Game Based Learning on Transversal Skills Development: An Applied State of the Art

Reuter, Jessica; Dias, Marta Ferreira; Madaleno, Mara; Vitória, Andreia

doi:10.21125/edulearn.2020.1575

Cited by 4 publications

(7 citation statements)

References 10 publications

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“…Previous studies indicate that by engaging in educational activities such as games or social simulations, students acquire various transversal skills: autonomy, cooperation, digital skills, communication (see e. g., Díaz Pareja, Cámara Estrella, Muñoz Galiano et al, 2018). The meta-analysis carried out by Reuter et al (2020) indicate that in previous studies advancement of such transversal skills as teamwork, collaboration, emotional intelligence, performance under pressure, creativity have been analyzed. In the social and human sciences, mostly the focus is on acquisition of such transversal skills: communication, argumentation, ability to negotiate, adaptability, anticipate situations, critical thinking, leadership, and motivation.…”

Section: Acquisition Of Transversal Skills Through Interactive Study Methodsmentioning

confidence: 99%

“…Educators thus experiment with various study methods and tools that support not only the acquisition of specialist knowledge or job specific skills, but also the so-called transversal skills. Reuter, Ferreira Dias, Madaleno et al (2020) emphasize that for advancement of transversal skills it is necessary to formulate and develop effective and efficient teaching concepts that combine both theoretical and practical elements.…”

Section: Introductionmentioning

confidence: 99%

“…Scholars agree that acquisition of transversal skills happens most efficiently when learning is an active process, with the emphasis on the learner and his/her authentic experience (Reuter et al, 2020;Krpálek, Berková, Kubišová et al, 2021). Therefore, games, social simulations, role-plays and other interactive study methods are increasingly being applied as teaching methods in higher education to support acquisition of transversal skills.…”

Section: Introductionmentioning

confidence: 99%

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Exploring Students’ Perceptions on Acquisition of Transversal Skills During an Online Social Simulation

Dāvidsone¹,

Seppel²,

Telyčėnaitė³

et al. 2021

Human, Technologies and Quality of Education, 2021

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Due to the demands of the current job market, universities need to adapt their teaching approaches to provide students with opportunities to advance their transversal skills in order to succeed with their careers. Social simulations have been considered previously as a fruitful study method that helps to advance transversal skills; however, the research in this field is scarce. This study aims to explore the perceived affordances and limitations of social simulation as an online learning method for acquisition of transversal skills of graduate and undergraduate students from communication and media study programs. The empirical part draws on a set of qualitative data. All together 32 students in two universities participated in the testing of an original simulation scenario that was created in an Erasmus+ Strategic partnership project. The results indicate that students in both simulation exercises mostly applied their negotiation, strategic thinking and planning skills. During the second simulation, self-evaluation forms filled before and after the event helped the students to realize which transversal skills they need and want to develop further. Our results demonstrate that students felt pressured to intensively collaborate and coordinate with their group members, other groups and the teachers as during both testing sessions technical disruptions were experienced. We conclude that an online social simulation is a productive interactive learning and teaching method that helps to sensitize students towards their transversal skills and stimulate self-reflection. We also argue that in exercising a social simulation online there is an additional layer of pedagogical implications: the choice of the digital platform and the potential technical disruptions such as the loss of Internet connection or sudden malfunction of some of the platform’s features may divert the flow of the simulation.

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Section: Acquisition Of Transversal Skills Through Interactive Study Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Exploring Students’ Perceptions on Acquisition of Transversal Skills During an Online Social Simulation

Dāvidsone¹,

Seppel²,

Telyčėnaitė³

et al. 2021

Human, Technologies and Quality of Education, 2021

View full text Add to dashboard Cite

show abstract

“…As a result, many modern engineering degree programs incorporate active learning methods that often include game-based learning strategies. Most didactic games are designed to help students understand technical subjects, such as mathematics, computer science, and language, by simulating real-life experiences or, as our goal, developing social skills [20]. As various authors have suggested, games offer the opportunity to integrate cognitive, affective, and social aspects, which are linked to generic skills [21].…”

Section: Generic Skills In Engineering Educationmentioning

confidence: 99%

Games and Arts as Tools for Developing Generic Skills in Engineering Students

Yepes Zuluaga,

Pineda Arias

2024

Int. J. Eng. Ped.

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In today’s educational landscape, the integration of innovative pedagogical approaches is essential for improving student learning. In this respect, game-based learning appears to be a strategy that not only actively engages students—who often struggle to understand scientific concepts, leading to negative emotions and discouragement—but also helps them acquire transferable skills. Particularly in the field of telecommunications engineering, where the practical application of knowledge is essential, the use of educational games offers a unique opportunity to explore and reinforce specific and general skills. In this study, a cross-sectional quantitative methodology was implemented using a representative sample of 64 undergraduate students in the sixth semester of the telecommunications engineering program at a public university. In general, educational games are primarily intended to evoke emotions in participants, such as enjoyment, to help them cultivate a “receptive learning mindset” and to effectively teach a specific subject. In contrast to these approaches, the game proposed in this study incorporates humanistic skills and artistic tools to construct antennas within a specific context. This enabled students to engage in a practical, applied learning experience in their field of study, focusing on three key aspects: appropriating knowledge, building values, and learning about life, as well as recognizing others in society and interacting with the environment. The results obtained using the proposed game-based strategy were compared with those obtained using conventional teaching tools. The results showed that play not only imparted knowledge but also contributed to students’ overall development by fostering the values and skills essential to their personal and professional success. The results underscore the significance of developing games that authentically simulate project processes and activities. This emphasizes the importance of aligning game dynamics with real-world challenges and situations in the field of telecommunications engineering. This simulation-based approach may be the key to maximizing the impact of game-based learning on the training of future professionals in this field. This comparative study helps fill a gap in knowledge about game-based learning in engineering education by providing valuable insights. It is also important to comprehend the impact of game-based learning on an antenna course and the students’ willingness to engage with this innovative teaching style in the classroom.

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“…Interventions such as game-based learning include virtual escape rooms, critical thinking projects, and Kahoot! (Reuter et al, 2020), among others, were utilized for this study. Virtual escape rooms require students to apply critical thinking, teamwork, and collaboration to accomplish tasks and achieve goals (Dabbagh et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Virtual Nursing Education with Ignatian Pedagogy and Jesuit Charisms During a Pandemic

Wodwaski,

Courtney,

Ruel

2023

Journal of Christian Nursing

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Amid the COVID-19 pandemic, higher education faculty at a Jesuit university were compelled to adapt pedagogies that were immersive and learner-centered within a virtual learning environment. The Ignatian pedagogical paradigm presented in this article is based on a practical teaching context that values Ignatian principles and world views while promoting Jesuit education. This educational interventional study measured the transformation of nursing student online learners into active, caring, and compassionate participants as they developed their nursing knowledge in a maternal–child health course. With an Ignatian pedagogy as a structure for the online courses, students were challenged to embrace diverse ways of thinking, knowing, and learning.

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Game Based Learning on Transversal Skills Development: An Applied State of the Art

Cited by 4 publications

References 10 publications

Exploring Students’ Perceptions on Acquisition of Transversal Skills During an Online Social Simulation

Exploring Students’ Perceptions on Acquisition of Transversal Skills During an Online Social Simulation

Games and Arts as Tools for Developing Generic Skills in Engineering Students

Virtual Nursing Education with Ignatian Pedagogy and Jesuit Charisms During a Pandemic

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