Gamification, Serious Games and Simulations: Experiences and Contributions of International Projects in Higher Education

Silva, Paulino; Mesquita, Anabela

doi:10.1007/978-981-33-4256-9_39

Cited by 2 publications

(2 citation statements)

References 21 publications

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“…Recent studies, even before COVID-19, point to increasing numbers of users and ever greater integration of information and communication technology into existing educational processes [70,71] to enhance the attractiveness of teaching and learning [72][73][74]. In this context, modern, well-designed learning games improve the user's problem-solving skills, enable effective learning, and can build bridges between theory and practical application by learning, retrieving and assessing skills and knowledge in a positive, motivating, safe, simulated environment [75,76]. In addition, game data can be analysed relatively easily to provide useful information for performance measurement, assessment and improvement, but also for enhancing the learning environment [77].…”

Section: Context and Initial Situationmentioning

confidence: 99%

Training and Preparing Tomorrow’s Workforce for the Fourth Industrial Revolution

Bühler

Jelinek²,

Nübel

2022

Education Sciences

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We call for a paradigm shift in engineering education. We are entering the era of the Fourth Industrial Revolution (“4IR”), accelerated by Artificial Intelligence (“AI”). Disruptive changes affect all industrial sectors and society, leading to increased uncertainty that makes it impossible to predict what lies ahead. Therefore, gradual cultural change in education is no longer an option to ease social pain. The vast majority of engineering education and training systems, which have remained largely static and underinvested for decades, are inadequate for the emerging 4IR and AI labour markets. Nevertheless, some positive developments can be observed in the reorientation of the engineering education sector. Novel approaches to engineering education are already providing distinctive, technology-enhanced, personalised, student-centred curriculum experiences within an integrated and unified education system. We need to educate engineering students for a future whose key characteristics are volatility, uncertainty, complexity and ambiguity (“VUCA”). Talent and skills gaps are expected to increase in all industries in the coming years. The authors argue for an engineering curriculum that combines timeless didactic traditions such as Socratic inquiry, mastery-based and project-based learning and first-principles thinking with novel elements, e.g., student-centred active and e-learning with a focus on case studies, as well as visualization/metaverse and gamification elements discussed in this paper, and a refocusing of engineering skills and knowledge enhanced by AI on human qualities such as creativity, empathy and dexterity. These skills strengthen engineering students’ perceptions of the world and the decisions they make as a result. This 4IR engineering curriculum will prepare engineering students to become curious engineers and excellent collaborators who navigate increasingly complex multistakeholder ecosystems.

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Section: Context and Initial Situationmentioning

confidence: 99%

Training and Preparing Tomorrow’s Workforce for the Fourth Industrial Revolution

Bühler

Jelinek²,

Nübel

2022

Education Sciences

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“…Silva and Mesquita (2021, p. 436) suggest that the “success of its [the game’s] use does not depend only on the quality of the game, but on its combination with the interactions, discussions, reflections promoted by the teacher or trainer.” Also, Morin et al (2020) emphasize that the best approach to apply games is to integrate it throughout the course as a supplement to previously developed resources and assignments. Furthermore, evidence suggests that students have a strong preference for materials to be embedded in their regular curriculum (Burdon and Munro, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Digital serious game to engage business students in active lectures: a pilot study

Tobias

Pussep²,

Schief³

2022

JIEB

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Purpose This study aims to investigate an integrated approach that stimulates engagement and interaction in the online learning environment. A simulation game was developed to support the specific learning objectives (LOs) of the lecture and give students the opportunity to apply relevant practical skills (management and group decision-making). The simulation is designed to engage students, facilitate group work in teams and actively apply the knowledge from the lectures. Design/methodology/approach Qualitative research methods and a pilot version of the simulation game in an actual classroom setting were used. The primary LO was to apply decision-making in groups and experience the consequences of decisions on business success. The students were assigned randomly to five groups representing different competing companies. Findings This study revealed that a simulation game with a reduced scope can facilitate interaction and participation in online lectures. It demonstrated that it is possible to obtain the main benefits of simulation-based learning with a simple game that consists of few decision variables and requires minimal training. Research limitations/implications There are limitations to this pilot study, some of which need to be address in future research. One limitation is the small number of participants (21). Another limitation is that all participants were from a class at an Asian university. While adding to existing research that focused primarily on Anglo-America and Europe, this study’s approach should be evaluated with more subjects from varying cultural backgrounds to validate the findings. The evaluation could be improved with more participants but also additional questions to measure how and why this study’s approach benefits learning success. E.g. it should be explored what component of decision-making or group learning was most significant. With this, it would also be interesting to explore incremental learning and learning across groups along the study duration. Practical implications The simulation game can be used in business education. Students enjoyed the interaction with their peers and the instructor. The students stated that it was a good learning experience for them and they made good learning progress. Originality/value The prototype demonstrated the general feasibility and the smooth handling of the practical application and integration in online lectures. The aim to develop a serious simulation game for online classes was achieved. It was possible to obtain the main benefits of simulation-based learning with a simple game that consists of few decision variables and therefore requires minimal training and time.

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Gamification, Serious Games and Simulations: Experiences and Contributions of International Projects in Higher Education

Cited by 2 publications

References 21 publications

Training and Preparing Tomorrow’s Workforce for the Fourth Industrial Revolution

Training and Preparing Tomorrow’s Workforce for the Fourth Industrial Revolution

Digital serious game to engage business students in active lectures: a pilot study

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