Examinando por Materia "Game-based learning"
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Publicación Game-based learning approach for practicing melodic musical intervals using a musical instrument(Universidad EAFIT, 2020) Escobar Marín, Lina María; Vallejo Correa, Paola AndreaGame-Based Learning(GBL)integrate games into teaching through repetition,failure,and accomplishment of goals. GBL goes beyond fun; it is a strategy to motivate students to discover, immerse them in the study material playfully and dynamically, so they learn more effectively, and encourage them to learn from their mistakes. This approach has become increasingly popular as a way to engagestudentsinlearningand motivate them to perform educational activities. One of the contexts of application of GBL is music education,where advances in technology reduce the complexity associated with the process of learning and mastering musical instrument. This paper presents an experiment conducted to determine the effects on learning and motivation when students use GBL for practicing music intervals. Music students aged from 17 to 22 thattookpartinthe experiment were divided into two groups.One Group Practice Dusingadigitaltool,and other group practice utilizing a video game. No significant difference was found in terms of learning between the two groups. Nevertheless, students practicing with the video game were more motivated than students using the digital tool.Publicación Gamificación como ejercicio preparatorio a la implementación de la etapa de diagnóstico de la metodología Estramipyme(Universidad EAFIT, 2024) Castaño Bardawil, Alberto; Escarria Buritica, Carolina; Corrales Ríos, Guillermo Andrés; Rivas Montoya, Luz María; Tobar Muñoz, Hendrys FabiánBackground: inclusion is one of the fundamental pillars of Open Strategy. However, it can lead to contradictions, unintended consequences, and new challenges, particularly when involving large numbers of people who may not be prepared to participate in the exercises. Gamification offers an engaging and effective solution to prepare participants, thus enhancing the quality of the results. Purpose: this study aims to utilize Gamification as a tool to prepare participants for diagnostic exercises and the definition of strategic challenges in MSMEs, following the Estramipyme methodology. This will be achieved through the creation of a digital Game-Based-Learning (GBL) resource that facilitates the development of the necessary foundations for these exercises. Design/Methodology/Approach: this qualitative research followed a five-stage process. It began with the identification of needs through open-semi-structured interviews and validation with experts. Subsequently, a prototype was constructed, followed by an evaluation phase. The results were then analyzed and interpreted, leading to corrections to the prototype based on the feedback received. Results: the findings of this study revealed that the use of gamification as a knowledge transmission tool is powerful, as it enriches the learning process and makes it enjoyable. Originality/Value/Contributions: this research enhances the Estramipyme methodology by introducing a digital Game-Based-Learning (GBL) resource that can be applied in strategic consulting and the training of undergraduate and graduate students at EAFIT University.Publicación Informe de asistencia a investigación de innovación pedagógica a través de Minecraft(Universidad EAFIT, 2022) Reusch Miranda, Matías Camilo; Gómez Montoya, Sara; Guzmán Ramírez, Jesús AlejandroIn this research assistance, a data collection is carried out based on a challenge proposed in Minecraft for university students, as a part of a research project carried out by professors Maria Isabel Villa, Christian Díaz and Mauricio Hincapié that responds to the name "The use of Minecraft for the development of participation in virtual learning communities”. As part of the research assistance, information is collected in preliminary stages on game-based learning, with a section related to the Minecraft tool as a sandbox game, which is capable of generating high participation and motivation for young university students in learning environments.Ítem SimulES-W: A collaborative game to improve software engineering teaching(Instituto Politecnico Nacional, 2018-01-01) Monsalve E.S.; Toro M.; Mazo R.; Velásquez-Rendón D.; Vallejo P.; Cardona J.F.; Rincón R.; Werneck V.M.; Do Prado Leite J.C.S.; Universidad EAFIT. Departamento de Ingeniería de Diseño; Ingeniería de Diseño (GRID)There is empirical evidence concerning the effectiveness and benefits of game-based learning (GBL). Our mainly interest is to present a tool that can be used to complement teaching software engineering in a motivating and didactic way. This paper studies the use of a GBL tool called SimulES-W (Simulation in Software Engineering), to teach Software Engineering in an undergraduate engineering program. SimulES-W has three characteristics: it is based on real software cases, it can be customized during the learning process, and it is a collaborative game. These characteristics are important because they help us understand and propose a new learning scenario, and to research with this the learning processes in their environments According to it, the first characteristic of SimulES-W makes it a motivating and engaging game, which brings up cases, which usually are only present in real software projects. Thanks to the second characteristic, the educators can use SimuelES-W to customize the education material, and tune the game for specific software engineering courses. The third characteristic is related to the proposed game as activity that involves group discussions and decision-making. This paper presents SimulES-W a digital version of SimulES and reports the results of an evaluation from a pedagogical perspective, where game adequacy for teaching a subject and positive potential impact in student's academic performance are investigated. © 2018 Instituto Politecnico Nacional. All rights reserved.Ítem SimulES-W: A collaborative game to improve software engineering teaching(Instituto Politecnico Nacional, 2018-01-01) Monsalve E.S.; Toro M.; Mazo R.; Velásquez-Rendón D.; Vallejo P.; Cardona J.F.; Rincón R.; Werneck V.M.; Do Prado Leite J.C.S.; Monsalve E.S.; Toro M.; Mazo R.; Velásquez-Rendón D.; Vallejo P.; Cardona J.F.; Rincón R.; Werneck V.M.; Do Prado Leite J.C.S.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las ComunicacionesThere is empirical evidence concerning the effectiveness and benefits of game-based learning (GBL). Our mainly interest is to present a tool that can be used to complement teaching software engineering in a motivating and didactic way. This paper studies the use of a GBL tool called SimulES-W (Simulation in Software Engineering), to teach Software Engineering in an undergraduate engineering program. SimulES-W has three characteristics: it is based on real software cases, it can be customized during the learning process, and it is a collaborative game. These characteristics are important because they help us understand and propose a new learning scenario, and to research with this the learning processes in their environments According to it, the first characteristic of SimulES-W makes it a motivating and engaging game, which brings up cases, which usually are only present in real software projects. Thanks to the second characteristic, the educators can use SimuelES-W to customize the education material, and tune the game for specific software engineering courses. The third characteristic is related to the proposed game as activity that involves group discussions and decision-making. This paper presents SimulES-W a digital version of SimulES and reports the results of an evaluation from a pedagogical perspective, where game adequacy for teaching a subject and positive potential impact in student's academic performance are investigated. © 2018 Instituto Politecnico Nacional. All rights reserved.