Using web‐based gamified software to learn Boolean algebra simplification in a blended learning setting

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

Using an Educational Mobile Application for Learning the Essence 1.2 Kernel Alphas

Essence 1.2 is a standard that facilitates the study of Software Engineering by essentializing the broad empirical knowledge related to this area. The main component of the standard is the kernel, which contains alphas that make it possible to assess the state and progress of a software project through the use of a holistic thinking framework. This paper presents an educational mobile application, denominated as Alphalingo, with which to learn the alphas, and which promotes active and meaningful learning through the inclusion of various learning styles, gamification and spaced learning. The educational proposal was evaluated by means of a formal experiment and a replication, which were carried out with professionals working at two software enterprises in Mexico. The experimentation method consisted of randomly selecting the participants in order to form two groups: a control group, whose members attended classes in order to learn the Essence 1.2 kernel alphas, and an experimental group, which learned using Alphalingo. The statistical results obtained from the meta-analysis carried out indicate that the use of Alphalingo has a greater degree of learning effectiveness and a greater motivating effect than the face-to-face method.Essence 1.2 es un estándar que facilita el estudio de la Ingeniería del Software al esencializar el amplio conocimiento empírico relacionado con esta área. El componente principal del estándar es el núcleo, que contiene alfas que permiten evaluar el estado y el progreso de un proyecto de software mediante el uso de un marco de pensamiento holístico. Este artículo presenta una aplicación móvil educativa, denominada Alphalingo, con la que aprender los alfas, y que promueve el aprendizaje activo y significativo mediante la inclusión de varios estilos de aprendizaje, la gamificación y el aprendizaje espaciado. La propuesta educativa se evaluó mediante un experimento formal y una réplica, los cuales se realizaron con profesionales que laboran en dos empresas de software en México. El método de experimentación consistió en seleccionar aleatoriamente a los participantes para formar dos grupos: un grupo de control, cuyos integrantes asistieron a clases para aprender las alfas del kernel Essence 1.2, y un grupo experimental, que aprendió usando Alphalingo. Los resultados estadísticos obtenidos del metaanálisis realizado indican que el uso de Alphalingo tiene un mayor grado de efectividad en el aprendizaje y un mayor efecto motivador que el método presencial