Using web‐based gamified software to learn Boolean algebra simplification in a blended learning setting. Issue 6 (14th September 2020)

• Record Type: Journal Article
• Authors: Jiménez‐Hernández, Eréndira M.; Oktaba, Hanna; Díaz‐Barriga, Frida; Piattini, Mario
• Is Part Of: Computer applications in engineering education. Volume 28:Issue 6(2020)
• Page Start: 1591
• Page End: 1611
• Publication Date: 2020-09-14
• Subjects: blended learning -- Boolean algebra -- education -- gamification -- web‐based education; Engineering -- Study and teaching (Higher) -- Periodicals; Engineering -- Computer-assisted instruction -- Periodicals; 620
• DOI: 10.1002/cae.22335
• Languages: English
• ISSNs: 1061-3773

Abstract

Abstract: One of the fundamental topics in the education of students enrolled in computer‐related degrees is that of Boolean algebra. This is because it allows the expression of several problems related to digital design, artificial intelligence, databases, compilers, and formal languages, among others, as a sequence of Boolean operations and variables, which can be dealt with by using Boolean algebra methods to optimize algorithms, minimize digital components, and so forth. This study presents a piece of web‐based software, denominated as MiniBool, which has been developed with the objective of supporting the learning of Boolean algebra in a blended learning setting. This educational proposal gives students the opportunity to reinforce learning at any time and in any place. It additionally increases the learners' motivation by including gamification, through the use of a ranking that shows the students' level of participation. MiniBool was evaluated by means of a formal experiment, which was carried out with Discrete Mathematics students at a higher education institution in Mexico, where two groups were formed randomly: A control group, whose members attended classes and reinforced their knowledge in a traditional manner with a pencil and paper, and an experimental group, which learned in a blended learning context, receiving the same classes as the control group, but reinforcing what they had learned using MiniBool. The statistical results obtained indicate that the use of MiniBool has a positive and motivating effect on learning and that a greater academic performance is achieved than when the traditional teaching‐learning method is applied.