Many studies have shown that gamification enhances the Mathematics learning experience by increasing student engagement (Dichev and Dicheva 2017; Smiderle et al. 2020) and that it can be successfully used in higher education contexts (Jurgelaitis et al. 2019), primarily when it comes to distance learning and its need to compensate for the lack of interaction (De la Peña et al. 2021) and to create a student-centred, customizable, and autonomy-promoting environment (Llorens-Largo 2016). Our research group has had extensive experience in creating distance courses that use adaptive learning and interactive feedback as strategies to improve student access and success in open online undergraduate and graduate Mathematics courses. In particular, we are referring to the projects Start@Unito (Marchisio et al. 2019), in which some online courses were taught entirely in English, including a Mathematical Modelling module for undergraduates; and the Erasmus+ Project SMART – Science and Mathematics Advanced Research in good Teaching, a virtual learning environment for the training of European STEM teachers (Marchisio, The purpose of the present paper is to discuss the possibility of combining adaptive learning with gamification techniques such as assigning digital badges, creating problem-based tasks, promoting quests, providing progress bars, to enhance and facilitate the English-mediated learning process (Sanchez and Masegosa 2020; Seiz Ortiz and Barrera Puerto 2018). We aim to reflect on how distance learning may benefit from the integration of both teaching tools in English-Medium Instruction university teaching of Mathematics, which adds the linguistic challenge to the intrinsic challenges of STEM education.
Teaching online EMI Mathematics courses: a proposal to combine gamification and adaptive learning
Barana A.;Marchisio M.;Sacchet M.;Salusso D.
2022-01-01
Abstract
Many studies have shown that gamification enhances the Mathematics learning experience by increasing student engagement (Dichev and Dicheva 2017; Smiderle et al. 2020) and that it can be successfully used in higher education contexts (Jurgelaitis et al. 2019), primarily when it comes to distance learning and its need to compensate for the lack of interaction (De la Peña et al. 2021) and to create a student-centred, customizable, and autonomy-promoting environment (Llorens-Largo 2016). Our research group has had extensive experience in creating distance courses that use adaptive learning and interactive feedback as strategies to improve student access and success in open online undergraduate and graduate Mathematics courses. In particular, we are referring to the projects Start@Unito (Marchisio et al. 2019), in which some online courses were taught entirely in English, including a Mathematical Modelling module for undergraduates; and the Erasmus+ Project SMART – Science and Mathematics Advanced Research in good Teaching, a virtual learning environment for the training of European STEM teachers (Marchisio, The purpose of the present paper is to discuss the possibility of combining adaptive learning with gamification techniques such as assigning digital badges, creating problem-based tasks, promoting quests, providing progress bars, to enhance and facilitate the English-mediated learning process (Sanchez and Masegosa 2020; Seiz Ortiz and Barrera Puerto 2018). We aim to reflect on how distance learning may benefit from the integration of both teaching tools in English-Medium Instruction university teaching of Mathematics, which adds the linguistic challenge to the intrinsic challenges of STEM education.
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