Forming Multidisciplinary Master’s Degree Student Teams by Means of Gamification Case: The Welive Design Game

Luojus, Satu; Kauppinen, Sami; Lahti, Janne; Tähtinen, Lassi

doi:10.21125/iceri.2017.0517

Cited by 6 publications

(4 citation statements)

References 17 publications

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“…These methods are based on the use of activities designed to reveal behaviors and skills of the students through practical exercises and interactions with others. During the execution of these activities an observer, usually the same teacher(s) administering the activity, observes the participants to attempt to recognize the desired criterion (Potosky & Duck 2007; Luojus et al 2017). Such methods are among the most utilized in project-based/challenge-based engineering and design education and are the subject of this paper.…”

Section: Team Formation Background and Approachesmentioning

confidence: 99%

Design team formation using self-assessment and observer-assessment techniques: mapping practices in a global network of universities

Ruiz,

Wever

2024

Des. Sci.

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Design engineering education is increasingly challenge-based, which requires educators to form cohesive student teams capable of delivering desired outcomes while fostering learning and collaboration. An example is an international network in which students from different global universities collaborate. Student teams work on researching the problem space, re-framing their challenge and producing multiple prototypes. The challenge for the teaching teams is to be able to form multiple cohesive teams out of a pre-selected group of highly motivated students. Because of the exclusive nature of this educational program, it is a suitable case study for exploring student design team formation practices. The aim is to identify the methods, tools, theoretical underpinnings, challenges and limitations of student team formation. We interviewed teachers from seven universities about their practices. The interviewees had several years of experience in team building. The interviews were analyzed to contrast practices across universities as well as to the team formation literature. Our findings show that mixed methods that combine self-assessments and observer-assessment methods are the preferred means of forming teams. Our findings also show that current practices have evolved over time through trial and error, and are only partially grounded in different literatures and not necessarily in team formation literature.

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Section: Team Formation Background and Approachesmentioning

confidence: 99%

Design team formation using self-assessment and observer-assessment techniques: mapping practices in a global network of universities

Ruiz,

Wever

2024

Des. Sci.

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“…These methods are based on the use of activities designed to reveal behaviours and skills of the students thought practical exercises and interactions with others. During the execution of these activities a teacher observes the participates to attempt to recognize the desired criteria [e.g., 4,9]. Such methods are among the most utilized in project-based/challenge-based engineering and design education, and the subject of this paper.…”

Section: Approaches To Team Formationmentioning

confidence: 99%

The Best of Times, the Worst of Times; Student Design Team Formation

Ruiz¹,

Wever²

2022

DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London S

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In design education, challenge-based approaches where students work on real industry problems are becoming increasingly common. Such education relies heavily on teamwork. Consequently, this requires educators to form teams that can deliver the desired outcome while fomenting learning and collaboration among teammates. Most of the literature on team formation in design education is focused on larger cohorts, of dozens or hundreds of students, where slackers or free riders are a major concern. In the present study, we focus on team formation within smaller cohorts, of pre-selected, highly motivated students. We use two global networks of collaborating universities teaching design thinking. In each project, a multidisciplinary group of three to five students from one university is teamed up with a similar group of students from a second university along with a corporate sponsor that provides the challenge. We selected teaching team members from participant universities to interview about their practices regarding team formation. Both the interviewees themselves and their institutions had multi-year experience in forming multiple teams out of a group of pre-selected students. We interviewed 6 teaching team members (from 5 universities) for about an hour each. The interviews were recorded, transcribed, and analysed, to contrast their practices to each other as well as to theory. Practices range from a halfday session to a multi-week warm-up period prior to the proper course. Our findings are that current practices have evolved through trial and error over time and are only partially grounded in theory on team formation.

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“…Another aim for this study was to evaluate the RuffProto game´s usefulness as an educational tool in general, as familiarizing higher education students with new complex concepts requires creative and effective pedagogical methods and tools [7].…”

Section: Introductionmentioning

confidence: 99%

Using Universal Design Game as an Educational Tool – Case Ruffproto

Lahti¹

2022

ICERI2022 Proceedings

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Design games are tools for collaborative design that provide play qualities such as a playful mindset and structure, supported by game materials and rules. In a pedagogical context, the aim of these design games is usually to support collaborative explorations of future opportunities in an inspiring way.The general aim of the design games is to help facilitate a User-centered design process for design groups early in the design process. Framing collaborative design activities in a game format arguably improves idea generation and communication between students or other participants. Also, by shifting focus to the game, power relations and other factors that might harm learning and idea generation are downplayed.The RuffProto design game was created as a universal innovation tool for developing new digital products and services for creative teams. Universality in this context means that the design game in question can be applied to the design process of almost any type of digital service. Its potential in pedagogical use was studied in several Service Design, User-centered Design and Digital Prototyping courses in

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Forming Multidisciplinary Master’s Degree Student Teams by Means of Gamification Case: The Welive Design Game

Cited by 6 publications

References 17 publications

Design team formation using self-assessment and observer-assessment techniques: mapping practices in a global network of universities

Design team formation using self-assessment and observer-assessment techniques: mapping practices in a global network of universities

The Best of Times, the Worst of Times; Student Design Team Formation

Using Universal Design Game as an Educational Tool – Case Ruffproto

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