Perceptions and factors affecting the adoption of digital games for engineering education: a mixed-method research

Abstract

Digital games are considered relevant in higher education due to their ability to foster authentic, active and experiential learning opportunities that are of importance in engineering education. However, as a relatively new pedagogical tool, there is the need to understand the perceptions of engineering students as well as to identify factors that influence their adoption of games for learning. So far, only a few studies have investigated the perceptions of higher education students towards learning games and even fewer for engineering students. To bridge this research gap, the current study utilises a mixed-method research design to identify factors that influence the adoption of digital learning games by engineering students as well as their overall perceptions of the use of games for engineering education. Results from the analysed quantitative and qualitative data suggest that engineering students value fun and engagement as well as relevance to the curriculum as factors that would influence their intentions to use digital games for engineering education. Students also showed openness to the use of digital games for learning, but resistance to their use for assessment. These findings have implications for the design of games and classroom deployment of games, as these provide insights to game designers and educators on the factors to consider in the design and classroom deployment of games, respectively.

Measuring learning in digital games: Applying a game‐based assessment framework

“…In this paper, the application of the game‐based assessment framework (GBAF) to the design of assessments for a pre‐existing game is presented. Following the introduction of the GBAF and its application to the design of assessment for a new VR game (Udeozor, Chan, et al., 2023), the current paper shows how the GBAF can be applied to the design of two types of assessments around a pre‐existing game. Using familiar concepts in traditional classroom assessment designs, the GBAF offers a simpler process for designing assessments for educational DGs.…”

“…Underpinned by the evidence‐centred design framework (Almond et al., 2003; Mislevy et al., 2003) and the principles of constructive alignment (Biggs, 2003), the GBAF offers a user‐friendly and structured approach to assessment design (for detailed design considerations, cf. Udeozor, Chan, et al., 2023). Designed for educators, the GBAF consists of five components that must be aligned for effective assessment: the overall objectives, learning outcomes, game tasks, scoring metrics and grading methods as shown in Figure 1.…”

“…Recently, an educator‐targeted game‐based assessment framework (GBAF) was proposed for designing and implementing assessments for immersive learning (Udeozor, Chan, et al., 2023). The GBAF was developed specifically for educators who are interested in the use of immersive technologies for classroom teaching, but who lack the experience needed to design assessment tasks for measuring learning in such complex environments.…”

“…The GBAF was developed specifically for educators who are interested in the use of immersive technologies for classroom teaching, but who lack the experience needed to design assessment tasks for measuring learning in such complex environments. The application of the GBAF to the design and implementation of assessments for a VR game and a computer game has been demonstrated (Udeozor, Chan, et al., 2023; Udeozor, Dominguez Alfaro, & Glassey, 2023). As external assessment methods are still prevalent in applications exploring immersive technologies, the use of the assessment framework is extended to the design of MCQs and essay assessments for a computer game in this paper.…”

An Investigation of Factors Influencing Attitudes Towards Online and Offline Games with the Moderator Effects of Gender in Iran

“…Furthermore, there is a pertinent need to investigate the prevalence of gaming among engineering students, as it has been observed that engagement in video game activities can positively impact student learning outcomes and attitudes (Bodnar et al, 2016). Udeozor et al (2023) also conducted a similar investigation among engineering students, emphasising the significance of studying the relationship between gaming and academic performance. However, it is worth noting that there is a shortage of research examining the perceptions of students, mainly engineering students, in Iran towards gaming.…”