Results

The results of the survey show that this activity was liked by the students because the average of the scores to all the questions is over 7. This can be seen because, every time the activity was proposed as optional, all students have signed in the software and made operations on it, and secondly, thanks to the high volume of operations made by the students, in many occasions, more than one operation a day, assuming the role of “trader intradía”.

If we focus this evaluation from a quantitative point of view in base of the col- lected data, we can observe that the general evaluation of the activity has been positive with a mean and a median superior to 7 in the collected surveys (Table 9.2):

The main result of the activity is a major implication of the student with the subject, seeming sometimes that the student wishes to learn more about portfolio management and stock exchange analysis, not for improving his or her results at the final test but to BEATHISCOLLEAGUESINPROlTABILITYATh4HE#HALLENGEv

Some students even ask for additional bibliography, out of the field of the subject, about technical and fundamental analysis to allow them to have a METHODUNKNOWNBYTHEIRCOLLEAGUESWHOCANHELPTHEMWINATh4HE#HALLENGEv All of this stimulates a healthy competition between the students which makes that they share experiences developing the contents of the subject. This impres- sion is countersigned in the survey with the scores about motivational aspects (Table 9.3):

Table 9.1 Data sheet

5NIVERSE 300

Sampling unit 67

Geographic environment Spain

Information collection method For convenience Sampling procedure For convenience

Period of collection of information February 2015 until April 2015 9 Game Driven Education in Finance Through On-line Trading Tools

177 178 179 180 181 182 183 184 185 186

187

188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 t1.1

t1.2 t1.3 t1.4 t1.5 t1.6 t1.7

122

Additionally is an experience close to the portfolio management professional activity. Even though it is a web service totally free it shares the concepts followed by the business systems used by the professionals in the financial field companies, making it clearly easier for the student to get used to its imminent jump to the professional world. The development of professional capabilities has been less per- ceived by the student due to the results of the survey but it still receives a positive evaluation over 6 out of 10 at the questions asked (Table 9.4):

Furthermore, we can also see that students get a practical application of the con- cepts studied in class. Those test questions having a direct reflex with the activity are systematically correctly answered in the tests, becoming the activity a strong backing for the student’s study (Table 9.5).

Finally the exchange of roles, and the fact that interlocution changes from 4EACHER3TUDENT TO #USTOMER-ANAGER MAKE THAT STUDENTS BECOME AWARE OF THE importance of forms and communication in the professional world opening the door to the development of capabilities oriented with the Emotional Intelligence and .ONVERBAL#OMMUNICATION4ABLE9.6).

Table 9.2 Questions about the general evaluation of the activity Questions about the general evaluation of the activity Mean

Standard

deviation Median I think that the experience has worth the time I devoted to

the work

7,60 2,37 8,00

I think that the generalization of this type of activity to other subjects would improve the quality of the university teaching

8,03 2,26 9,00

The participation of the groups makes classes more interesting

7,36 2,48 8,00

Table 9.3 Questions about motivational aspects

Questions about motivational aspects Mean

Standard

deviation Median The activity has motivated me to work more on

this subject

7,27 2,50 8,00

The activity has improved my opinion about the content of the subject (practical approach)

7,54 2,32 8,00

I feel more implicated in this subject than if it would be more theoretical (useful approach)

7,63 2,42 8,00

The activity has improved my evaluation of the degree

6,84 2,45 7,00

This activity has changed my point of view of the university student role as a passive information receptor

6,87 2,35 7,00

R. Gómez-Martínez et al.

207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 t2.1 t2.2 t2.3 t2.4 t2.5 t2.6 t2.7 t2.8 t2.9 t2.10

t3.1 t3.2 t3.3 t3.4 t3.5 t3.6 t3.7 t3.8 t3.9 t3.10 t3.11 t3.12 t3.13 t3.14

123 Table 9.4 Questions about capabilities development

Questions about capabilities development Mean

Standard

deviation Median The activity has helped me to develop capabilities

as the analysis, synthesis, critics, etc.

7,03 2,58 8,00

The activity has helped me to develop capabilities as the computer use, document research, use of the library, etc.

6,55 2,42 7,00

The activity has improved my capacity of working in groups

6,13 2,58 6,00

I have improved my capacity of presenting, defending or debating opinions in public

6,48 2,47 7,00

Presentations make participation in class easier 6,78 2,53 8,00

Table 9.5 Questions about improving knowledge

Questions about improving knowledge Mean

Standard

deviation Median The activity has helped me to link the new information

or problem with what I have previously learned

7,33 2,13 8,00

The activity makes me easier the use of ideas and information I already know to understand something new

7,43 2,15 8,00

The activity helps me to understand, improve, enlarge and link my ideas

7,30 2,24 8,00

The activity helps me to understand, improve, enlarge and link my ideas

7,27 2,25 8,00

The activity drives me to ask questions and discuss 7,03 2,28 8,00 The activity serves to learn what other students think

about a problem and consider their points of view

7,09 2,39 8,00

The debate between the different opinions has enriched my knowledge with alternative points of view

6,96 2,39 8,00

Table 9.6 Questions about the characteristics of the activity Questions about the characteristics of the activity Mean

Standard

deviation Median The reports presented in class by my colleagues have

been interesting

6,75 2,40 7,00

All in all, I think that this type of activities denote an interest by the teacher into teaching

7,70 2,38 9,00

During the development of the activity we discussed alternative solutions to the different type of problems

5,87 2,93 5,00

9 Game Driven Education in Finance Through On-line Trading Tools

t4.1 t4.2 t4.3 t4.4 t4.5 t4.6 t4.7 t4.8 t4.9 t4.10 t4.11 t4.12 t4.13

t5.1 t5.2 t5.3 t5.4 t5.5 t5.6 t5.7 t5.8 t5.9 t5.10 t5.11 t5.12 t5.13 t5.14 t5.15 t5.16 t5.17

t6.1 t6.2 t6.3 t6.4 t6.5 t6.6 t6.7 t6.8 t6.9

124