Didactic games as student-friendly tools for learning hydraulics in a technical university’s undergraduate curriculum

Abstract

<jats:p> This article reports research into the didactic processes of a creative gamified learning process for hydraulics in an undergraduate technical university curriculum, enhanced by industry collaboration. It is based on the use of educational theories of didactic transposition, competency building, learning gamification and emotional intelligence. It is shown that improvement in a student’s motivation with regard to the creative learning of hydraulics in an undergraduate curriculum can be achieved through the competitive writing of original stories, tales, poems and songs that illustrate the basic concepts of hydraulics, fluid mechanics and hydraulic drive machinery. This simple humanized and student-centred study, focused on creativity, is significant for the international community of educators in view of the increasing need to provide undergraduates in university communities with both strong creative and sustainable technical abilities. </jats:p>

Open-Ended, Metacognitive Conception of Classes for the Advancement of Nonconformity and Creative Thought

“…The proportion of recreational videogame players among students has steadily increased over time (Prensky, 2001) and this population is expected to find interactive, openended instruction more resonant with their learning style than the classical methods based on unilateral expositions of information. A number of successfully implemented instructional methods incorporating games serves as a testimony to the actuality of interactive, inherently playful education (Gorgen et al, 2020;Liuta et al, 2019;Veldkamp et al, 2020), especially for today's student cohorts heavily influenced by the videogame culture.…”

Formation of Legal Competence of Future Bachelors of Psychological and Pedagogical Education

“…Experts empirically record that in the higher education system, teachers are limited mainly to the creation and use of role-playing games in the educational process [12,32]. This use of didactic games is ineffective for the professional training of studentsfuture bachelors of psychological and pedagogical education [20,35]. As shown, the experiment, which was developed and implemented outside the classroom on the basis of students 'self-management, a special set of didactic games turned out to be reliably (p<0.05) effective for increasing students' legal literacy.…”

“…In terms of the form of activity and impact, didactic games used in the process of professional training are divided into digital games on mobile devices and computers [19] and classroom games with direct contact interaction of participants [13,20]. Experts, based on empirical research, prove the effectiveness of digital gamification through the creation of a creative and free way of thinking that encourages students to try new things and not be afraid of gaming failures in the learning process [21].…”

El turismo experiencial, deportes y juegos tradicionales: Nueva perspectiva para el desarrollo turístico local

“…La acción didáctica de los juegos tradicionales, representan una opción para estimular el aprendizaje social desde una perspectiva creativa e innovadora (Liuta, et al, 2019), así cada localidad puede además proporcionar los deportes que tengan mayor tradición, así como los potenciales de marketing para promover la visita de turistas a un determinado evento, por ejemplo a un partido de futbol, para lo cual, es necesario promover alrededor de este no solo desde la perspectiva tradicional del turismo, sino, desde la experiencia, por cuanto esto puede despertar el interés por conocer una determinada localidad, sus costumbres, gastronomía, cultura, proyectándose así una visión descolonizadora del abordaje turístico y educativo (Molina, 2020).…”