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Increasing engagement in a
network security management
course through gamification
Manuel Castro
mcastro@ieec.uned.es
http...
Objectives
Gamification experience to foster continuos studying
Tool: Qstream
 Supports the delivery of the daily quest...
Experimentation
Subject: Network security management
 Information Technology Engineering Degree (UNED)
Course evaluatio...
Spaced Education
Educational programs that are constructed to take
advantage of the spacing effect
Spaced Education
Training material spaced and repeated over time results
in greater knowledge acquisition and retention o...
Spaced Education
E-mailed cases, questions, or short messages, can
improve the acquisition and retention of topic-specifi...
Qstream Example
Experimentation
1 question send daily through email
Duration: from the beginning of the course until two weeks
before th...
Game rules
Correct answer:+50 points
 Sent again after few days to foster knowledge assimilation
 Question retired when...
Score Ranking
• Score ranking provided daily
to students after each
response
Survey
1. Receiving daily questions has helped me to take advantage of my time (3.3/5)
2. Receiving daily questions has he...
Survey
8. Receiving daily questions has helped me to go more
prepared to the exam (4 / 5)
9. Receiving daily questions h...
Survey
14. I think participating in this activity was a good
opportunity (4.1 / 5)
15. Everyday I was looking forward to...
Survey
20. I found this activity fun (4.4 / 5)
21. I felt satisfied with his/her performance in the
activity (3.8 / 5)
...
Survey
25. I would like to have this activity in other subjects (3.1 / 5)
26. I think that receiving points is stimulati...
Detection of topics with problems
Topic without understanding problems
 Most students answered the same
Detection of topics with problems
Topic with understanding problems
 Not clear for students which one is the correct
Findings
Spaced education seem to bring important benefits to
the Network Security Management education field
 Not only ...
Increasing engagement in a
network security management
course through gamification
Manuel Castro
mcastro@ieec.uned.es
http...
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11_04_2019 EDUCON eMadrid special session on «Do MOOCs sustain the UNESCO's quality education goal?»

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Publié le

Authors: Edmundo Tovar (1), Bernardo Tabuenca (1), Ahmed Alzaghoul (1), Nelson Piedra (3), Carlos Delgado Kloos (4), Jim Sluss (5), Russ Meier (6), África López Rey (2), Elena Ruiz (2), Félix García Loro (2), Elio Sancristóbal (2), Miguel Rodríguez Artacho (2), Sergio Martín (2), Manuel Castro (2). UPM (1), UNED (2), UTPL (3), UC3M (4), UO (5) y MSoE (6)

Publié dans : Technologie
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11_04_2019 EDUCON eMadrid special session on «Do MOOCs sustain the UNESCO's quality education goal?»

  1. 1. Increasing engagement in a network security management course through gamification Manuel Castro mcastro@ieec.uned.es https://es.slideshare.net/mmmcastro
  2. 2. Objectives Gamification experience to foster continuos studying Tool: Qstream  Supports the delivery of the daily questions and provides quality analytics of the course and student performance in real-time  Widely use in medicine, but not in engineering Hypothesis: Check validity of this gamification tool in an engineering course 2
  3. 3. Experimentation Subject: Network security management  Information Technology Engineering Degree (UNED) Course evaluation: Very theoretical  50% of grade comes from test questions Gamification aim: promoting students’ performance in this specific part, although the knowledge acquired through Qstream can help in the rest of the exam
  4. 4. Spaced Education Educational programs that are constructed to take advantage of the spacing effect
  5. 5. Spaced Education Training material spaced and repeated over time results in greater knowledge acquisition and retention of content than when the same material is presented at a single time point
  6. 6. Spaced Education E-mailed cases, questions, or short messages, can improve the acquisition and retention of topic-specific knowledge (Franklin / Kerfoot)
  7. 7. Qstream Example
  8. 8. Experimentation 1 question send daily through email Duration: from the beginning of the course until two weeks before the final exam (3,5 months) 36 students participated in the Qstream activity from the 49 registered in the subject 30 multiple choice questions with 4 possible answers  Covering most important topics of the course  Similar to final exam Participation through any device (Computer or smartphone)
  9. 9. Game rules Correct answer:+50 points  Sent again after few days to foster knowledge assimilation  Question retired when correctly answered twice in a row Incorrect answer:+10 points  Educational feedback provided  Sent again after few days
  10. 10. Score Ranking • Score ranking provided daily to students after each response
  11. 11. Survey 1. Receiving daily questions has helped me to take advantage of my time (3.3/5) 2. Receiving daily questions has helped me to not leaving the study to the end of the term (4.1 / 5) 3. Receiving daily questions has helped me to organize my study time more efficiently (3.4 / 5) 4. Receiving daily questions has helped me to motivate me for the study (4.4 / 5) 5. Receiving daily questions has helped me to get more interested on the subject (3.9 / 5) 6. Receiving daily questions has helped me to plan my study (3.2 / 5) 7. Receiving daily questions has helped me to be aware of my progress in the study (3.7 / 5)
  12. 12. Survey 8. Receiving daily questions has helped me to go more prepared to the exam (4 / 5) 9. Receiving daily questions has helped me to learn better the subject as a whole (3.8 / 5) 10. Receiving daily questions has helped me to consolidate what I studied (4.2 / 5) 11. Receiving daily questions has helped me to test my knowledge (4.4 / 5) 12. Receiving daily questions has helped me to review and go deeper in what I previously studied (4.1 / 5) 13. I really enjoyed working on this activity (4.5 / 5)
  13. 13. Survey 14. I think participating in this activity was a good opportunity (4.1 / 5) 15. Everyday I was looking forward to receiving the questions (3.8 / 5) 16. I think I am quite good at this activity (3.4 / 5) 17. I found this activity very interesting (4.5 / 5) 18. I felt tense during the activity (1.4 / 5) 19. I think that I have performed quite well in comparison with their peers (2.9 / 5)
  14. 14. Survey 20. I found this activity fun (4.4 / 5) 21. I felt satisfied with his/her performance in the activity (3.8 / 5) 22. I felt more competent to study the subject after working in this activity (1 / 5) 23. I think that this activity is important for the understanding of the subject (3.4 / 5) 24. I think that this activity has improved my study habits (3.7 / 5)
  15. 15. Survey 25. I would like to have this activity in other subjects (3.1 / 5) 26. I think that receiving points is stimulating (4.7 / 5) 27. I think that comparing with my peers has helped me to improve myself (4.1 / 5) 28. I found Qstream easy to use (3.9 / 5) 29. I find stimulating to see the ranking everyday (3.7 / 5) 30. I think that learning through challenges is stimulating (3.8 /5) 31. I feel prepared for the exam (3.7 / 5)
  16. 16. Detection of topics with problems Topic without understanding problems  Most students answered the same
  17. 17. Detection of topics with problems Topic with understanding problems  Not clear for students which one is the correct
  18. 18. Findings Spaced education seem to bring important benefits to the Network Security Management education field  Not only to Medicine Detection of understanding problems Promotes:  self-studying  motivation  learning acquisition
  19. 19. Increasing engagement in a network security management course through gamification Manuel Castro mcastro@ieec.uned.es https://es.slideshare.net/mmmcastro Thank you!

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