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dc.contributor.authorSáiz Manzanares, María Consuelo 
dc.contributor.authorMarticorena Sánchez, Raúl 
dc.contributor.authorEscolar Llamazares, María del Camino 
dc.contributor.authorGonzález Díez, Irene 
dc.contributor.authorVelasco Saiz, Rut
dc.date.accessioned2025-03-03T08:19:55Z
dc.date.available2025-03-03T08:19:55Z
dc.date.issued2024
dc.identifier.urihttp://hdl.handle.net/10259/10274
dc.description.abstractThe use of serious games on virtual learning platforms as a learning support resource is increasingly common. They are especially effective in helping students acquire mainly applied curricular content. However, a process is required to monitor the effectiveness and students’ perceived satisfaction. The objectives of this study were to (1) identify the most significant characteristics; (2) determine the most relevant predictors of learning outcomes; (3) identify groupings with respect to the different serious game activities; and (4) to determine students’ perceptions of the usefulness of the simple and complex serious game activities. We worked with a sample of 130 university students studying health sciences and biomedical engineering. The serious game activities were applied in a Moodle environment, UBUVirtual, and monitored using the UBUMonitor tool. The degree type and the type of serious game explained differing percentages of the variance in the learning results in the assessment tests (34.4%—multiple choice tests [individual assessment]; 11.2%—project performance [group assessment]; 25.6%—project presentation [group assessment]). Different clusters were found depending on the group of students and the algorithm applied. The Adjusted Rang Index was applied to determine the most appropriate algorithm in each case. The student satisfaction was high in all the cases. However, they indicated complex serious games as being more useful than simple serious games as learning resources for the practical content in both health sciences and biomedical engineering degrees.en
dc.description.sponsorshipProject “Voice assistants and artificial intelligence in Moodle: a path to a smart university” -SmartLearnUni-. Project number: PID2020-117111RB-I00, funded by State Investigation Agency. Ministry of Science, Innovation and Universities. Government of Spain; Project “The use of serious virtual game scenarios as a resource for improving the teaching-learning process in teaching-learning process in Health Sciences and Engineering degrees”-Serious Games Virtual Space-. Project number: Nº 1-13-03-2023, funded by Vice-Rectorate for Teaching and Research Staff. University of Burgos (Spain).en
dc.format.mimetypeapplication/pdf
dc.language.isoenges
dc.publisherMDPIes
dc.relation.ispartofComputers. 2024, V. 15, n. 12, 804es
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectSerious gamesen
dc.subjectMachine learningen
dc.subjectLearning monitoringen
dc.subjectBranching scenarioen
dc.subject.otherTecnologíaes
dc.subject.otherTechnologyen
dc.subject.otherInformáticaes
dc.subject.otherComputer scienceen
dc.subject.otherPsicologíaes
dc.subject.otherPsychologyen
dc.subject.otherEnseñanza superiores
dc.subject.otherEducation, Higheren
dc.titleUsing Serious Game Techniques with Health Sciences and Biomedical Engineering Students: An Analysis Using Machine Learning Techniquesen
dc.typeinfo:eu-repo/semantics/articlees
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.relation.publisherversionhttps://doi.org/10.3390/info15120804es
dc.identifier.doi10.3390/info15120804
dc.identifier.essn2078-2489
dc.journal.titleInformationes
dc.volume.number15es
dc.issue.number12es
dc.page.initial804es
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones


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