Facilitating Higher-Order Learning Through Computer Games

Siddique, Zahed; Ling, Chen; Roberson, Piyamas; Xu, Yunjun; Geng, Xiaojun

doi:10.1115/1.4025291

Cited by 15 publications

(14 citation statements)

References 14 publications

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“…Existing studies provide support for the influence of digital games on cognitive engagement, through achieving a greater understanding of course content and demonstrating higher-order thinking skills (Beckem & Watkins, 2012;Farley, 2013;Ke, Xie, & Xie, 2016;Marriott, Tan, & Marriott, 2015), particularly when compared to traditional instructional methods, such as giving lectures or assigning textbook readings (Lu, Hallinger, & Showanasai, 2014;Siddique, Ling, Roberson, Xu, & Geng, 2013;Zimmermann, 2013). For example, in a study comparing courses that offered computer simulations of business challenges (e.g, implementing a new information technology system, managing a startup company, and managing a brand of medicine in a simulated market environment) and courses that did not, students in simulation-based courses reported higher levels of actiondirected learning (i.e., connecting theory to practice in a business context) than students in traditional, non-simulation-based courses (Lu et al, 2014).…”

Section: Digital Gamesmentioning

confidence: 99%

Computer-based technology and student engagement: a critical review of the literature

Schindler

Burkholder

Morad

et al. 2017

Int J Educ Technol High Educ

269

167

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Computer-based technology has infiltrated many aspects of life and industry, yet there is little understanding of how it can be used to promote student engagement, a concept receiving strong attention in higher education due to its association with a number of positive academic outcomes. The purpose of this article is to present a critical review of the literature from the past 5 years related to how web-conferencing software, blogs, wikis, social networking sites (Facebook and Twitter), and digital games influence student engagement. We prefaced the findings with a substantive overview of student engagement definitions and indicators, which revealed three types of engagement (behavioral, emotional, and cognitive) that informed how we classified articles. Our findings suggest that digital games provide the most far-reaching influence across different types of student engagement, followed by web-conferencing and Facebook. Findings regarding wikis, blogs, and Twitter are less conclusive and significantly limited in number of studies conducted within the past 5 years. Overall, the findings provide preliminary support that computer-based technology influences student engagement, however, additional research is needed to confirm and build on these findings. We conclude the article by providing a list of recommendations for practice, with the intent of increasing understanding of how computer-based technology may be purposefully implemented to achieve the greatest gains in student engagement. Â© 2017, The Author(s)

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Section: Digital Gamesmentioning

confidence: 99%

Computer-based technology and student engagement: a critical review of the literature

Schindler

Burkholder

Morad

et al. 2017

Int J Educ Technol High Educ

269

167

View full text Add to dashboard Cite

show abstract

“…Considering that learning through a medium that combines course materials with game characteristics can be a powerful tool for engineering education, Siddique [15] shows that students using the game module, when compared with lecture-based instruction, had significant improvements when addressing questions that involved higher-order cognition.…”

Section: Introductionmentioning

confidence: 99%

A Framework of the Bachelor of Technology Concept and Its Significant Experiential Learning Component

Centea

Singh

Balan

et al. 2015

PCEEA

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“…[33][34][35] . Game-based learning and the related activies have also been used for engineering education [36][37][38][39] . Zhan et al 40 introduced numerous application cases of LabVIEW in engineering and discussed the effectiveness of this tool; LabVIEW is the simulation software used for learning activities.…”

Section: Experiential Learningmentioning

confidence: 99%

Improving the Impact of Experiential Learning Activities through the Assessment of Student Learning Styles

Johnson

Kim

Wang

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Long a staple of engineering technology, experiential learning is becoming a topic of growing interest among the wider engineering educational community. Experiential learning theory imports practical experiences into the learning environment. While the putative benefits of experiential learning have been highlighted, the activities introduced into the learning environment are rarely systematically designed around the content of the course or the needs of the student population. There has been little work with respect to the effects of these activities on students and their learning. Given the growing interest in experiential learning and the significant costs associated with these activities as opposed to the traditional lecture model, a more robust analysis is needed.This work examines the effects of experiential learning activities on student learning for different types of courses; namely, what effects the abstract or concrete nature of the topic being taught has on the impact of the experiential learning activities. A solid mechanics course is used to highlight an abstract topic, while a manufacturing course is used to evaluate a more concrete topic. Students' learning styles are also important to take into account when examining the effect of experiential learning activities. The Kolb Learning Style Inventory (KLSI) and the Felder and Soloman's Index of Learning Styles (ILS) are used to evaluate student learning styles.The final variable examined in this work is the timing of the experiential learning activities. Across a course type and student learning style, the timing of a practical activity either prior to or after a lecture might be an important factor for an efficient learning cycle. This work examines the type of course, a student's learning style, the effect of experiential activities, and the timing of those activities.The sample of engineering technology students examined for this work is somewhat balanced in aggregate according to the KLSI. The ET group assessed has a higher percentage of active, sensing, visual, and sequential learners than previously reported engineering populations when assessed using the ILS. The effect of experiential learning activity timing is not shown to be a significant factor in student confidence, visualization ability, or competence. Students with moderate or strong preferences along the dimensions of the ILS are not shown to elicit higher confidence, visualization ability, or competence in the two courses. Limitations are detailed and opportunities for future work are highlighted. IntroductionAs experiential learning activities become more popular and widespread in engineering education, a better understanding of their effects on student learning is needed. While the benefits of experiential learning have been discussed in varying contexts from service learning [2][3][4] , to research experiences 5 , laboratory exercises 6,7 ,and industry field trips 8 . Examinations of the impact on students have been somewhat cursory to date 3 . Very little work exists with resp...

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Facilitating Higher-Order Learning Through Computer Games

Cited by 15 publications

References 14 publications

Computer-based technology and student engagement: a critical review of the literature

Computer-based technology and student engagement: a critical review of the literature

A Framework of the Bachelor of Technology Concept and Its Significant Experiential Learning Component

Improving the Impact of Experiential Learning Activities through the Assessment of Student Learning Styles

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