Exploring the impact game-based learning has on classroom environment and student engagement within an engineering product design class

Bodnar, Cheryl A.; Clark, Renee M.

doi:10.1145/2669711.2669899

Cited by 13 publications

(17 citation statements)

References 18 publications

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“…These games have been found effective in awareness raising e.g. in disaster awareness [10] and computer security [13], the teachers found the latter also recommendable, but the impact of physical games seems to have mixed results [3].…”

Section: The Context and Design Of The Escape Roommentioning

confidence: 99%

Escape Room as Game-Based Learning Process: Causation - Effectuation Perspective

Järveläinen¹,

Mäntymäki²

2019

Proceedings of the Annual Hawaii International Conference on System Sciences

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Commercial escape rooms have provided inspiration for an increasing number of educational escape rooms, where students use their learning to solve problems and "escape" a room in a certain time. However, only few escape room studies have been published in the game-based learning research area, although it has been interested also in learning processes. In this study, we apply causationeffectuation theory to observe the learning processes of three student teams solving tasks in an escape room context. The escape room was part of an information systems science research methods course, where the learning process of 18 international students were observed on video recordings. Different learning processes were observed in the teams and causationeffectuation theory explained for example the experimental or instruction following team behavior.

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Section: The Context and Design Of The Escape Roommentioning

confidence: 99%

Escape Room as Game-Based Learning Process: Causation - Effectuation Perspective

Järveläinen¹,

Mäntymäki²

2019

Proceedings of the Annual Hawaii International Conference on System Sciences

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“…According to Bodnar and Clark (2014), game-based learning can influence learners to the transfer of learning and may lead to a more positive classroom environment and student experience.…”

Section: Gamification and Game Based Learningmentioning

confidence: 99%

FIRST Framework Design and Facilitate Active Deep Learner eXperience

Bahgat¹,

Elsafty²,

Shaarawy³

et al. 2018

JETS

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Over the past decades, Learning & Development has become an area of growing interest and constant research. As a result, there is an abundance of studies and models that target the development of educators. However, the professional development of educators should be built on a comprehensive framework of research-based instructional strategies that help train them on how to understand, experience, practice and leave a sustainable impact on learners. This paper presents our own "FIRST Framework", a holistic framework designed on the basis of renown models and theories, such as: experiential learning; Gamification and game-based learning; facilitative learning, 6Ds model, positive psychology, experience economy and neuroscience. It is an engaging framework that helps educators bridge theory and practice to create high-quality learning environment in their classrooms. FIRST Framework consists of 5 domains with 15 principles that help leave sustainable impact on learners through promoting Active Deep Learner Experience.

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“…Bodnar and Clark put game-based learning into practice in undergraduate engineering classrooms and obtained very positive results [5]. Ohira et al incorporated gamification into seminars and found that students' motivation to speak better and debate was markedly improved [6].…”

Section: Introductionmentioning

confidence: 99%

Task Execution Support in Research Activity using RAC System

Ohira

Morita

Nagao

2017

Annals of Computer Science and Information Systems

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Abstract-Research activities carried out daily in research laboratories, include conducting investigations, giving seminars on progress, performing experiments, analyzing results, and writing papers, but all of these research activities involve steady, methodical work that does not produce immediate, visible results. For this reason, a mechanism to maintain motivation when research is not going well or to help students get on track with research when they have just been assigned to a laboratory could be useful. Students that have just begun their research may not yet understand how to proceed. We previously developed a research activity concierge (RAC) system, which is a platform to encompass general research activities, and applied gamification to this system to keep user motivation high. However, even with the RAC, non-research-savvy students have difficulty handling challenges and executing tasks. In this research, we focused on discussions in seminars and introduced a mechanism to support task execution in students' research activities by implementing automatic extraction of task statements into the RAC.

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Exploring the impact game-based learning has on classroom environment and student engagement within an engineering product design class

Cited by 13 publications

References 18 publications

Escape Room as Game-Based Learning Process: Causation - Effectuation Perspective

Escape Room as Game-Based Learning Process: Causation - Effectuation Perspective

FIRST Framework Design and Facilitate Active Deep Learner eXperience

Task Execution Support in Research Activity using RAC System

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