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dc.creatorGonzalez L.spa
dc.creatorGomez M.C.spa
dc.creatorEcheverri J.A.spa
dc.date.accessioned2017-12-19T19:36:48Z
dc.date.available2017-12-19T19:36:48Z
dc.date.created2017spa
dc.identifier.issn15480992spa
dc.identifier.urihttp://hdl.handle.net/11407/4334
dc.description.abstractVirtual 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.eng
dc.language.isospaspa
dc.publisherIEEE Computer Societyspa
dc.relation.isversionofhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85019713104&doi=10.1109%2fTLA.2017.7932706&partnerID=40&md5=242192996070dc7a10ece06334ed3415spa
dc.sourceScopusspa
dc.sourcereponame:Repositorio Institucionalspa
dc.sourceinstname:Universidad de Medellínspa
dc.titleMotivation and Virtual Education in Computer Science: Case Universidad de Medellín-Colombiaspa
dc.typeArticlespa
dc.typeinfo:eu-repo/semantics/publishedVersionspa
dc.typeinfo:eu-repo/semantics/articlespa
dc.rights.accessRightsinfo:eu-repo/semantics/restrictedAccessspa
dc.contributor.affiliationGonzalez, L., Universidad de Medellín, Colombiaspa
dc.contributor.affiliationGomez, M.C., Universidad de Medellín, Colombiaspa
dc.contributor.affiliationEcheverri, J.A., Universidad de Medellín, Colombiaspa
dc.identifier.doi10.1109/TLA.2017.7932706spa
dc.subject.keywordcomputer scienceeng
dc.subject.keywordgamificationeng
dc.subject.keywordvirtual courseseng
dc.subject.keywordComputer scienceeng
dc.subject.keywordEducationeng
dc.subject.keywordEducation computingeng
dc.subject.keywordMotivationeng
dc.subject.keywordStudentseng
dc.subject.keywordTeachingeng
dc.subject.keywordEducational environmenteng
dc.subject.keywordEducational processeng
dc.subject.keywordGamificationeng
dc.subject.keywordInformation and Communication Technologieseng
dc.subject.keywordProgramming fundamentalseng
dc.subject.keywordSchool of engineeringeng
dc.subject.keywordVirtual courseeng
dc.subject.keywordVirtual educationeng
dc.subject.keywordE-learningeng
dc.publisher.facultyFacultad de Ingenieríasspa
dc.abstractVirtual 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.eng
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dc.creator.affiliationUniversidad de Medellín, Colombiaspa
dc.relation.ispartofesIEEE Latin America Transactionsspa


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