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Gamification for Maths and Physics in University Degrees through a Transportation Challenge

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Listed:
  • Lucía Hilario

    (Departamento Matemáticas, Físicas y Ciencias Tecnológicas, Universidad Cardenal Herrera-CEU, CEU Universities, C/San Bartolome 55, 46115 Alfara del Patriarca, Spain)

  • Marta Covadonga Mora

    (Departmento de Ingeniería Mecánica y Construcción, Universitat Jaume I, Avda de Vicent Sos Baynat s/n, 12006 Castelló de la Plana, Spain)

  • Nicolás Montés

    (Departamento Matemáticas, Físicas y Ciencias Tecnológicas, Universidad Cardenal Herrera-CEU, CEU Universities, C/San Bartolome 55, 46115 Alfara del Patriarca, Spain)

  • Pantaleón David Romero

    (Departamento Matemáticas, Físicas y Ciencias Tecnológicas, Universidad Cardenal Herrera-CEU, CEU Universities, C/San Bartolome 55, 46115 Alfara del Patriarca, Spain)

  • Sara Barquero

    (Departamento Proyectos, Teoría y Técnica del Diseño y la Arquitectura, Universidad Cardenal Herrera-CEU, CEU Universities, C/ San Bartolomé 55, 46115 Alfara del Patriarca, Spain)

Abstract

Our society is immersed in the Fourth Industrial Revolution due to the fast evolution of the new technologies that are modifying the labor market. In the near future, technologies related to Industry 4.0 will produce totally new goods and services. Therefore, the educational systems should adapt their programs to the future needs of an uncertain labor market. In particular, mathematics will play a key role in future jobs and there is a strong need to connect its teaching methodologies to the new technological scene. This work uses the STEAM approach (science, technology, engineering, arts and mathematics) along with active methodologies and educational robotics with the aim of developing a new strategy for the application of mathematics and physics in an engineering degree. In particular, a transportation challenge is posed to tackle the teaching–learning process of the Bézier curves and their applications in physics. A pilot project is developed using a LEGO EV3 robot and an active methodology, where students become the center of the learning process. The experimental results of the pilot study indicate an increase in the motivation due to the use of robots and the realistic context of the challenge.

Suggested Citation

  • Lucía Hilario & Marta Covadonga Mora & Nicolás Montés & Pantaleón David Romero & Sara Barquero, 2022. "Gamification for Maths and Physics in University Degrees through a Transportation Challenge," Mathematics, MDPI, vol. 10(21), pages 1-20, November.
    • Handle: RePEc:gam:jmathe:v:10:y:2022:i:21:p:4112-:d:963142
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    References listed on IDEAS

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