Attitude and Motivation of Gamified Mathematics Virtual Remedial Students: Case Study of a Business School in Lima, Peru

Fajardo S.Y.; Guerrero M.; Vassallo G. · Rethinking Hybrid and Remote Work in Higher Education: Global Perspectives, Policies, and Practices after COVID-19 (2023) · DOI: 10.1007/978-3-031-36632-1_15

Resumen

The chapter explores the relationship between attitudes toward gamification and the motivation perceived by students of a mathematics remedial course in the School of Business at a private university in Lima, Peru. Since the COVID-19 pandemic, many instructors have innovated and strengthened their implementation of teaching strategies with the use of information and communication technologies (ICTs). This study examines students who received gamified class sessions at a university’s mathematics remedial course. According to the PISA international student assessment, Peruvian students at the Basic Regular Education level were ranked last in mathematics compared with other similar students from other developing countries. This research contributes to the literature by establishing and understanding the effectiveness of using gamification that should be carried out by faculty members as a response to the pandemic. © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG, part of Springer Nature 2023.

Instituciones: Universidad Peruana de Ciencias Aplicadas