Solving Real World Problems With Alternate Reality Gaming: Student Experiences in the Global Village Playground Capstone Course Design

Abstract

The Global Village Playground (GVP) was a capstone learning experience designed to address institutional assessment needs while providing an integrated and authentic learning experience for students aimed at fostering complex problem solving, as well as critical and creative thinking. In the GVP, students work on simulated and real-world problems as a design team tasked with developing an alternate reality game that makes an impact on the United Nations Millennium Development Goals. Researchers employed a qualitative case study approach to evaluate what aspects of this problem-based, hybrid course design students found most and least beneficial to their learning. Findings suggest strategies for designing technology-based learning environments to support complex problem solving. Specific recommendations pertain to scaffolding team-based problem solving, particularly concept development processes, interdependence among team members, and group self-organization.

Reflections on Teaching Software Engineering Capstone Course

“…PBL and POPBL based capstone project is one implementation of a student-centric approach to provide opportunities for students to apply their content specific knowledge and workplace skills gained during their several years of studies (Dunlap, 2005;Lehmann et al, 2008;Dondlinger and McLeod, 2015). The focus is not only on technical skills but also on having the ability to identify nontechnical aspects, interaction of those and propose possible solutions (Lehmann et al, 2008).…”

“…Reifenberg and Long (2017) wrote that students value the capstone experience. Based on Dondlinger and McLeod (2015) and Dondlinger and Wilson (2012) the capstone experience include challenges, but still the main approach has been favourable. The students reported to gain vital skills and competences, such as, learning new skills when applying prior knowledge; cultural understanding and new appreciation for people within their own culture; interaction and negotiation skills; and selfawareness (Dondlinger (2012).…”

For ARGument’s Sake! The Pros and Cons of Alternate Reality Gaming in Higher Education

“…In fact, a number of studies suggest that there is real educational benefit in students applying pre-learned skills to design their own ARGs. Researchers have adopted this approach for several reasons: to inspire preservice teachers in using ARGs in science teaching [19]; to practice multimedia design [18]; to teach new media literacies and effective storytelling practices [16]; to promote complex problem-solving [20]; to facilitate learning of computer hardware, software and applications [21]. It is evident in the literature that educational approaches where students first learn and then apply the knowledge in their ARG design can be quite effective for learning [20].…”

“…ARGs are designed as collaborative experiences, which in theory holds potential for social learning within educational contexts. The literature suggests that ARGs can indeed foster student collaboration and teamwork: There is evidence that ARGs can help to create team spirit [17], and that during ARG experiences students support and encourage each other [12], and can recognize the benefits of working as part of a team [20]. Moreover, the ARG experience may also have positive effects on the relationship between students and instructors, as it can help the former build a connection and a bond with students [16].…”

Juego de realidad alternativa para las matemáticas en educación superior desde la percepción estudiantil de las prácticas de enseñanza

“…Estas características hacen que los ARG tengan un gran potencial para ser usados en la educación, con el fin de pro-porcionar actividades colaborativas útiles y motivadoras que logren contextualizar el aprendizaje (Goodlander, 2008;Connolly, Stansfield y Hainey, 2011;Bonsignore et al, 2012;Waddington, 2013). De este modo, los ARG ya se están desarrollando y utilizando con diversos propósitos formativos (Fujimoto, 2010;Dondlinger & McLeod, 2015;Jerrett, 2016). Algunos se diseñan para ser jugados en días, semanas o hasta meses, y puesto que implican la integración de tecnologías web (blogs, wikis, redes sociales online y entornos para compartir recursos) proporcionan a los usuarios la experiencia de diferentes tecnologías (Whitton y Hollins, 2008).…”