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Implementing Game Elements into Didactic Process: A Case Study

  • Magdalena Borys

    (Lublin University of Technology, Poland)

  • Maciej Laskowski

    (Lublin University of Technology, Poland)

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    This article discusses the impact of implementing the gaming elements such as points and leader boards into the learning process on the technical university. The pros and cons of the discussed solution are presented. The discussion is supported by results of the case study: students were divided into two groups. The study path of the first group was enriched with gaming elements, while the other was taught using the traditional didactic methods. After the whole semester the results of both groups – attendance, number of additional tasks completed, the grade average and so on were collected and analysed.

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    This chapter was published in: Magdalena Borys & Maciej Laskowski , , pages 819-824, 2013.
    This item is provided by ToKnowPress in its series Active Citizenship by Knowledge Management & Innovation: Proceedings of the Management, Knowledge and Learning International Conference 2013 with number 819-824.
    Handle: RePEc:tkp:mklp13:819-824
    Contact details of provider: Web page: http://www.toknowpress.net/proceedings/978-961-6914-02-4/

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