Game-Based Student Response System Applied to a Multidisciplinary Teaching Context
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2020Materia/s Unesco
Resumen
The prevailing need to promote the application of active methodologies to develop the teaching-learning process in an effective way led to this work. The aim was to evidence the efficiency of an Information and Communication Technologies (ICT) resource for the generation of a collaborative and multidisciplinary context in the university teaching activity within dissimilar fields of knowledge. A Game-based Student Response System (GSRS) was implemented as a common tool for different teachers of non-related fields of knowledge with a view to enhance critical thinking and engagement in the students. The outcomes showed that this methodology increased the involvement and reduced part of the degree of abstraction that complex contents entail. Thus, the environment varied significantly with respect to the traditional relationship between students and teachers, since the latter are in charge of generating student-centred experiences based on interaction. As a result, feedback information was gathered in order to rearrange contents and consider novel strategies. In addition, this work eased the acquisition of knowledge, competence development and the achievement of teaching objectives by the students. © 2020, Springer Nature Switzerland AG.
The prevailing need to promote the application of active methodologies to develop the teaching-learning process in an effective way led to this work. The aim was to evidence the efficiency of an Information and Communication Technologies (ICT) resource for the generation of a collaborative and multidisciplinary context in the university teaching activity within dissimilar fields of knowledge. A Game-based Student Response System (GSRS) was implemented as a common tool for different teachers of non-related fields of knowledge with a view to enhance critical thinking and engagement in the students. The outcomes showed that this methodology increased the involvement and reduced part of the degree of abstraction that complex contents entail. Thus, the environment varied significantly with respect to the traditional relationship between students and teachers, since the latter are in charge of generating student-centred experiences based on interaction. As a result, feedback information was gathered in order to rearrange contents and consider novel strategies. In addition, this work eased the acquisition of knowledge, competence development and the achievement of teaching objectives by the students. © 2020, Springer Nature Switzerland AG.
