Teaching and Learning Object-Oriented Analysis and Design with 3D Game

Inayat, Irum; Inayat, Zubaria; Amin, Rooh Ul

doi:10.1109/fit.2016.017

Cited by 9 publications

(4 citation statements)

References 23 publications

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“…Specifically in engineering education, VR has shown positive learning outcomes compared to traditional teaching methods. Such outcomes include an increased understanding of automation [61], a focus on visualizing projects and systems [62], improved learning in software engineering development training compared to traditional methods [63], and greater understanding in classes on mechanical testing [64]. Specifically for engineering software development, VR may lead to more than 100% improvement in learning [65].…”

Section: Vr and Impact On Learningmentioning

confidence: 99%

Boosting Engineering Education with Virtual Reality: An Experiment to Enhance Student Knowledge Retention

Anjos,

Martins,

Rodrigues

et al. 2024

ASI

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This article is about experiments investigating teaching and learning processes and their effects on students. Specifically, the laboratory experiment method aims to determine if using virtual reality in classes leads to better learning outcomes, knowledge retention, satisfaction, engagement, and attractiveness compared to traditional teaching methods. The study found that students who used VR (Experimental Group—EG) had significantly better learning outcomes (with an average of 5.9747) compared to the control group (Control Group—CG), who only had traditional classes (with an average of 4.6229). The study employed a Likert scale from 1 to 7. The difference between EG and CG was 29.2%. Furthermore, the study found that students in the EG had higher knowledge retention, satisfaction, engagement, and attractiveness compared to the CG. All measurements were above 6.4 on the same scale. This study is important because it explores innovative teaching methods and their potential to improve learning outcomes, satisfaction, and efficiency. It also opens up avenues for further research on teaching methodologies for undergraduate students.

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Section: Vr and Impact On Learningmentioning

confidence: 99%

Boosting Engineering Education with Virtual Reality: An Experiment to Enhance Student Knowledge Retention

Anjos,

Martins,

Rodrigues

et al. 2024

ASI

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“…Kalinga [8] taught computer science and engineering students how to use the edge-as-you-learn method to teach object-oriented analysis and design, covering the requirement analysis and design stages of software development and applying this method to actual software development. Inayat et al [9] proposed a 3D game for learning object-oriented analysis and designing courses to simulate real-world projects. Empirical investigations have shown that learning through practical experience can improve students' learning outcomes, knowledge of software process concepts, and project completion rates.…”

Section: Literature Reviewmentioning

confidence: 99%

Case-Guided Multi-Project Synchronized Implementation Strategy in Object-Oriented Analysis and Design Course Teaching

Yao

Gao

2023

Sustainability

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To address the challenges in teaching object-oriented analysis and design, such as abstract course content, limited practical skills among students, difficulty stimulating interest, and difficulty in achieving high-quality and inclusive education, based on an in-depth analysis of the course’s knowledge system and teaching objectives, we proposed an innovative teaching strategy from the perspective of sustainable development. This strategy takes the analysis and design of software projects selected by students as the main focus and teacher case guidance as the entry point, connecting theoretical knowledge and teaching practice, and is called “case guidance multi-project synchronous implementation”. Simultaneously, we reshaped the teaching process and reformed the course assessment to adapt to this new teaching strategy. The results of its implementation show that this strategy not only helped students to better understand and apply object-oriented analysis and design but also enhanced their interest and sense of access to the course, successfully improving the achievement of the course objectives and significantly promoting students’ innovation and practical skills, providing an effective way to achieve high-quality and inclusive education and the promotion of lifelong learning. The successful implementation of this teaching strategy provides a strong reference for teaching reform in similar courses.

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“…Based on the impacts seen in production engineering, it is stated that generating teaching-learning processes that form the student more completely, without gaps, potentially impact organizational competition at times when they enter the job market, due to the improvement of the learning and satisfaction rates of students who use it in the teaching environment (Ehmann & Wittenberg, 2018;Fiorentino et al, 2009;Inayat et al, 2016). Therefore, the application of teaching approaches that use virtual or augmented reality in production engineering would yield results, making the subject relevant for discussion.…”

Section: Title Authors (Publication Year)mentioning

confidence: 99%

Virtual and augmented reality application in production engineering teaching-learning processes

Anjos

Rocha

Silva

et al. 2020

Prod.

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The application of technologies in the teaching-learning processes is increasingly common. One of the current strategies is the use of virtual and augmented reality, which generates a learning condition in a virtual environment and provides the enhancing cognitive performance of the students. This article presents a review of the literature on the application of technologies for engineering education and in production engineering application gaps and impacts on competitiveness. According to Kaliská (2012), learning processes can occur in many ways, such as practicing, listening, visualizing, and discussing. Each teacher varies their teaching methods, choosing discussions, demonstrations, exercises. Gil (2010) explains that the approach that interconnects students and teachers in the process of more significant interaction is cognitivist. The cognitivist approach has, as its primary objective, to privilege mental processes and cognitive skills. The contents should be tailored to students' experiences, and methodologies need to be selected so that they can learn by doing. The teacher does not assume a central position; the student is the one who should be focused on being the center of the learning process, thinking, and building their knowledge (Gil, 2010).

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Teaching and Learning Object-Oriented Analysis and Design with 3D Game

Cited by 9 publications

References 23 publications

Boosting Engineering Education with Virtual Reality: An Experiment to Enhance Student Knowledge Retention

Boosting Engineering Education with Virtual Reality: An Experiment to Enhance Student Knowledge Retention

Case-Guided Multi-Project Synchronized Implementation Strategy in Object-Oriented Analysis and Design Course Teaching

Virtual and augmented reality application in production engineering teaching-learning processes

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