Trends in university teaching in Physics: interaction and gamification

Jimenez Saez, Jose Carlos and Ramirez De La Piscina Millan, Santiago and Palacios Clemente, Pablo and Castellanos, M. (2019). Trends in university teaching in Physics: interaction and gamification. In: "11th International Conference on Education and New Learning Technologies EDULEARN2019", 1-3 jul, Palma de Mallorca. ISBN 978-84-09-12031-4. pp. 2831-2836. https://doi.org/10.21125/edulearn.2019.0763.

Description

Title: Trends in university teaching in Physics: interaction and gamification
Author/s:
  • Jimenez Saez, Jose Carlos
  • Ramirez De La Piscina Millan, Santiago
  • Palacios Clemente, Pablo
  • Castellanos, M.
Item Type: Presentation at Congress or Conference (Article)
Event Title: 11th International Conference on Education and New Learning Technologies EDULEARN2019
Event Dates: 1-3 jul
Event Location: Palma de Mallorca
Title of Book: EDULEARN19 : proceedings
Date: 2019
ISBN: 978-84-09-12031-4
Subjects:
Freetext Keywords: Absenteeism; interaction; simulations; gamification
Faculty: E.T.S. de Ingeniería Aeronáutica y del Espacio (UPM)
Department: Física Aplicada a las Ingenierías Aeronáutica y Naval
Creative Commons Licenses: Recognition - No derivative works - Non commercial

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Abstract

Nowadays, both in primary and secondary levels, active methodologies have a prominent role. Students are the owners of the learning process, while teachers offer situations that allows them to develop their skills. It is clear, then, that there is a lack of coordination between school and university. So, when students get to university their motivation for attending class is really low. In this work, a field survey on the study methods of current university student in the P hysics subject is discussed. The current student has evolved as quickly as the information and communication technology (ICT). In particular, he gets all the subject matter of a course by means of only one mouse click from certain websites. Former students have uploaded all kinds of documents in these webs including the class notes. Therefore, they do not require to go to class. The master class as a means to get the subject matter is not a challenge, but, rather, a boredom. The lack of study makes the student lose the thread of explanation after only a few minutes of the beginning of class. Furthermore, the student in the first years is not yet intellectually mature to accomplish a self-learning: he clashes with the complexity of the subject and, sometimes, with his own defects of training. This fact causes him to attend remedial classes of very short duration and focused on passing the course. The meaningful and constructive learning of the subject matter loses its meaning. Thus, the absenteeism in the university courses has skyrocketed. In short, it is necessary to incorporate new strategies to the master class that help teacher in his work , and provide an added value to his classes. In this sense, we show two different actions. On the one hand, we postulate to incentivize the interaction in class between teacher and student. This interaction can be based on posing problems to the student to solve outside the classroom. These problems will be collected, corrected and assessed later and will allow the teacher to accomplish a student’s continuous monitoring. This work must be as individualized as possible to prevent originality problems since some students can deceive themselves by resorting to copy fromeach other. This continued monitoring avoids to a large extent that the student stops studying the subject and represents for him a stimulus almost daily to improve its competencies. On the other hand, we also positively value the incorporation of gamification strategies. The students’ skill when managing electronic games is one of the main competencies evidenced by these. In our case, we introduce game elements in the form of interactive simulations on physics problems developed in class. In these simulations, student can play with a set of parameters to discover the dynamics effects produced on the system. They are made from the freeware programme “Easy Java Simulations”. These simulations can be displayed as web pages in tablets or smartphones. These activities complement the traditional teaching in class, since teacher attracts the students’ attention, and these becomes active participants of their learning.

Funding Projects

TypeCodeAcronymLeaderTitle
Universidad Politécnica de MadridIE1819.1403UnspecifiedUnspecifiedSimulaciones interactivas en la resolución de problemas y prácticas de laboratorio de Física

More information

Item ID: 64915
DC Identifier: http://oa.upm.es/64915/
OAI Identifier: oai:oa.upm.es:64915
DOI: 10.21125/edulearn.2019.0763
Official URL: https://iated.org/edulearn/
Deposited by: Memoria Investigacion
Deposited on: 19 Feb 2021 10:17
Last Modified: 19 Feb 2021 10:17
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