Motivation and Virtual Education in Computer Science: Case Universidad de Medellín-Colombia

Virtual education raises to students and teachers important challenges, normally different to those faced in conventional education. In the context of virtual education, a question that remains to be solved is associated with the level of motivation possessed by the students during the course. Usual...

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Fecha de publicación:: 2017

Institución:: Universidad de Medellín

Repositorio:: Repositorio UDEM

Idioma:: spa

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dc.title.spa.fl_str_mv	Motivation and Virtual Education in Computer Science: Case Universidad de Medellín-Colombia
title	Motivation and Virtual Education in Computer Science: Case Universidad de Medellín-Colombia
spellingShingle	Motivation and Virtual Education in Computer Science: Case Universidad de Medellín-Colombia computer science gamification virtual courses Computer science Education Education computing Motivation Students Teaching Educational environment Educational process Gamification Information and Communication Technologies Programming fundamentals School of engineering Virtual course Virtual education E-learning
title_short	Motivation and Virtual Education in Computer Science: Case Universidad de Medellín-Colombia
title_full	Motivation and Virtual Education in Computer Science: Case Universidad de Medellín-Colombia
title_fullStr	Motivation and Virtual Education in Computer Science: Case Universidad de Medellín-Colombia
title_full_unstemmed	Motivation and Virtual Education in Computer Science: Case Universidad de Medellín-Colombia
title_sort	Motivation and Virtual Education in Computer Science: Case Universidad de Medellín-Colombia
dc.contributor.affiliation.spa.fl_str_mv	Gonzalez, L., Universidad de Medellín, Colombia Gomez, M.C., Universidad de Medellín, Colombia Echeverri, J.A., Universidad de Medellín, Colombia
dc.subject.keyword.eng.fl_str_mv	computer science gamification virtual courses Computer science Education Education computing Motivation Students Teaching Educational environment Educational process Gamification Information and Communication Technologies Programming fundamentals School of engineering Virtual course Virtual education E-learning
topic	computer science gamification virtual courses Computer science Education Education computing Motivation Students Teaching Educational environment Educational process Gamification Information and Communication Technologies Programming fundamentals School of engineering Virtual course Virtual education E-learning
description	Virtual education raises to students and teachers important challenges, normally different to those faced in conventional education. In the context of virtual education, a question that remains to be solved is associated with the level of motivation possessed by the students during the course. Usually, at the School of Engineering in the University of Medellín, this issue is tackled through activities such as chats and forums. Mostly, these activities are not enough to motivate the student in the activities related with the learning process. This work proposes two motivation strategies based on gamification and constructivism. These strategies are validated in a course called programming fundamentals, taught to all bachelor degrees given in the School of Engineering. Results obtained through the experiments suggest that proposed strategies improve the students performance and satisfaction in the course. Therefore, when teaching at the virtual scenario, using Information and Communication Technologies in the educational environment is not only the way to contact the student, it is the mean to develop pedagogical-didactic approaches that finally enrich the educational process and consequently motivate the student to perform well. © 2003-2012 IEEE.
publishDate	2017
dc.date.accessioned.none.fl_str_mv	2017-12-19T19:36:48Z
dc.date.available.none.fl_str_mv	2017-12-19T19:36:48Z
dc.date.created.none.fl_str_mv	2017
dc.type.eng.fl_str_mv	Article
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dc.type.driver.none.fl_str_mv	info:eu-repo/semantics/article
dc.identifier.issn.none.fl_str_mv	15480992
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/11407/4334
dc.identifier.doi.none.fl_str_mv	10.1109/TLA.2017.7932706
dc.identifier.reponame.spa.fl_str_mv	reponame:Repositorio Institucional Universidad de Medellín
dc.identifier.instname.spa.fl_str_mv	instname:Universidad de Medellín
identifier_str_mv	15480992 10.1109/TLA.2017.7932706 reponame:Repositorio Institucional Universidad de Medellín instname:Universidad de Medellín
url	http://hdl.handle.net/11407/4334
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language	spa
dc.relation.isversionof.spa.fl_str_mv	https://www.scopus.com/inward/record.uri?eid=2-s2.0-85019713104&doi=10.1109%2fTLA.2017.7932706&partnerID=40&md5=242192996070dc7a10ece06334ed3415
dc.relation.ispartofes.spa.fl_str_mv	IEEE Latin America Transactions
dc.relation.references.spa.fl_str_mv	Aretio, L.G., La Educación a Distancia (2001) De la Teoría A la Práctica. Barcelona, Editorial Ariel Duart, J., Sangrá, A., (2004) Aprender en la Virtualidad, , Gedisa Reyes, N., Motivación del estudiante y los entornos virtuales de aprendizaje (2011) Conferencia Internacional ICDE 2011, , Buenos Aires, Argentina Clément, R., Dörnyei, Z., Noels, K.A., Motivation, self-confidence, and group cohesion in the foreign language classroom (1994) Language Learning, 44, p. 417 Tosina, R.Y., Díaz, L.A., Blázquez, F., La e-evaluación de aprendizajes en educación superior a través de aulas virtuales síncronas (2012) Comunicar: Revista Científica Iberoamericana de Comunicación y Educación, pp. 159-167 Moore, M.G., Kearsley, G., (2011) Distance Education: A Systems View of Online Learning, , Cengage Learning Poy, R., Gonzales, A., Factores de éxito de los MOOC: Algunas consideraciones críticas (2014) RISTI-Revista Ibérica de Sistemas e Tecnologias de Informação, pp. 105-118 Yang, D., Sinha, T., Adamson, D., Rose, C.P., Turn on, tune in, drop out: Anticipating student dropouts in massive open online courses (2013) Proceedings of the 2013 NIPS Data-Driven Education Workshop, p. 14 Lee, Y., Choi, J., A review of online course dropout research: Implications for practice and future research (2011) Educational Technology Research and Development, 59, pp. 593-618 Hart, C., Factors associated with student persistence in an online program of study: A review of the literature (2012) Journal of Interactive Online Learning, 11, pp. 19-42 Coppola, N.W., Starr Roxanne Hiltz, N.G.R., Becoming a virtual professor: Pedagogical roles and asynchronous learning networks (2002) Journal of Management Information Systems, 18, pp. 169-189 Dodero, J.M., Fernández, C., Sanz, D., An experience on students' participation in blended vs. Online styles of learning (2003) ACM SIGCSE Bulletin, 35, pp. 39-42 Pintrich, P.R., A conceptual framework for assessing motivation and self-regulated learning in college students (2004) Educational Psychology Review, 16, pp. 385-407 Dornyei, Z., Motivation in action: Towards a process-oriented conceptualisation of student motivation (2000) British Journal of Educational Psychology, 70, pp. 519-538 Karabenick, S.A., Zusho, A., Examining approaches to research on self-regulated learning: Conceptual and methodological considerations (2015) Metacognition and Learning, 10, pp. 151-163 Azpilicueta, J., Ledesma, A., Constructivismo en la educación de las ciencias de la computación. Una propuesta de enseñanza-Aprendizaje en aula virtual basada en resolución de problemas (2004) Ponencia Presentada Al VIII Congreso de Educación A Distancia CREAD Mercosur/SUL. Córdoba, , http://www.unamerida.com/leer%5CConstructivismo%20en Leflore, D., Theory supporting design guidelines for web-based instruction (2000) Instructional and Cognitive Impacts of Web-based Education, pp. 102-117 Lee, J.J., Hammer, J., Gamification in education: What, how, why bother? (2011) Academic Exchange Quarterly, 15, p. 146 Thagard, P., Shelley, C., Abductive reasoning: Logic, visual thinking, and coherence (1997) Logic and Scientific Methods, pp. 413-427. , Springer Shafer, S., Smith, H., Linder, J., The power of business models (2005) Business Horizons, 48, pp. 199-207 Huertas, J., (2006) Motivación: Querer Aprender, 2. , España: Aique Lee, Y., Hsiao, C., Ho, C., The effects of various multimedia instructional materials on students' learning responses and outcomes: A comparative experimental study (2014) Computers in Human Behavior, 40, pp. 119-132 Henao, O., Zapata, D., La enseñanza virtual en la educación superior (2002) Icfes. Bogotá Zhu, C., Student satisfaction, performance, and knowledge construction in online collaborative learning (2012) Journal of Educational Technology & Society, 15, pp. 127-136 Sampieri, R.H., Collado, C.F., Lucio, P.B., Pérez, M.D.L.C., (1998) Metodología de la Investigación, , McGraw-Hill Supo, J., (2013) Cómo Elegir Una Muestra: Técnicas para Seleccionar Una Muestra Representativa, , Createspace Independent Pub
dc.rights.coar.fl_str_mv	http://purl.org/coar/access_right/c_16ec
rights_invalid_str_mv	http://purl.org/coar/access_right/c_16ec
dc.publisher.spa.fl_str_mv	IEEE Computer Society
dc.publisher.faculty.spa.fl_str_mv	Facultad de Ingenierías
dc.source.spa.fl_str_mv	Scopus
institution	Universidad de Medellín
repository.name.fl_str_mv	Repositorio Institucional Universidad de Medellin
repository.mail.fl_str_mv	repositorio@udem.edu.co
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spelling	2017-12-19T19:36:48Z2017-12-19T19:36:48Z201715480992http://hdl.handle.net/11407/433410.1109/TLA.2017.7932706reponame:Repositorio Institucional Universidad de Medellíninstname:Universidad de MedellínVirtual education raises to students and teachers important challenges, normally different to those faced in conventional education. In the context of virtual education, a question that remains to be solved is associated with the level of motivation possessed by the students during the course. Usually, at the School of Engineering in the University of Medellín, this issue is tackled through activities such as chats and forums. Mostly, these activities are not enough to motivate the student in the activities related with the learning process. This work proposes two motivation strategies based on gamification and constructivism. These strategies are validated in a course called programming fundamentals, taught to all bachelor degrees given in the School of Engineering. Results obtained through the experiments suggest that proposed strategies improve the students performance and satisfaction in the course. Therefore, when teaching at the virtual scenario, using Information and Communication Technologies in the educational environment is not only the way to contact the student, it is the mean to develop pedagogical-didactic approaches that finally enrich the educational process and consequently motivate the student to perform well. © 2003-2012 IEEE.spaIEEE Computer SocietyFacultad de Ingenieríashttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85019713104&doi=10.1109%2fTLA.2017.7932706&partnerID=40&md5=242192996070dc7a10ece06334ed3415IEEE Latin America TransactionsAretio, L.G., La Educación a Distancia (2001) De la Teoría A la Práctica. Barcelona, Editorial ArielDuart, J., Sangrá, A., (2004) Aprender en la Virtualidad, , GedisaReyes, N., Motivación del estudiante y los entornos virtuales de aprendizaje (2011) Conferencia Internacional ICDE 2011, , Buenos Aires, ArgentinaClément, R., Dörnyei, Z., Noels, K.A., Motivation, self-confidence, and group cohesion in the foreign language classroom (1994) Language Learning, 44, p. 417Tosina, R.Y., Díaz, L.A., Blázquez, F., La e-evaluación de aprendizajes en educación superior a través de aulas virtuales síncronas (2012) Comunicar: Revista Científica Iberoamericana de Comunicación y Educación, pp. 159-167Moore, M.G., Kearsley, G., (2011) Distance Education: A Systems View of Online Learning, , Cengage LearningPoy, R., Gonzales, A., Factores de éxito de los MOOC: Algunas consideraciones críticas (2014) RISTI-Revista Ibérica de Sistemas e Tecnologias de Informação, pp. 105-118Yang, D., Sinha, T., Adamson, D., Rose, C.P., Turn on, tune in, drop out: Anticipating student dropouts in massive open online courses (2013) Proceedings of the 2013 NIPS Data-Driven Education Workshop, p. 14Lee, Y., Choi, J., A review of online course dropout research: Implications for practice and future research (2011) Educational Technology Research and Development, 59, pp. 593-618Hart, C., Factors associated with student persistence in an online program of study: A review of the literature (2012) Journal of Interactive Online Learning, 11, pp. 19-42Coppola, N.W., Starr Roxanne Hiltz, N.G.R., Becoming a virtual professor: Pedagogical roles and asynchronous learning networks (2002) Journal of Management Information Systems, 18, pp. 169-189Dodero, J.M., Fernández, C., Sanz, D., An experience on students' participation in blended vs. Online styles of learning (2003) ACM SIGCSE Bulletin, 35, pp. 39-42Pintrich, P.R., A conceptual framework for assessing motivation and self-regulated learning in college students (2004) Educational Psychology Review, 16, pp. 385-407Dornyei, Z., Motivation in action: Towards a process-oriented conceptualisation of student motivation (2000) British Journal of Educational Psychology, 70, pp. 519-538Karabenick, S.A., Zusho, A., Examining approaches to research on self-regulated learning: Conceptual and methodological considerations (2015) Metacognition and Learning, 10, pp. 151-163Azpilicueta, J., Ledesma, A., Constructivismo en la educación de las ciencias de la computación. Una propuesta de enseñanza-Aprendizaje en aula virtual basada en resolución de problemas (2004) Ponencia Presentada Al VIII Congreso de Educación A Distancia CREAD Mercosur/SUL. Córdoba, , http://www.unamerida.com/leer%5CConstructivismo%20enLeflore, D., Theory supporting design guidelines for web-based instruction (2000) Instructional and Cognitive Impacts of Web-based Education, pp. 102-117Lee, J.J., Hammer, J., Gamification in education: What, how, why bother? (2011) Academic Exchange Quarterly, 15, p. 146Thagard, P., Shelley, C., Abductive reasoning: Logic, visual thinking, and coherence (1997) Logic and Scientific Methods, pp. 413-427. , SpringerShafer, S., Smith, H., Linder, J., The power of business models (2005) Business Horizons, 48, pp. 199-207Huertas, J., (2006) Motivación: Querer Aprender, 2. , España: AiqueLee, Y., Hsiao, C., Ho, C., The effects of various multimedia instructional materials on students' learning responses and outcomes: A comparative experimental study (2014) Computers in Human Behavior, 40, pp. 119-132Henao, O., Zapata, D., La enseñanza virtual en la educación superior (2002) Icfes. BogotáZhu, C., Student satisfaction, performance, and knowledge construction in online collaborative learning (2012) Journal of Educational Technology & Society, 15, pp. 127-136Sampieri, R.H., Collado, C.F., Lucio, P.B., Pérez, M.D.L.C., (1998) Metodología de la Investigación, , McGraw-HillSupo, J., (2013) Cómo Elegir Una Muestra: Técnicas para Seleccionar Una Muestra Representativa, , Createspace Independent PubScopusMotivation and Virtual Education in Computer Science: Case Universidad de Medellín-ColombiaArticleinfo:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Gonzalez, L., Universidad de Medellín, ColombiaGomez, M.C., Universidad de Medellín, ColombiaEcheverri, J.A., Universidad de Medellín, ColombiaGonzalez L.Gomez M.C.Echeverri J.A.Universidad de Medellín, Colombiacomputer sciencegamificationvirtual coursesComputer scienceEducationEducation computingMotivationStudentsTeachingEducational environmentEducational processGamificationInformation and Communication TechnologiesProgramming fundamentalsSchool of engineeringVirtual courseVirtual educationE-learningVirtual education raises to students and teachers important challenges, normally different to those faced in conventional education. In the context of virtual education, a question that remains to be solved is associated with the level of motivation possessed by the students during the course. Usually, at the School of Engineering in the University of Medellín, this issue is tackled through activities such as chats and forums. Mostly, these activities are not enough to motivate the student in the activities related with the learning process. This work proposes two motivation strategies based on gamification and constructivism. These strategies are validated in a course called programming fundamentals, taught to all bachelor degrees given in the School of Engineering. Results obtained through the experiments suggest that proposed strategies improve the students performance and satisfaction in the course. Therefore, when teaching at the virtual scenario, using Information and Communication Technologies in the educational environment is not only the way to contact the student, it is the mean to develop pedagogical-didactic approaches that finally enrich the educational process and consequently motivate the student to perform well. © 2003-2012 IEEE.http://purl.org/coar/access_right/c_16ec11407/4334oai:repository.udem.edu.co:11407/43342020-05-27 15:52:25.496Repositorio Institucional Universidad de Medellinrepositorio@udem.edu.co

Motivation and Virtual Education in Computer Science: Case Universidad de Medellín-Colombia

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