Affiliation:
1. Federal University of Alagoas, Brazil
2. Research Centre on Didactics and Technology in the Education of Trainers (CIDTFF), Department of Education and Psychology, University of Aveiro, Portugal
Abstract
This chapter presents quantitative research that analyzes gamification's effectiveness in a distance learning mathematics undergraduate course. First, the growth of the culture of digital games and the development of gamification from a methodological perspective were discussed. Then, the fundamentals regarding gamification in distance education are presented. Methodologically, the research followed the research steps done by Rahman, Ahmad, and Hashim with some adaptations are indicated in this chapter. The data collection instrument used for this investigation consisted of a questionnaire for 37 students. The research data suggest that gamification promoted students' engagement with learning. It is concluded that the categories presented in the study indicate that students perceive gamification as an alternative to create more dynamic classes and promote learning.
Reference47 articles.
1. Educational Gamification Vs. Game Based Learning: Comparative Study
2. Exploring Graduate Students' Perspectives towards Using Gamification Techniques in Online Learning
3. Associassíon Española de Videojuegos - AEVI. (2019). The Video Game Industry in Spain: Yearbook 2019 [La Industria del Videojuego En España: anuario 2019]. http://www.aevi.org.es/web/wp-content/uploads/2020/04/AEVI-ANUARIO-2019.pdf
4. Analyzing Likert Data.;H. N.Boone;Journal of Extension,2012
5. BussarelloR. I. (2016). Gamification. Pimenta Cultural.