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dc.contributor.authorMartín Hernández, Pilar
dc.contributor.authorAgut, Sonia
dc.contributor.authorAzkue Beteta, Juan Luis
dc.contributor.authorGil Lacruz, Marta
dc.contributor.authorGil Lacruz, Ana Isabel
dc.date.accessioned2019-02-19T11:19:07Z
dc.date.available2019-02-19T11:19:07Z
dc.date.issued2018-07-02
dc.identifier.citationMARTÍN HERNÁNDEZ, Pilar; AGUT NIETO, Sonia; AZKUE BETETA, Juan Luis; GIL LACRUZ, Marta; GIL LACRUZ, Ana Isabel (2018). Enhancing motivation, engagement and team building among psychology undergraduates through game base learning. Comunicación presentada en "10th annual International Conference on Education and New Learning Technologies (EDULEARN2018), 2/7/2018, Palma de Mallorca (Spain)", p. 9733-9738ca_CA
dc.identifier.isbn9788409027095
dc.identifier.urihttp://hdl.handle.net/10234/181262
dc.description10th International Conference on Education and New Learning Technologies (EDULEARN2018)ca_CA
dc.description.abstractRegardless of their form, educational games have as primary purpose educating or training. In the higher university context, serious games, gamification and game-based learning, are designed to make educational processes more efficient. A growing body of research has shown that the incorporation of games in the classroom is often more effective than traditional teaching methods in terms of active participation, concentration, development of social and solving problems skills, academic achievements and performance among university students. Furthermore, games can enhance intrinsic motivation, flow experiences, and engagement, as well as some relevant key groups’ skills as teamworking. In order words, learning would be interesting, motivating, engaging, funny and effective through games. However, a substantial part of the aforementioned results regard to usefulness and relevance of game based learning, come from digital games. In this sense, it has been noted that digital game environments cannot provide face-to-face interaction, while in a classroom situation, student-student interactions could exert a profound impact on learning. Game based learning based on this face-toface interaction could be even more crucial in the case of Psychology undergraduates. As future psychologists, they will often have to work, on the basis of that face-to-face interaction, managing groups and work teams that will have to be effective. An important part of key knowledges to develop such competence must be learned in the classroom of Groups Psychology, at the end of the third course of Psychology Degree. In this context, the main objective of this work is to evaluate the effects of a group simulation gamebased learning experience, in terms of intrinsic motivation, engagement and teamworking amongst psychology undergraduates. Such game-based learning experience implies for the undergraduates to use some of the learnings and knowledges related to the physical and social environment of the groups that will be easier acquired and interiorized through this game. Psychology undergraduates are confronted in small groups –around five members- to a new and a potential stressing situation that needs a fast and effective solution. Our results, in a sample composed by the 31 Psychology Undergraduates that participated in the game, based on face-to-face interaction, showed that after it, undergraduates’ intrinsic motivation was higher, as well as, they experienced more engagement, and a stronger sense of team building within their own work group. We think these findings are useful in order to foster intrinsic motivation, engagement, and team working among university students.ca_CA
dc.format.extent6 p.ca_CA
dc.format.mimetypeapplication/pdfca_CA
dc.language.isoengca_CA
dc.publisherInternational Academy of Technology, Education and Development (IATED)ca_CA
dc.rights.urihttp://rightsstatements.org/vocab/CNE/1.0/*
dc.subjectMotivationca_CA
dc.subjectEngagementca_CA
dc.subjectTeam buildingca_CA
dc.subjectPsychology undergraduatesca_CA
dc.subjectGame-based learningca_CA
dc.titleEnhancing motivation, engagement and team building among psychology undergraduates through game base learningca_CA
dc.typeinfo:eu-repo/semantics/conferenceObjectca_CA
dc.relation.projectIDTeaching innovation project “La gamificación como herramienta de fomento del aprendizaje activo y la construcción de equipo (Team Building)” PIIDUZ_17_159, Vicerrectorado de Política Académica, Universidad de Zaragoza.ca_CA
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessca_CA
dc.relation.publisherVersionhttps://library.iated.org/?search_text=Enhancing+motivation%2C+engagement+and+team+building+among+psychology+undergraduates+through+game+base+learning&adv_title=&rpp=25&adv_authors=&adv_keywords=&orderby=relevanceca_CA
dc.type.versioninfo:eu-repo/semantics/publishedVersionca_CA


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