Didactic Strategy Mediated by Games in the Teaching of Mathematics in First-Year Engineering Students
Sergio Andres Zabala-Vargas 1 * , Lewis García-Mora 1, Edgar Arciniegas-Hernández 1, Jerson Reina-Medrano 1, Bárbara de Benito-Crosetti 2, Antonia Darder-Mésquida 2
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1 Universidad Santo Tomás, COLOMBIA
2 Universitat Illes Balears, SPAIN
* Corresponding Author

Abstract

The development of mathematical skills for future engineers is essential. Game-based learning (GBL) and gamification have been widely used in elementary education, but less applied in higher education. The objective of this article was to evaluate the effect of didactic strategies mediated by games in the teaching of mathematics in first-year engineering students. A qualitative study was carried out. Five (5) teaching units were designed. Seven (7) focus groups were developed with 81 participants from the differential calculus course. The keyword in context-KWIC technique was used for the focus group analysis. The categories attention, relevance, confidence, and satisfaction (Keller’s motivational model) were evaluated. An important contribution of the pedagogical strategy to student motivation, teamwork, commitment, and argumentation was verified. In conclusion, game-based learning makes it possible to strengthen the motivation of students in the educational processes of mathematics in engineering.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/11707

EURASIA J Math Sci Tech Ed, 2022 - Volume 18 Issue 2, Article No: em2082

Publication date: 09 Feb 2022

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Article Downloads: 418

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