Estrategia de enseñanza con metodología de aprendizaje basado en juego, para el mejoramiento del desempeño académico y la motivación de estudiantes en cursos de matemáticas de primer año de ingeniería

Zusammenfassung

Developing mathematical skills for future engineers is essential. Game-based learning-GBL and gamification have been widely used in basic education, however, it has not been as widespread in higher education. The main objective of this doctoral work is to implement a pedagogical strategy that, based on the methodology of learning based on games-GBL, allows to increase the motivation indexes of the first-year students of mathematics in Engineering at the Universidad Santo Tomás-Seccional Bucaramanga. For this purpose, the methodology of Research Based on Design-IBD was used with a mixed approach, implementing three iterations (0, 1 and 2), generating in each of these a portfolio of gamified activities for the teaching of mathematics and the redesign process between each cycle. The research had the participation of 25 students in the pilot iteration (iteration 0) and 81 students, distributed in iterations 1 and 2. The organization of the groups was not random and was previously organized by the Department of Basic Sciences of the University Santo Tomas-Bucaramanga Section. Differential Calculus was the academic space chosen for the intervention, this being the one with the highest disapproval before carrying out this research. The variable or category of greatest interest for this doctoral thesis was the motivation of the students towards their academic process. The reference framework used is Jhon Keller's Motivation-based Instructional Design Model, synthetically called the ARCS Model. The four dimensions of greatest interest of said variable or category are Attention, Relevance, Trust, and Satisfaction. From the qualitative approach, seven focus groups were organized. An analysis in context (KWIC) was implemented. From the quantitative approach, the survey to measure levels of motivation SIMMS was adapted and developed, as well as a survey on collaborative work. The research generated as results that the pedagogical strategy (set of designed activities) mediated by games allowed to promote the motivation of the students in the process of learning mathematics, stimulating confidence, attention, relevance, satisfaction, emotion, teamwork, among others. In conclusion, game-based learning makes it possible to strengthen the motivation of students in the educational process of mathematics in engineering, generating as an impact a greater commitment to the program and better results in academic performance.