Game-based learning and students’ motivation in project management education

Jääskä, Elina; Lehtinen, Jere; Kujala, Jaakko; Kauppila, Osmo

doi:10.1016/j.plas.2022.100055

Cited by 41 publications

(34 citation statements)

References 60 publications

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“…Twenty students (2012). In addition, following the approach previously used in other studies (Jaaska et al, 2022;Joshi et al, 2015), Likert scale and qualitative evaluations have been used to collect information on the effectiveness of the game. The pre-and the post-activity questionnaire are reported in Appendix.…”

Section: Case Study and Methodological Approachmentioning

confidence: 99%

Exploring the interconnected nature of the sustainable development goals: the 2030 SDGs Game as a pedagogical tool for interdisciplinary education

Andreoni

Richard²

2023

IJSHE

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Purpose The purpose of this paper is to present the 2030 SDGs Game as a pedagogical tool for the promotion of interdisciplinary education. Based on the simulation of possible world outcomes for the year 2030, the game induces participants to reflect on the socioeconomic and environmental consequences of actions and facilitate the exploration of the interconnected nature of the Sustainable Development Goals. Design/methodology/approach Starting with a review of the main benefits and constraints of interdisciplinary learning approaches, this paper discusses how pedagogical attitudes have change over time and suggests the use of the 2030 SDGs Game as a powerful tool for sustainability education. Composed by a set of cards with different projects and goals, the game connects participants to the principles of the Agenda 2030 and is suitable for a wide range of educational settings. In the case study presented in this paper, the game was played by 20 students from five different faculties of the University of Liverpool (UK). Findings The participatory nature of the game, where players learn through the experience of play, is functional to support the co-creation of knowledge of the “active-learner-centred” approach, and facilitate the development of problem-solving attitudes, soft skills and team-working abilities. Originality/value To the best of the authors’ knowledge, this paper presents, for the first time, the 2030 SDGs Game as a pedagogical tool for interdisciplinary sustainability education. The game is relatively easy to play and is suitable to be used in a wide range of educational settings.

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Section: Case Study and Methodological Approachmentioning

confidence: 99%

Exploring the interconnected nature of the sustainable development goals: the 2030 SDGs Game as a pedagogical tool for interdisciplinary education

Andreoni

Richard²

2023

IJSHE

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“…Game-based learning media in the form of educational games is a very effective alternative to be applied in the classroom and can activate student activities so that learning is more meaningful (10). This is supported by research that has been conducted (9) which concludes that game-based learning has affected students' learning motivation and prepared students to face problems in the real world.…”

Section: Introductionmentioning

confidence: 90%

Designing an Augmented Reality-Based Eduplay Learning Media to Improve Early Childhood Reading Skills

Rahmawati¹,

Widodo²,

Khasanah³

et al. 2022

KSS

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This study aimed to develop an eduplay learning media designed to improve early childhood reading skills. This research used the ADDIE method (Analysis, Design, Development, Implementation, Evaluation). However, this article only discusses the design stage. The subjects of this study were 5th semester students of the Early Childhood Education Study Program and were selected using the purposive sampling method. The results of this study are that augmented reality-based eduplay learning media have a feasibility percentage of 92.5% by media experts and 90% by material experts. Thus, eduplay learning media is appropriate for improving early childhood reading skills. Keywords: eduplay, augmented reality, reading skills

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“…One participant mentioned, "using comics improves student-teacher interaction because there exists more cooperation in the learning and teaching process" To keep this interaction, teachers must sustain motivation in class with activities that involve them and raise their curiosity (Harmer, 2007;Jääskä et al, 2022). This opinion can suggest that comics are a valuable hook to engage students in learning and make them more responsible for their progress.…”

Section: Students' Opinions About the Use Of Comics In Efl Classmentioning

confidence: 99%

Writing Comics in English as a Foreign Language Classis: A Didactic Sequence with Tertiary Students

Santos

Zambrano

Arboleda

2023

LATAM

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El reporte de esta experiencia muestra una secuencia didáctica puesta en práctica durante el periodo académico 2021-2022 con estudiantes de una institución superior pública en la provincia de Los Ríos, Ecuador, en las clases de inglés 1 (A1). El objetivo de esta secuencia didáctica fue motivar a dos grupos de estudiantes de la carrera de Educación Básica a escribir a través del uso de comics en las clases de inglés. En esta actividad participaron de 81 estudiantes (N=81). Esta secuencia tuvo una duración de tres semanas clase, un total de 12 horas. Debido a la Pandemia del Covid-19 los cursos fueron impartidos de manera online a través de la plataforma Zoom. Al finalizar la actividad, se usó un cuestionario como instrumento de recolección de datos. Los resultados demostraron efectos positivos en los estudiantes, como la motivación, concientización de su propio aprendizaje, y autonomía. Este estudio motiva a docentes a usar comics para mejorar la enseñanza de inglés en la educación superior y perfeccionar la competencia del idioma inglés.

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Game-based learning and students’ motivation in project management education

Cited by 41 publications

References 60 publications

Exploring the interconnected nature of the sustainable development goals: the 2030 SDGs Game as a pedagogical tool for interdisciplinary education

Exploring the interconnected nature of the sustainable development goals: the 2030 SDGs Game as a pedagogical tool for interdisciplinary education

Designing an Augmented Reality-Based Eduplay Learning Media to Improve Early Childhood Reading Skills

Writing Comics in English as a Foreign Language Classis: A Didactic Sequence with Tertiary Students

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