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11_04_2019 EDUCON eMadrid special session on «Increasing engagement in a network security management course through gamification»

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Author: Manuel Castro, UNED

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11_04_2019 EDUCON eMadrid special session on «Increasing engagement in a network security management course through gamification»

  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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