Designing web‐games for transportation engineering education

Wang, Qichao; Abbas, Montasir

doi:10.1002/cae.22031

Cited by 16 publications

(8 citation statements)

References 22 publications

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“…Firstly, serious games are used for positive behavioral changes such as collaboration and teamwork [109], engagement and participation [43,56], and enhanced performance both at work and school [9,75]. Secondly, they lead to increased learning outcomes by improving knowledge acquisition [109], understanding and retention [18,112], critical thinking [90,106], perception [72], and creativeness [11]. Thirdly, increased motivation [70], enjoyment [55], satisfaction [17], involvement [29], and flow [67] are among the motivational outcomes of serious games.…”

Section: Serious Gamesmentioning

confidence: 99%

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Serious games in future skills development: A systematic review of the design approaches

Gurbuz

Celik

2022

Comp Applic In Engineering

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Serious games offer a magnificent potential for developing future skills along with the 21st-century learning ecosystem. A close nexus between the design and effectiveness of serious games is still argued. In this regard, the current study provides a systematic literature review on serious game design approaches with a special focus on future skill development. A systematic review protocol, including planning, conducting, and reporting stages, is followed to comprehensively interpret the existing studies. Applying quality controls, 32 serious game studies which include a practical serious game design approach are selected. For providing a more systematic analysis, these approaches are then categorized based on the intended outcome of the serious game that the approach aims to facilitate. It is found that 8 (25%) of these design approaches support at least one future skills, among which problemsolving as well as collaboration and teamwork are the most commonly supported ones. It is also discovered that clear goals and interactivity, used in 6 (75%) and 5 (63%) of the 8 design approaches respectively, are the most commonly implemented game design elements. Considering the significant literature gap on the implementation of serious games for future skills development, this study consequently provides valuable insights for the game designers, software developers, educational technology researchers, and engineering educators in various domains.

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Section: Serious Gamesmentioning

confidence: 99%

“…Serious games support a variety of cognitive learning outcomes. These learning outcomes include knowledge acquisition [109], understanding and retention [18,112], critical thinking [90,106], and perceptual skills [72].…”

Section: Design Approaches For Learning Outcomesmentioning

confidence: 99%

Serious games in future skills development: A systematic review of the design approaches

Gurbuz

Celik

2022

Comp Applic In Engineering

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“…This replaces the passivity of educational film consumption with active action. Previous VR concepts in the field of engineering partly use QUEST3D [11] or the UNITY engine to create threedimensional worlds, such as an educational game in chemical engineering for plant construction [12] or in traffic engineering [13], [14]. There the students were asked to perform multiple-choice tests before and after the game without any feedback on the accuracy of their answers.…”

Section: Overview and Project Objectivementioning

confidence: 99%

Using Virtual Reality for Teaching the Derivation of Conservation Laws in Fluid Mechanics

Boettcher

Behr

2021

Int. J. Eng. Ped.

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In many fields of study, physical sub-areas are treated mathematically in order to teach students the tools for optimization in their professional lives. In the derivation of the fundamental conservation equations theoretical con-structs or infinitesimal elements are used, additionally engaging a Taylor expansion of the variables. For undergraduates, this often means that the understanding of the physical interrelationships is left out in the cold. Practical experiments are not possible for clarification, since important quantities in the mathematical for-mulation can only made visible in experiments with extreme effort or are even in-accessible like theoretical constructs or infinitesimal values. Numerical calcula-tions may be used to show some quantities, but students cannot carry them out for themselves. Therefore, a virtual-reality laboratory for fluid mechanics is creat-ed with the software UNREAL ENGINE 4. This enables the students to learn the derivation of conservation laws and to influence the flow in order to experience and examine the basics of theoretical constructs. The results are evaluated in self-assessments, exercises, tutorials associated to the fluid mechanics course, and the results of an exam. Benefits for the use of virtual reality (VR) in teaching conser-vation laws were ascertained.

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“…Previous concepts in VR in engineering partly use Quest3D [7] or the Unity engine to create three-dimensional worlds, such as an educational game in chemical engineering for plant construction [8] or in traffic engineering [9], [10]. There, students were asked to do multiple-choice tests before and after playing, with no feedback on the accuracy of their answers.…”

Section: Project Objectivementioning

confidence: 99%

Usage of A Virtual Environment to Improve the Teaching of Fluid Mechanics

Boettcher¹,

Behr²

2020

Int. J. Onl. Eng.

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<p class="0abstract">In many fields of study, physical sub-areas are treated mathematically in order to teach students the tools for optimization in their professional lives. This often means that the understanding of the physical interrelationships is left out in the cold. Practical experiments are often unsuitable for clarification, since important quantities in the mathematical formulation cannot be made visible in experiments (or only with extreme effort). Numerical calculations may show these quantities, but students cannot carry them out for themselves. For this purpose, the software Unreal engine 4 is used to create a virtual environment for fluid mechanics and compared with other methods to improve the teaching of the fundamentals of fluid mechanics. The virtual environment enables the students to influence the flow in order to experience and examine the basic physical effects. The results were used and evaluated in exercises and tutorials associated to the fluid mechanics course. Benefits for the use of virtual reality (VR) in teaching were ascertained.</p>

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Designing web‐games for transportation engineering education

Cited by 16 publications

References 22 publications

Serious games in future skills development: A systematic review of the design approaches

Serious games in future skills development: A systematic review of the design approaches

Using Virtual Reality for Teaching the Derivation of Conservation Laws in Fluid Mechanics

Usage of A Virtual Environment to Improve the Teaching of Fluid Mechanics

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