Intentional errors and game-based platforms as mechanisms to improve learning among university students: a pilot study carried out in the degree in nutrition

  1. Molina-Montes, Esther
  2. Macho-González, Adrian 1
  3. Verardo, Vito
  4. Rodriguez-Pérez, Celia
  5. Alcalá-Santiago, Angela
  6. Razola-Díaz, María Del Carmen
  7. Ruiz-López, María Dolores
  8. Artacho, Reyes
  9. Guerra-Hernández, Eduardo Jesus
  10. Bastida Codina, Sara 1
  11. Sánchez-Muniz, Francisco José 1
  1. 1 Universidad Complutense de Madrid. Facultad de Farmacia.
Proceedings:
EDULEARN22 Proceedings. 14th International Conference on Education and New Learning Technologies, 4-6 july, Palma, Spain

ISSN: 2340-1117

ISBN: 9788409424849

Year of publication: 2022

Volume: 1

Pages: 9751-9755

Type: Conference paper

DOI: 10.21125/EDULEARN.2022.2349 GOOGLE SCHOLAR lock_openOpen access editor

Abstract

Detection of errors introduced by the professor, i.e., error-based learning, may help to retain knowledge by the student during the learning process. In addition, gamification through platforms such as Kahoot! makes learning fun and interactive due to the use of quizzes and rewards that promote motivation among students, thus, helping in learning reinforcement. We hypothesized that academic performance will be improved if the professor deliberately includes errors and manages to motivate students to find them through gamification strategies. Moreover, the active search for these errors by groups of students was supposed to increase the dedication to the subject, the acquisition of knowledge and the promotion of teamwork. Thus, the objective of this research was to examine whether error detection by students, after intentionally introducing them by the professor during a master class, improves self-study and learning outcomes in university students, taking as an example those of the Nutrition Degree.