Teaching of parallel programming to
undergraduate computer science students can now be
considered an inexcusable need. The current hardware
platforms, which incorporate multiple cores and several
execution threads, demand it. Notwithstanding the above, the
teaching of parallelism through examples and classical
algorithms, makes our students find it hard and complex. On
the other hand, to teach through the techniques of
gamification, has already demonstrated in a reliable way a
positive reinforcement of the student in front of the learning of
complex concepts. This work shows an experience developed
by us to convey the teaching of parallelism to undergraduate
students by gamification in microworlds. Results obtained by
the students who followed this model, compared to a control
group that followed the standard model, show a statistically
significant advantage in favor of the teaching of parallelism,
using a gamification with microworlds model.
