This research discusses the use of a gamified web platform for studying software modeling with Unified Modeling Language (UML). Although UML is constantly being improved and studied, many works show that there is difficulty in teaching and learning the subject, due to the complexity of its concepts and the students' cognitive difficulties with abstraction. There are challenges for instructors to find different pedagogical strategies to teach modeling. The platform proposed allowed students to complement their UML knowledge in an environment with game elements. From the results, it can be concluded that the platform obtained great acceptance and satisfaction of use. Most of the students participating in the research were satisfied with the usability of the platform, reporting a feeling of contribution of the tool to studying the content, in addition to pointing out the satisfaction of using gamification as a pedagogical strategy.
The rapid development of technology in today’s times make business’ survival a rather complex task. It is therefore necessary for the specialized organization and administration of each company to differentiate and strengthen its competitive advantages. Gamification is an established practice in many business domains and can enforce employees to engage in business processes and change aspects of their behavior. Even though numerous gamification patterns that are described in literature have been used so far by businesses to various working environments, the outcomes were not the best possible that we would expect in terms of their right utilization to business non-game contexts. Thus, there is need for concise gamification patterns that can offer right guidance to game designers in business. Gamification design patterns can provide a distilled knowledge of techniques of how to design object-oriented software. This paper aims to address this gap in existing literature by describing new gamification design patterns, classifying them according to specific criteria and providing new information to this research domain. Our study is a descriptive literature review and is based on review of previous works. This descriptive literature review tries to give a better understanding by proposing new gamification design patterns in the continuously evolving research domain of gamification design patterns.
With the growing search for qualified professionals in the exact area, teaching in STEM (Science, Technology, Engineering, and Mathematics) areas is gaining importance. In parallel, it appears that drones are an increasingly present reality in the civil area; however, there are few scientific studies of their application in the pedagogical environment, and their insertion is still practically nil in the school environment. Thus, this work aims to analyze the feasibility of using a set of technologies based on drones, designed based on the theory of significant learning through the use of active methodologies. The study was carried out with 30 high school students and followed a line of quali-quantitative analysis, in which the quantitative data were collected from the results obtained in a pre and post-test and the qualitative ones through recordings during the interventions, observations of the researcher, and a semi-structured press interview. Finally, a triangulation between the methodologies was carried out, looking for congruent aspects between the different techniques used. As a result, it was found that the workshops with the platform based on drones helped in the understanding, construction, and interpretation of the content covered, and it can be concluded that there is a significant relationship between the use of the technological set proposed in the pedagogical process and the possibility of significant learning in the STEM areas by the students.
The rapid development of new technologies requires a new set of skills from all users in operating, using, and maintaining digitised environments. Curriculum design in the field of Information and Communication Technologies (ICT) undergoes a rapid change as technological achievements do influence education.
The aim of the article was to present research results on the mappings of learning outcomes to taxonomies to evolve from requirement-based assessment to competency-based assessment. The research was carried out on the problem-based learning (PBL) module. The article presents a novel PBL model design with activities and evaluation schema. The developed model could be used to guide the curricula design of information technologies for generic competencies, and to foster skills essential for the future ICT sector.
This paper considers the use of log data provided by learning management systems when studying whether students obey the problem-based learning (PBL) method. Log analysis turns out to be a valuable tool in measuring the use of the learning material of interest. It gives reliable figures concerning not only the number of use sessions but also the interlocking of various course activities. The longitudinal study based on log analysis makes use of a new software tool, SPY US. Our study concentrates on using log data analysis in improving the PBL method used in learning diagnostic skills with the help of Virtual Patients.