Student perspectives on application of game-based learning within a graduate-level engineering course

Bodnar, Cheryl A.; Clark, Renee M.; Davis, Jesse B.; Congedo, Tom; Cole, Daniel

doi:10.1109/fie.2016.7757440

Cited by 1 publication

(1 citation statement)

References 9 publications

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“…While a large number of studies have been conducted on the use of educational games in K-12, undergraduate, and professional schools such as law (Bird, 2002; Bridge, 2013), nursing (Chen et al, 2015), engineering (Bodnar et al, 2016; Ebner & Holzinger, 2007), business (Faria, 2001), and medicine (Fukuchi et al, 2000; McCoy et al, 2016; Robertson & Tannahill, 2009), there remains a persistent gap in the analysis of the use of games in MA and PhD programs. The post-secondary studies that have been created have tended to focus on capturing participant responses at either the undergraduate or graduate/professional level but not both (Eck, 2006; Wu & Hwang, 2012).…”

Section: Lessons For Implementing Custom Built Games In Classroom Envmentioning

confidence: 99%

Teaching History With Custom-Built Board Games

Hoy

2018

Simulation & Gaming

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Purpose. This article investigated the potential of a custom-built board game as a means to teach historical empathy, improve class participation, and to improve student understanding of the limitations of archival collections. Method. Participant behavior as well as verbal and written feedback were collected during a pilot study of POLICING THE SOUND. A total of 88 undergraduate and graduate participants from History and Indigenous Studies took part during the pilot study. Results. Student participation and understanding of historical context improved during the game. While graduate and undergraduate students showed similarity in their enjoyment of the game and their belief that it made historical arguments, the curricular differences in graduate and undergraduate programs influenced how each group approached the game. Conclusion. Participant feedback, facilitator observation, and external observation indicate that groups of players can resolve confusion more efficiently than individual players can, time constrained decision-making may help maintain student engagement, an inability to win does not necessarily cause disengagement in short educational games, and that a structured debrief is important in achieving educational goals even in custom-built games.

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Section: Lessons For Implementing Custom Built Games In Classroom Envmentioning

confidence: 99%

Teaching History With Custom-Built Board Games

Hoy

2018

Simulation & Gaming

View full text Add to dashboard Cite

show abstract

Student perspectives on application of game-based learning within a graduate-level engineering course

Cited by 1 publication

References 9 publications

Teaching History With Custom-Built Board Games

Teaching History With Custom-Built Board Games

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