AcademicArticleSCO_85008155940

abstract

• © 2016 ACM. The research presented describes how the challenge-based gamification strategy contributes to meaningful learning of the calculation of solids of revolution spreads in a subject in engineering. The evaluation of students' performance during the gamification activities followed the mathematical modeling cycle. The research was carried out during the semester from January to May 2016 where 48 students from Engineering and Integral Calculus Courses in Tecnólogico de Monterrey (Mexico) participated. The students were divided into two groups, each consisting of 24 students and grouped in teams of four people. Three gamification activities were applied throughout the course. Mix Methods were chosen to analyze data. Main results indicate that challenge-based gamification help students were able to apply solids of revolution both in its application and the algorithmic part.