Cargando...
Fecha
2020-06-05
Derechos de acceso
info:eu-repo/semantics/openAccess
Título de la revista
ISSN de la revista
Título del volumen
Editorial
Citas
Resumen
This paper analyzes students’ self-perception of success and learning effectiveness after using non-compulsory gamification in an online Cybcourse. For this purpose, we designed a cybersecurity game based on cognitive constructivism learning theory. We built the game scenes using metaphors to present the main Cybersecurity contents to the students. We delivered the game in a regular course with two objectives: first, to find the primary design factors that affect students’ self-perception of success. We propose a structural equation model to find out the elements with the most significant impact on the students’ self-perception of success. The results show that the realistic game design and the contextualization of the game do have a
notable influence. They are both examples of best practices in game design; second, to evaluate the learning effectiveness of the game. The results suggest a high correlation between playing the game and succeeding
in the course. Moreover, chronological analysis of the performance reveals that the intention to play the game could be a simple dropout predictor. Thus, introducing the game in the educational curricula improves student engagement and consolidates their knowledge on cybersecurity.
Descripción
Categorías UNESCO
Palabras clave
Distance education, dropout, educational games, learning effectiveness
Citación
S. Ros, S. González, A. Robles, L. Tobarra, A. Caminero and J. Cano, "Analyzing Students’ Self-Perception of Success and Learning Effectiveness Using Gamification in an Online Cybersecurity Course," in IEEE Access, vol. 8, pp. 97718-97728, 2020, doi: 10.1109/ACCESS.2020.2996361
Centro
E.T.S. de Ingeniería Informática
Departamento
Sistemas de Comunicación y Control