Instructor's Acceptance of Games Utilization in Undergraduate Software Engineering Education: A Pilot Study in Turkey

Albayrak, Özlem

doi:10.1109/gas.2015.15

Cited by 4 publications

(1 citation statement)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Serious Games can be used when it is difficult to use traditional educational methods to fulfill learning goals [22], [23]. The objective of Serious Games is to overcome learning barriers and to motivate students to learn and help them to achieve their learning outcomes [24]. Multiple studies have used Serious Games to engage players with ICT and STEM topics [25]- [27].…”

Section: Serious Gamesmentioning

confidence: 99%

Gender-based Engagement Model for Serious Games

Alserri

Zin

Wook

2018

International Journal on Advanced Science, Engineering and Information Technology

View full text Add to dashboard Cite

Information and Communications Technology (ICT) improve learning quality and increases outcomes while allowing for more natural control of learning systems. It has a significant impact on the economy in many regions. However, there is a lack of female engagement in ICT fields in many countries. Serious Games are effective tools for learning, and it can be used to motivate women to study Computer Science. Gender preference factors affect engagement and motivation to play certain types of digital games, but few studies have designed digital games for females. Furthermore, most games with Computer Science content do not interest young adult females and fail to describe how the social and cultural content of the game explains the game experience of female players. As a solution, an extensive study of related literature on effective Serious Game elements, including motivational elements that influence a player to engage with digital games, effective educational game elements, female preference elements regarding digital games, and elements that impact the motivation of players to engage with the game was conducted. The result is a conceptual model for gender-based engagement in Serious Games. The proposed model will be implemented to increase the engagement of undergraduate females in Computer Science.

show abstract

Section: Serious Gamesmentioning

confidence: 99%

Gender-based Engagement Model for Serious Games

Alserri

Zin

Wook

2018

International Journal on Advanced Science, Engineering and Information Technology

View full text Add to dashboard Cite

show abstract

A Learners Experience with the Games Education in Software Engineering

Tariq

Díaz-Martinez

Butt

et al. 2020

Soft Computing Applications

View full text Add to dashboard Cite

The utilization of games and its components in software building training isn't new. In reality, their usage in Software development training is found to look into papers for numerous decades. Be that as it may, there is little data about the real reception of these methodologies in games designing and development training in terms of software building. Consequently, the objective of this paper is to research the utilization of game's components in programming designing instruction, in the viewpoint of teachers. To accomplish this objective, this examination proposes and breaks down the aftereffects of a study replied by numerous product designing teachers. We test the members by welcoming multiple instructors from settled colleges and instructive organizations of various districts. The first objective of the review is to gather data relates to the utilization of important games and rich gamification in the student classrooms, and the second objective is to comprehend information territories and the pre-owned game-related techniques. The outcomes show that the more significant part of the educators knows about these instructive methodologies, the games were embraced by various members. Games that are generally played to cover "Programming Process" & "Task Management." The utmost utilized game apparatuses are Points scoring, Quizzes solving, and meet challenges. The outcomes additionally reveal that the fundamental explanations behind not embracing the assets are the absence of information, lack of data about essential games for encouraging programming designing, and the absence of time to design and remember these methodologies for the classes At long last, results show a definite propensity towards the future appropriation of these game-related methodologies by the product developing teachers.

show abstract