Gamification and Question-Driven Learning Aided with Immediate Response Systems. some Experiences from Civil Engineering Students

Abstract

It is commonly accepted that gamified learning actions may increase student engagement and have a positive impact on student learning. Contemporary educational systems include diverse game-like elements such as the use of competition as a motivational tool, the development of a positive relationship with failure, the objectivity and continuous assessment as usual targets. Failure is not forbidden but considered an opportunity on the way to mastery. Gamified learning strategies seek to hold a positive relationship with failure through immediate feedback cycles while keeping the challenges for individual learning attainable. Furthermore, classroom response systems (CRS) may become a useful tool for designing the pedagogic approach called question-driven instruction (QDI), which replaces the classical transmit-and-test teaching model. CRS can be used to encourage motivation and support learning. There is some controversy with regard to whether using CRS-mediated activity as a main course design target or occasionally together with traditional classroom practice. The results of some experiences carried out in two modules of the Civil Engineering Degree, i.e., Construction and Project Management and Strength of Materials, are presented in this study. Those showed that CRS can be inspiring tools rather than dull contrivances. Those comprise a set of regular quizzes with the aforementioned features. They have proven to break the inertia and passiveness of classroom sessions, maintain the focus and highlight and repeat the relevant material taught in the classroom. The rapid feedback is also beneficial to the students. We used the game-based CRS Kahoot and Socrative differently in distinct groups and subjects. The main goals were to discern whether gamified educational assessments improve students' motivation, engagement and outcomes, as well as to boost their level of comprehension of the basic concepts taught in the course. From the instructors side, those were to enhance the quality time in the classroom, innovate the teaching method and increase the number of passing students. Apart from assessing the learning outcomes of the lectures, diverse questionnaires were used to collect feedback on the students' perception, engagement and motivation from the gamified approach. These survey data were analyzed through a Likert scale. The results show significant improvements in those issues. Students indicated that the rapid feedback from the quizzes helped them to identify their knowledge lacks. They even stated that their degree of attendance increased because of the bigger interest of impartations, although we could not find significant learning improvement. The gamified approach was weakly sensitive to gender and whether students play games on their own. We can conclude that the experiences were effective. Lastly, some reflections on the suitability and limitations of these CRS tools are discussed, as well as the need for exploring the conditions of their use within a coherent pedagogical approach in order to harness effectiveness with regard to the DQI scope: to ease and direct discussion and argumentation in the classroom, engage students in active learning and foster quality time teaching.