Can Game-Based Learning Enhance Engineering Communication Skills?

Bodnar, Cheryl A.; Clark, Renee M.

doi:10.1109/tpc.2016.2632838

Cited by 43 publications

(31 citation statements)

References 20 publications

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“…The usage of GBL has been explored in recent years for educational purposes due to the ability to commit students to the task that they are working on and pushing them to work to the edge of their capabilities [8], [9], [10], [11].…”

Section: Related Workmentioning

confidence: 99%

The Use of New Learning Technologies in Higher Education Classroom: A Case Study

Esteves¹,

Pereira²,

Veiga³

et al. 2018

Int. J. Eng. Ped.

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Abstract-We have conducted a study with higher level education students, in lecture classes of three Undergraduate Courses and one Professional Higher Technical Course that involved six different subjects with a total of 324 students. In this research the use of Game-Based Learning platform was analysed in order to encourage the students' participation, increasing motivation and keeping them motivated and committed during lessons, therefore, increasing their learning skills. Based on these results, we recommend that Kahoot is used in lectures in order to help students develop their performances and abilities and at the same time be more successful and prepared to have an active participation in society.

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Section: Related Workmentioning

confidence: 99%

The Use of New Learning Technologies in Higher Education Classroom: A Case Study

Esteves¹,

Pereira²,

Veiga³

et al. 2018

Int. J. Eng. Ped.

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“…Dichev and Dicheva (2017) emphasized the problems of methodological support of gamification of the educational and cognitive activities in the information environment, the necessity to take into account its negative impact on the content component of training (shifting the emphasis from the incentive to acquire new knowledge to the desire to score more points). They considered it important to use a wide range of methods balancing external and internal motivators (Bodnar & Clark, 2017;Dichev & Dicheva 2017) and develop the gamification methodology to ensure that all students in class can acquire and develop the research skills in comfortable conditions (Cakiroglu, Basibuyuk & Guler, 2017;Brull & Finlayson, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Didactic Value of Gamification Tools for Teaching Modeling as a Method of Learning and Cognitive Activity at School

Soboleva

Galimova

Maydangalieva³

et al. 2018

EURASIA J MATH SCI T

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The relevance of this article is determined by the possibility to increase the efficiency of teaching modeling at schools by means of involving modern gaming and educational platforms in students' cognitive activity. The problem of the study results from the contradiction between the broad potential of the gamification tools to motivate and involve students in modeling, to improve their skills, and the ideas of the general methodology about gamifying the educational process as well as the lack of well-designed techniques and methods of using the appropriate software to teach modeling at school. The purpose of the study is to define the didactic value of the gamification tools used to teach modeling at school and to develop a methodological approach to the structured lesson planning using computer game instruction technology. The article describes the types of schoolchildren activities, which allow the use of gamification tools for modeling, to develop schoolchildren's research skills and the ability to use modern tools to solve theoretical and experimental problems. It describes methodological methods and recommendations on organizing information and pedagogical interaction between the participants of the educational process by applying educational programs available on gaming platforms both at the level of personal communication between the teacher and the student, and at the level of the tripartite "teacher-student-computer" interaction. The results of the study can be used, firstly, to change the techniques and methods of teaching modeling at school; secondly, to improve conventional training programs included in the curriculum for university students of pedagogical departments and faculties; thirdly, to develop and improve specific educational programs in various subjects on the gaming platforms for schools in order to improve the quality of education, social integration, and career orientation.

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“…If the game is effective and achieves its goals, it must be aligned with the learning objectives. Game-based pedagogy is a potential tool for enhancing some specific skills in undergraduate students, such as written and oral communication [22].…”

Section: Engaging and Motivating Students With Escape Gamesmentioning

confidence: 99%

A Virus Infected Your Laptop. Let’s Play an Escape Game

et al. 2020

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Have you ever thought what would happen if a ransomware infected your laptop? This type of virus kidnaps files and encrypts them, and the only way to recover the data is by paying in bitcoin or some other cryptocurrency. This situation is undoubtedly terrible. All of your work, projects, and personal files will not be available (unless you pay the ransom). The first time students watched a video that contextualizes this stressful situation, they thought that they had been attacked by a computer virus. Fortunately, the panic only lasted a few seconds. This is the way to start a game called breakout or escape room. The difference between these two words is that, in the first case, the goal is to open a padlocked box, while the objective of an escape room is to find the key that allows to get out of a room. Both games are similar, containing riddles, puzzles, problems and some clues that would help the players to find the solution. This study analyses the use of a breakout game for educational purposes, more specifically in a university context. The experiment conducted mixes game–based learning methodologies with engineering students learning Linear Algebra, Calculus or Cryptography, which has allowed us to obtain promising results about the usage of this methodology.

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Can Game-Based Learning Enhance Engineering Communication Skills?

Cited by 43 publications

References 20 publications

The Use of New Learning Technologies in Higher Education Classroom: A Case Study

The Use of New Learning Technologies in Higher Education Classroom: A Case Study

Didactic Value of Gamification Tools for Teaching Modeling as a Method of Learning and Cognitive Activity at School

A Virus Infected Your Laptop. Let’s Play an Escape Game

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