revista los derechos comerciales.
  2. Transcurrido 1 año desde su publicación, la versión del editor pasará a estar en acceso abierto en la web de la editorial, pero la revista mantendrá el copyright de la obra.
  3. En el caso de que los autores deseen asignar una licencia abierta Creative Commons (CC), podrán solicitarla escribiendo a publishing@eagora.org.