Pedagogical value of a common knowledge repository for Business Management courses
Abstract
The aim of this article is to present a new methodology that receives the name of Pool of Knowledge and that will be useful for instructors of management courses who teach in English and / or Valencian. This new methodology is also proposed as a useful tool for teaching other courses. It is a variant of the flipped teaching methodology, also known as flipped classroom, and involves the creation, by students and for students, of useful educational materials for learning. These materials are elaborated in the language in which the course is taught and shared in a common repository as a complementary study material for students. During the classes, students are encouraged to use gamification (a methodology of learning through games) to become familiar with this material. After completing the course, the students value the new methodology implemented. The main result is the discovery of how students assess gamification activities. Studentsappreciate the benefits of gamification for their learning process.
Keywords
References
Abeysekera, L. y Dawson, P., 2015, 'Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research'. Higher Education Research & Development, 34(1), 1-14. DOI:10.1080/07294360.2014.934336
Andrews, T. M., Leonard, M. J., Colgrove, C. A. y Kalinowski, S. T., 2011, 'Active learning not associated with student learning in a random sample of college biology courses', CBE-Life Sciences Education, 10(4), 394-405. DOI: 10.1187/cbe.11-07-0061
Baker, J. W., 2000, 'The" classroom flip": Using web course management tools to become the guide by the side'.
Berrett, D.,2012, 'How ‘flipping’the classroom can improve the traditional lecture', The chronicle of higher education, 12, 1-14.
Camilleri, V., Busuttil, L. y Montebello, M., 2011, 'Social interactive learning in multiplayer games', Serious games and edutainment applications, pp. 481-501, Springer, London. DOI: 10.1007/978-1-4471-2161-9_23
Christensen, C. y Raynor, M., 2013, 'The innovator's solution: Creating and sustaining successful growth', Harvard University Press, Harvard.
Comisión Europea, 2010, 'EUROPA 2020. Una estrategia para un crecimiento inteligente, sostenible e integrador'. Bruselas.
Deci, E.L. y Ryan, R.M., 2000, 'The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior', Psychological Inquiry, 11(4), 227-268. DOI:10.1207/S15327965PLI1104_01
Deterding, S., Dixon, D., Khaled, R. y Nacke, L., 2011, 'From game design elements to gamefulness: defining gamification', Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, Tamperem Finland, 28-30 September 2011. ACM Press, pp. 9-15. DOI: 10.1145/2181037.2181040
Domínguez, A., Saenz-de-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C. y Martínez-Herráiz, J.J., 2013, 'Gamifying learning experiences: Practical implications and outcomes', Computers & Education, 63, 380-392. DOI:10.1016/j.compedu.2012.12.020
Fuß, C., Steuer, T., Noll, K. y Miede, A., 2014, 'Teaching the achiever, explorer, socializer, and killer–gamification in university education'. Games for Training, Education, Health and Sports, pp. 92-99, Springer. DOI:10.1007/978-3-319-05972-3_11
Glasser, W.,1998. 'Choice theory'. New York: HarperCollins.
Glover, I., 2013, 'Play as you learn: gamification as a technique for motivating learners', World Conference on Educational Multimedia, Hypermedia and Telecommunications, Victoria, British Columbia, Canada, 24-28 June 2013, pp. 1999-2008.
Hanus, M.D. y Fox, J., 2015, 'Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance', Computers & Education, 80, 152-161. DOI:10.1016/j.compedu.2014.08.019
Kapp, K.M., 2012, 'The gamification of learning and instruction: game-based methods and strategies for training and education', John Wiley & Sons Inc, San Francisco. DOI: 10.4018/jgcms.2012100106
Lage, M. J., Platt, G. J. y Treglia, M., 2000, 'Inverting the classroom: A gateway to creating an inclusive learning environment', The Journal of Economic Education, 31(1), 30-43. DOI:10.1080/00220480009596759
Lee, J.J. y Hammer, J., 2011, 'Gamification in education: What, how, why bother? Definitions and uses', Exchange Organizational Behavior Teaching Journal, 15(2), 1-5.
McGonigal, J., 2011, 'Reality is broken: Why games make us better and how they can change the world', Penguin Books, New York, NY.
Milman, N. B., 2012, 'The flipped classroom strategy: What is it and how can it best be used?', Distance Learning, 9(3), 85.
Prensky, M., 2001, 'Digital natives, digital immigrants Part 1', On the Horizon, 9(5), 1-6. DOI:http://dx.DOI.org/10.1108/10748120110424816
Richardson, M., Abraham, C. y Bond, R., 2012, 'Psychological correlates of university students' academic performance: a systematic review and meta-analysis', Psychological bulletin, 138(2), 353. http://dx.doi.org/10.1037/a0026838
Seaborn, K. y Fels, D.I., 2015, 'Gamification in theory and action: A survey', International Journal of Human-Computer Studies, 74, 14-31. DOI:10.1016/j.ijhcs.2014.09.006
Simões, J., Redondo, R.D. y Vilas, A.F., 2013, 'A social gamification framework for a K-6 learning platform', Computers in Human Behavior, 29(2), 345-353. DOI:10.1016/j.chb.2012.06.007
Strayer, J. F., 2007, 'The effects of the classroom flip on the learning environment: A comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system' (Doctoral dissertation, The Ohio State University).
Werbach, K., 2014, '(Re) Defining Gamification: A Process Approach', Persuasive Technology, pp. 266-272, Springer. DOI:10.1007/978-3-319-07127-5_23
Refbacks
- There are currently no refbacks.
The texts published in this journal, unless otherwise indicated, are subject to a Creative Commons Attribution-Noncommercial-NoDerivativeWorks 3.0.Spain licence. They may be copied, distributed and broadcast provided that the author and the journal that publishes them, @tic. revista d'innovació educativa, are cited. Commercial use and derivative works are not permitted. The full licence can be consulted on Creative Commons
Editor: Servei de Formació Permanent i Innovació Educativa. Tel. 0034 961625030 | Fax. 0034 961625032 | Valencia. España
ISSN: 1989-3477 | Depósito Legal: V5051-2008
Indexed in:
Consortial Journals