T6-AD1-5 - A Gamification Module for BeA Platform

2. Research-to-Practice Work In Progress
Fernado Ariel Mikic Fonte1 , Martin Llamas Nistal1, Manuel Caeiro Rodríguez1, Martín Liz Domínguez1
1 AtlanTTiC - Atlantic Research Center for Telecommunication Technologies. University of Vigo. Spain

This Work in Progress presents a new module for the BeA (Blended e-Assessment) platform, through which students will be involved in a higher education subject in which Flipped Learning is used through Gamification. The subject we are talking about is computer architecture, which is taught in the second semester of the first year of a degree in telecommunications technology engineering. Currently in this subject a system of Flipped Classroom and Intense Continuous Assessment is used, which in general consists in that students out of class and every week they have to watch a series of videos with contents of the subject, and make an exam in the classroom about those contents (which counts for the final grade of the subject). The fact that an exam is done every week is a considerable workload for both the teacher and the students, so we have thought about taking exams every two weeks. This brings with it the problem of continuing to engage students in class and keep watching the videos every week.

That is why we are developing a tool that allows us to apply gamification on days when students are not assessed. This tool consists of an online question system (as a multi-choice test) accessible through a web browser, through which students can answer these questions. The questions are thrown at the students one by one and they have a maximum time of 30 seconds to answer, having a positive score when they hit the correct answer (better the less they have taken to answer) and negative if they fail. Each time a question is answered, both the teacher and the students will see a statistic of the answers offered (together with the correct answer) and in case the teacher considers it appropriate, he/she can give an explanation on that question (for example, if one of the wrong answers has been chosen mostly) before moving on to the next question.

In this way we have immediate feedback on students' knowledge about the videos that they had to watch that week and we encourage students to participate in class. This feedback will also serve the teacher to improve the teaching material that is offered to students (in this case the weekly videos).

In the technical aspect, as we have said, this tool will be part of the BeA platform as an independent module and will have two main parts (both accessible through a web browser) such as: