Geometry with a STEM and Gamification Approach: A Didactic Experience in Secondary Education
Recent societal changes have meant that education has had to adapt to digital natives of the 21st century. These changes have required a transformation in the current educational paradigm, where active methodologies and ICT have become vehicles for achieving this goal, designing complete teaching se...
| Main Authors: | , , |
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| Format: | info:eu-repo/semantics/article |
| Language: | English |
| Published: |
MDPI
2022
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| Subjects: | |
| Online Access: | http://hdl.handle.net/10835/13982 |
| _version_ | 1789406401059094528 |
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| author | Moral-Sánchez, Silvia Natividad Sánchez-Compaña, M.ª Teresa Romero Albadalejo, Isabel María |
| author_facet | Moral-Sánchez, Silvia Natividad Sánchez-Compaña, M.ª Teresa Romero Albadalejo, Isabel María |
| author_sort | Moral-Sánchez, Silvia Natividad |
| collection | DSpace |
| description | Recent societal changes have meant that education has had to adapt to digital natives of the 21st century. These changes have required a transformation in the current educational paradigm, where active methodologies and ICT have become vehicles for achieving this goal, designing complete teaching sequences with STEM approaches that help students to learn. Under a gamified approach, this document addresses a didactic proposal in geometry focused on STEM disciplines. This proposal combines tools such as AR, VR, manipulative materials, and social networks, with techniques such as m-learning, cooperative-learning, and flipped-learning, which make methodological transformation possible. The research was carried out during two academic years under an action research framework. It departed from a traditional methodology and, in two cycles, methodology was improved with the benefits that gamification brings to STEM proposals in Secondary Education. The data gathered in the experiment were analysed following a mixed method. Learning produced, strategies employed, successes and errors, and results of a questionnaire are presented. Evidence shows an improvement in academic performance from 50% fails to 100% pass, most of the students ended up motivated, participation was of the whole group, more than 80% showed positive emotions, and thanks to the cooperative-learning, group cohesion was improved. |
| format | info:eu-repo/semantics/article |
| id | oai:repositorio.ual.es:10835-13982 |
| institution | Universidad de Cuenca |
| language | English |
| publishDate | 2022 |
| publisher | MDPI |
| record_format | dspace |
| spelling | oai:repositorio.ual.es:10835-139822023-04-12T19:12:21Z Geometry with a STEM and Gamification Approach: A Didactic Experience in Secondary Education Moral-Sánchez, Silvia Natividad Sánchez-Compaña, M.ª Teresa Romero Albadalejo, Isabel María geometry education STEM gamification ICT action research virtual reality augmented reality breakout EDU motivation Recent societal changes have meant that education has had to adapt to digital natives of the 21st century. These changes have required a transformation in the current educational paradigm, where active methodologies and ICT have become vehicles for achieving this goal, designing complete teaching sequences with STEM approaches that help students to learn. Under a gamified approach, this document addresses a didactic proposal in geometry focused on STEM disciplines. This proposal combines tools such as AR, VR, manipulative materials, and social networks, with techniques such as m-learning, cooperative-learning, and flipped-learning, which make methodological transformation possible. The research was carried out during two academic years under an action research framework. It departed from a traditional methodology and, in two cycles, methodology was improved with the benefits that gamification brings to STEM proposals in Secondary Education. The data gathered in the experiment were analysed following a mixed method. Learning produced, strategies employed, successes and errors, and results of a questionnaire are presented. Evidence shows an improvement in academic performance from 50% fails to 100% pass, most of the students ended up motivated, participation was of the whole group, more than 80% showed positive emotions, and thanks to the cooperative-learning, group cohesion was improved. 2022-09-22T10:55:52Z 2022-09-22T10:55:52Z 2022-09-07 info:eu-repo/semantics/article 2227-7390 http://hdl.handle.net/10835/13982 10.3390/math10183252 en https://www.mdpi.com/2227-7390/10/18/3252 Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess MDPI |
| spellingShingle | geometry education STEM gamification ICT action research virtual reality augmented reality breakout EDU motivation Moral-Sánchez, Silvia Natividad Sánchez-Compaña, M.ª Teresa Romero Albadalejo, Isabel María Geometry with a STEM and Gamification Approach: A Didactic Experience in Secondary Education |
| title | Geometry with a STEM and Gamification Approach: A Didactic Experience in Secondary Education |
| title_full | Geometry with a STEM and Gamification Approach: A Didactic Experience in Secondary Education |
| title_fullStr | Geometry with a STEM and Gamification Approach: A Didactic Experience in Secondary Education |
| title_full_unstemmed | Geometry with a STEM and Gamification Approach: A Didactic Experience in Secondary Education |
| title_short | Geometry with a STEM and Gamification Approach: A Didactic Experience in Secondary Education |
| title_sort | geometry with a stem and gamification approach: a didactic experience in secondary education |
| topic | geometry education STEM gamification ICT action research virtual reality augmented reality breakout EDU motivation |
| url | http://hdl.handle.net/10835/13982 |
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