Assessment and evaluation of Games-Based Learning (GBL) in e-learning contexts
Abstract The use of gamification in education and specifically in e-learning environments has been an exponential increase from 2014. Currently coexist more than 10,000 mobile applications (apps) that intermingle instructional design, educational content and playful interaction elements. However, there is no consensus in the scientific community about how to evaluate and assess Games Based Learning (GBL) of these platforms. This research aims to apply the Theoretical Integrated Gamification Model Environments E-Learning (E-MIGA) at 10 apps with more downloads in AppStore (IOS) and PlayStore (Android), through a judgment of 30 experts in the field of e-learning and gamification, to transform this theoretical model into an instrument of quantifiable dimensions and indicators. A pilot with scores drawn from expert judgment apps aforementioned test is then applied. It follows that neither test mobile applications analyzed education has received an excellent score of 62 points, although several of them as Memrise, Kahoot and Duolingo fully comply with 72% of the values set by the indicators.
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Kim, J. T. y Lee, W. H. (2015). Dynamical model for gamification of learning (DMGL). Multimedia Tools and Applications, 74(19), 8483-8493. https://doi.org/10.1007/s11042-013-1612-8
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Quarterly, 15(2), 146-151.
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Dicheva, D., Dichev C., Agre G. y Angelova G. (2015). Gamification in Education: A Systematic Mapping Study. Educational Technology y Society, 18(3), 75–88.
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Hamari, J., Koivisto, J. y Sarsa, H. (2014). Does gamification work? A Literature Review of Empirical Studies on Gamification. En IEEE Computer Society (ed.). System Sciences (HICSS) (pp. 3025-3034). https://doi.org/10.1109/HICSS.2014.377
Hunicke, R., LeBlanc, M. y Zubek, R. (2004). MDA: A formal approach to game design and game research. En Proceedings of the AAAI Workshop on Challenges in Game AI (Vol. 4).
Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.
Ke, F. (2009). A qualitative meta-analysis of computer games as learning tools. En R.E. Ferdig (Ed.), Handbook of research on effective electronic gaming in education (Vol. 1, pp. 1–32). Hershey, PA: Information Science Reference. https://doi.org/10.4018/978-1-59904-808-6.ch001
Keller, J. M. (1987). Strategies for stimulating the motivation to learn. Performance and Instruction. IMMS: Florida State University.
Kim, B., Park, H. y Baek, Y. (2009). Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning. Computers & Education, 52(4), 800-810. https://doi.org/10.1016/j.compedu.2008.12.004
Kim, J. T. y Lee, W. H. (2015). Dynamical model for gamification of learning (DMGL). Multimedia Tools and Applications, 74(19), 8483-8493. https://doi.org/10.1007/s11042-013-1612-8
Kim, S., Song, K., Lockee, B. y Burton, J. (2018). Gamification Cases in Education. En Gamification in Learning and Education (pp. 117-123). Chan: Springer. https://doi.org/10.1007/978-3-319-47283-6_10
Kopcha, T. J., Ding, L., Neumann, K. L. y Choi, I. (2016). Teaching technology integration to k-12 educators: A ‘Gamified’approach. TechTrends, 60(1), 62-69. https://doi.org/10.1007/s11528-015-0018-z
Malone, T. W. (1980). What makes things fun to learn? Heuristics for designing instructional computer games. En Proceedings of the 3rd ACM SIGSMALL symposium and the first SIGPC symposium on Small systems (pp. 162-169). ACM. https://doi.org/10.1145/800088.802839
Merhi, O., Faugloire, E., Flanagan, M. y Stoffregen, T. (2007). Motion sickness, console video games, and head-mounted displays. Human Factors, 45(9), 920–935. https://doi.org/10.1518/001872007X230262
Mohammad, A. S. (2014). Gameducation: Using Gamification Techniques to Engage Learners in Online Learning. En Ebner et al. (eds.). Immersive Education (pp. 85-97). Viena: Springer International Publishing. https://doi.org/10.1007/978-3-319-22017-8_8
Monterrat, B., Lavoué, E. y George, S. (2013). Toward Personalized Gamification for Learning Environments. En 4th Workshop on Motivational and Affective Aspects in Technology Enhanced Learning (MATEL 2013) in conjunction with EC-TEL 2013. Berlín: Springer. https://doi.org/10.1145/2513002.2513024
Lee, J. J. y Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange
Quarterly, 15(2), 146-151.
Ogletree, S. M. y Drake, R. (2007). College students’ video game participation and perceptions: gender differences and implications. Sex Roles, 56, 537–542. https://doi.org/10.1007/s11199-007-9193-5
Pace, R., Dipace, A. y Di Matteo, A. (2014). On-site and online learning paths for an educational farm. Pedagogical perspectives for knowledge and social development. Research on Education and Media, 6(1), 39-56.
Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.
Quiroga, M. A., Herranz, M., Gómez-Abad, M., Kebir, M., Ruiz, J. y Colom, R. (2009). Videogames: Do they require general intelligence? Computers & Education, 53 (2), 414-418. https://doi.org/10.1016/j.compedu.2009.02.017
Rincón Flores, Elvira G., Ramírez, M. S. y Mena Marcos, Juan J. (2016). Challenge-based gamification as a teaching’ Open Educational Innovation strategy in the energy sustainability area. En Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality, TEEM 2016. https://doi.org/10.1145/3012430.3012658
Rincón-Flores, E., Ramírez-Montoya, M. S. y Serra-Barragán, L. A. (2017). Gamificación basada en retos en el MOOC «La reforma energética en México y sus oportunidades». En M.S. Ramírez-Montoya y A. Mendoza-Domínguez (Eds.), Innovación y Sustentabilidad Energética: Formación con MOOCs e investigación educativa, pp. 57-83. Madrid: Narcea. Disponible en: http://hdl.handle.net/11285/628012
Robles, P. y Rojas, M. (2015). La validación por juicio de expertos: Dos investigaciones cualitativas en Lingu?ística aplicada. Revista Nebrija de Lingu?ística Aplicada, 9(12).
Romero-Rodríguez, L.M., Torres-Toukoumidis, A. y Aguaded, I. (2017). Ludificación y educación para la ciudadanía. Revisión de las experiencias significativas. Educar, 53(1), 1-20. https://doi.org/10.5565/rev/educar.846
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