Geometry with a STEM and Gamification Approach: A Didactic Experience in Secondary Education

Recent societal changes have meant that education has had to adapt to digital natives of the 21st century. These changes have required a transformation in the current educational paradigm, where active methodologies and ICT have become vehicles for achieving this goal, designing complete teaching se...

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Detalles Bibliográficos
Autor: Moral-Sánchez, Silvia Natividad
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2022
País:España
Institución:Universidad de Málaga
Repositorio:RIUMA. Repositorio Institucional de la Universidad de Málaga
OAI Identifier:oai:riuma.uma.es:10630/25001
Acceso en línea:https://hdl.handle.net/10630/25001
https://doi.org/10.3390/math10183252
Access Level:acceso abierto
Palabra clave:Geometría
Geometry education
STEM
Gamification
ICT
Action research
Virtual reality
Augmented reality
Breakout EDU
Motivation
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spelling Geometry with a STEM and Gamification Approach: A Didactic Experience in Secondary EducationMoral-Sánchez, Silvia NatividadGeometríaGeometry educationSTEMGamificationICTAction researchVirtual realityAugmented realityBreakout EDUMotivationRecent societal changes have meant that education has had to adapt to digital natives of the 21st century. These changes have required a transformation in the current educational paradigm, where active methodologies and ICT have become vehicles for achieving this goal, designing complete teaching sequences with STEM approaches that help students to learn. Under a gamified approach, this document addresses a didactic proposal in geometry focused on STEM disciplines. This proposal combines tools such as AR, VR, manipulative materials, and social networks, with techniques such as m-learning, cooperative-learning, and flipped-learning, which make methodological transformation possible. The research was carried out during two academic years under an action research framework. It departed from a traditional methodology and, in two cycles, methodology was improved with the benefits that gamification brings to STEM proposals in Secondary Education. The data gathered in the experiment were analysed following a mixed method. Learning produced, strategies employed, successes and errors, and results of a questionnaire are presented. Evidence shows an improvement in academic performance from 50% fails to 100% pass, most of the students ended up motivated, participation was of the whole group, more than 80% showed positive emotions, and thanks to the cooperative-learning, group cohesion was improved.This study was partially funded by the ERDF (European Regional Development Fund) research project from the FEDER-Andalusian Regional Government grant UAL2020-SEJ-B2086 and by University of Málaga (Spain). Partial funding for open access charge: Universidad de Málaga.IOAP-MPDI2022info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://hdl.handle.net/10630/25001https://doi.org/10.3390/math10183252reponame:RIUMA. Repositorio Institucional de la Universidad de Málagainstname:Universidad de MálagaInglésinfo:eu-repo/semantics/openAccessoai:riuma.uma.es:10630/250012025-07-11T12:40:01Z
dc.title.none.fl_str_mv Geometry with a STEM and Gamification Approach: A Didactic Experience in Secondary Education
title Geometry with a STEM and Gamification Approach: A Didactic Experience in Secondary Education
spellingShingle Geometry with a STEM and Gamification Approach: A Didactic Experience in Secondary Education
Moral-Sánchez, Silvia Natividad
Geometría
Geometry education
STEM
Gamification
ICT
Action research
Virtual reality
Augmented reality
Breakout EDU
Motivation
title_short Geometry with a STEM and Gamification Approach: A Didactic Experience in Secondary Education
title_full Geometry with a STEM and Gamification Approach: A Didactic Experience in Secondary Education
title_fullStr Geometry with a STEM and Gamification Approach: A Didactic Experience in Secondary Education
title_full_unstemmed Geometry with a STEM and Gamification Approach: A Didactic Experience in Secondary Education
title_sort Geometry with a STEM and Gamification Approach: A Didactic Experience in Secondary Education
dc.creator.none.fl_str_mv Moral-Sánchez, Silvia Natividad
author Moral-Sánchez, Silvia Natividad
author_facet Moral-Sánchez, Silvia Natividad
author_role author
dc.subject.none.fl_str_mv Geometría
Geometry education
STEM
Gamification
ICT
Action research
Virtual reality
Augmented reality
Breakout EDU
Motivation
topic Geometría
Geometry education
STEM
Gamification
ICT
Action research
Virtual reality
Augmented reality
Breakout EDU
Motivation
description Recent societal changes have meant that education has had to adapt to digital natives of the 21st century. These changes have required a transformation in the current educational paradigm, where active methodologies and ICT have become vehicles for achieving this goal, designing complete teaching sequences with STEM approaches that help students to learn. Under a gamified approach, this document addresses a didactic proposal in geometry focused on STEM disciplines. This proposal combines tools such as AR, VR, manipulative materials, and social networks, with techniques such as m-learning, cooperative-learning, and flipped-learning, which make methodological transformation possible. The research was carried out during two academic years under an action research framework. It departed from a traditional methodology and, in two cycles, methodology was improved with the benefits that gamification brings to STEM proposals in Secondary Education. The data gathered in the experiment were analysed following a mixed method. Learning produced, strategies employed, successes and errors, and results of a questionnaire are presented. Evidence shows an improvement in academic performance from 50% fails to 100% pass, most of the students ended up motivated, participation was of the whole group, more than 80% showed positive emotions, and thanks to the cooperative-learning, group cohesion was improved.
publishDate 2022
dc.date.none.fl_str_mv 2022
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/10630/25001
https://doi.org/10.3390/math10183252
url https://hdl.handle.net/10630/25001
https://doi.org/10.3390/math10183252
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv IOAP-MPDI
publisher.none.fl_str_mv IOAP-MPDI
dc.source.none.fl_str_mv reponame:RIUMA. Repositorio Institucional de la Universidad de Málaga
instname:Universidad de Málaga
instname_str Universidad de Málaga
reponame_str RIUMA. Repositorio Institucional de la Universidad de Málaga
collection RIUMA. Repositorio Institucional de la Universidad de Málaga
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