Collaborative and Competitive Video Games for Teaching Computing in Higher Education

Smith, Spencer; Chan, Samantha

doi:10.1007/s10956-017-9690-4

Cited by 20 publications

(14 citation statements)

References 37 publications

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“…Finally, this study contributed new knowledge on the use of multiplayer digital games in health education. Although there is some evidence collaborative games can be effective tools for teaching science education in some contexts (Smith & Chan, 2017), there is currently minimal literature on the use of multiplayer games in health education. The research that has been undertaken on collaborative digital games has focused on the ability of these types of games to engage learners (Mann, Eidelson, Fukuchi, Nissman, Robertson, & Jardines, 2002), and assess learner attitudes towards multiplayer digital games (Sward, Richardson, Kendrick, & Maloney, 2008).…”

Section: Discussionmentioning

confidence: 99%

Anatomically Correct: Implementing and Evaluating an Educational Digital Game for Applied Sciences Students

Janssen

Chan

Shaw

et al. 2019

JETSS

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Digital games are a common form of entertainment in modern society and are increasingly prevalent in health education. However, little research has been conducted into their use for delivering anatomy and histology education for health students. This is surprising considering the difficulty many health students have learning anatomy and histology. The study used a mixed methodology, consisting of a controlled trial and qualitative evaluation of learner attitudes towards the digital game. The trial stratified learners into two groups: a digital game group and a multiple-choice quiz group, for one semester. At the end of semester final examination results from the two groups were compared to see if the digital game was a comparable means of revising anatomy and histology subject matter. Additionally, an online survey and semi-structured interviews were used to explore student attitudes towards the digital game. Findings demonstrated that a digital game could be as effective as alternative methods to support revision of anatomy subject matter. Further, results post-intervention survey (n=10) and semi-structured interviews (n=6) showed that students were interested in the use of digital games to support revision and enjoyed their experiences using the digital game during their studies.

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Section: Discussionmentioning

confidence: 99%

Anatomically Correct: Implementing and Evaluating an Educational Digital Game for Applied Sciences Students

Janssen

Chan

Shaw

et al. 2019

JETSS

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“…Analytical skills, communication, competition, customer orientation, decisionmaking, interpersonal skills, leadership, motivation, teamwork, time management, willingness to learn [14,23,28,33,41,49,64,80,81,93,101,102,106,107,131,139 and communication skills in students during a requirements engineering course, while promoting creative and problem-solving skills might be more important during a programming course). In addition to these findings, we have classified the collected information with the aim of extending the answer to RQ3 and to provide additional information for relating the game genres with the promoted soft skills.…”

Section: Soft Skillmentioning

confidence: 99%

The effects of game‐based learning in the acquisition of “soft skills” on undergraduate software engineering courses: A systematic literature review

García

Pacheco

Méndez

et al. 2020

Comp Applic In Engineering

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The software industry is becoming an increasingly important part of the economy in countries that have realized that the education of future software engineers is crucial to having a vibrant software industry. However, software engineering education is still influenced by traditional teaching impeding the acquisition of soft skills. Game‐based learning (GBL) combines learning with different known resources, such as games, to support and improve the teaching/learning process and/or student evaluation through active learning. This study presents a systematic literature review on the use of GBL for teaching software engineering at the undergraduate level, from 2001 to 2020, by addressing four research questions: What kinds of games have been developed for software engineering education? Which software engineering areas have been addressed by these games? Which soft skills have been promoted by using these games? How have these skills been evaluated? The study found 96 studies to answer these four questions. The findings provided evidence on the development of digital games focused on teaching the fundamentals of software engineering defined by software engineering body of knowledge. Moreover, these games have been able to promote the acquisition of more than one soft skill which is beneficial for undergraduate students.

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“…Among the activities may involve tools to virtualize the real-world scenarios and tools to emphasize on common syntax errors and recovery [10]. Collaborative learning using learning technology can be an effective tool for teaching and learning programming courses to motivate students and to ensure sharing ideas and problems are among the norms in the classroom [12].…”

Section: A Technology Integration In Programming Coursesmentioning

confidence: 99%

Technology Integration to Promote Desire to Learn Programming in Higher Education

Husin

Judi

Hanawi

et al. 2020

Int. J. Adv. Sci. Eng. Inf. Technol.

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The use of technology integration is the way of innovation in today's world-class learning. Technology integration is a combination of technologies such as computers, mobile devices like smartphones and tablets, digital cameras, the internet, and more in the practice of daily lecture sessions. Technology integration could help the process of learning especially for courses that considered as tough by the students. Therefore, educators need to be aware of the choice of methods or approaches so that teaching and learning are conducted in meaningful ways. Programming courses are compulsory for students in Faculty of Information Sciences and Technology, National University of Malaysia. However, some students find it difficult to excel in programming courses. In this study, technology integration in learning programming courses challenges the limitations of student opportunities in solving real problems lead to inconsistently use of the expertise and skills. In addition, the challenge of learning programming leads students to generate rote learning. Hence, technology integration in learning programming should be appropriate with the application of technology and applying meaningful learning so that the technology integration will be effective and meaningful. This study is conducted to propose and verify a technology integration framework for learning programming courses. Stratified Random Sampling through quantitative study method is used which involving 109 respondents. Quantitative data are analyzed using multiple linear regression method. Based on previous studies, five factors have been identified namely learning technology, learning competence, technology implementation, meaningful learning and contextual learning that would affect students' desire to learn programming courses. The results discover that all the factors have significant relationships in influencing the desire to learn programming courses among undergraduate students for the faculty. This study is expected to assist educators and administrators to apply and improve the use of technology integration in meaningful learning for programming courses.

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Collaborative and Competitive Video Games for Teaching Computing in Higher Education

Cited by 20 publications

References 37 publications

Anatomically Correct: Implementing and Evaluating an Educational Digital Game for Applied Sciences Students

Anatomically Correct: Implementing and Evaluating an Educational Digital Game for Applied Sciences Students

The effects of game‐based learning in the acquisition of “soft skills” on undergraduate software engineering courses: A systematic literature review

Technology Integration to Promote Desire to Learn Programming in Higher Education

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