Authors:
Marcelo Barros
1
;
Antao Moura
1
;
Laurent Borgman
2
and
Uwe Terton
3
Affiliations:
1
Federal University of Campina Grande, Brazil
;
2
University of Applied Sciences Koblenz, Germany
;
3
University of the Sunshine Coast, Australia
Keyword(s):
Blended Learning, Gamification, Real-life Experiments, Multicultural Classes, Numerical Analysis, Evaluation.
Related
Ontology
Subjects/Areas/Topics:
Blended Learning
;
Classroom Management
;
Computer-Supported Education
;
e-Learning
;
Game-Based and Simulation-Based Learning
;
Immersive Learning
;
Information Technologies Supporting Learning
;
Learning/Teaching Methodologies and Assessment
;
Project Based Learning and Engineering Education
Abstract:
Numerical analysis (NA) is a core, compulsory discipline in most scientific, particularly engineering
undergraduate programs. Teaching numerical analysis to students with diversified backgrounds and
different abilities of learning (visual, aural, read/write kinesthetic learners) is challenging because of its
interdisciplinary nature and modelling requirements. Such a challenge in turn, can lead to low success
indicators (related to but not limited to student performance) at both whole-class and per-student levels.
Negatively affected indicators include subjective (e.g. satisfaction with the subject) and objective ones (e.g.
lower overall grade average and absenteeism from class). This paper reports on efforts made at the Federal
University of Campina Grande (UFCG) in Brazil to favorably change such indicators. The efforts involve
applying blended learning (BL) together with gamification procedures to motivate students to engage more
deeply in the learning of numerical analysis. As a
consequence, it is expected that the other performance
indicators will also be positively impacted. Data for a set of success indicators have been collected since
2007 at UFCG. A total of 25 classes encompassing close to 1,500 students and other professionals using the
approach in different application domains – including chemical, electrical and civil engineering,
environmental studies, security services, health services – have been observed. Collected evidence indicates
the BL/gamified procedures improve results over conventional face-to-face only classes. This positive
evidence suggests that “soft skills”, typical of social sciences (as opposed to the “hard skills” of numerical
calculus) as well as interdisciplinary subjects – particularly those that is crossovers of computer science and
design or culture or music – may also benefit from such an approach, particularly in multicultural
classrooms.
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