The CHEM Jam - how to integrate a game creation event in curriculum-based engineering education

Fornós, Sílvia; Udeozor, Chioma; Glassey, Jarka; Čermák, Daniel

doi:10.1016/j.ece.2022.04.001

Cited by 7 publications

(6 citation statements)

References 9 publications

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“…Sierra, J; Rodriguez-Conde, M.J. (2023) [22] Questionnaires were administered at the beginning and end of the program, consisting of semi-open opinion questions, as well as a 7-item Likert scale questionnaire to measure the level of agreement among the students. 6 Fornós, S; Udeozor, C; Glassey, J; Cermak-Sassenrath, D. (2022) [11] Through the teacher's objective understanding and through oral tests, student-centered activities can be integrated into curriculum-based education if the evaluation of the activity is aligned with the learning objectives.…”

Section: N Authors and Date Of Publication Evaluation Methods (Rq6)mentioning

confidence: 99%

“…There were restrictions on interaction due to the COVID-19 pandemic. 6 Fornós, S; Udeozor, C; Glassey, J; Cermak-Sassenrath, D. ( 2022) [11] The information was collected at a single timepoint and from a relatively small sample (49 students). The activity (CHEM Jam) was included with little advance notice.…”

Section: N Authors and Date Of Publication Evaluation Methods (Rq6)mentioning

confidence: 99%

“…The literature review highlights the research on video games, gamification, and gamebased learning in terms of the benefits of using these methods to facilitate the understanding of the contents [8], the involvement of students in the subjects [9], creativity and innovation [10], or social competence [11]. Although GBL and gamification have been applied at several educational stages, including higher education, with some success stories and other failed experiences [12], in the systematic review carried out, only nine articles were found related to the use of GBL and educational sustainability in higher education.…”

Section: Literature Reviewmentioning

confidence: 99%

“…According to the most used research methods in the selected works (RQ1), Table 6 shows that four studies used mixed methods and five were developed using quantitative methods. From a quantitative perspective, the Likert-type questionnaire was the most commonly used tool [20][21][22][23][24], but complementary evaluations can also be observed, such as semi-open questions [9][10][11]19] and the analytical scoring of game levels developed in the methodological essay of the research study [11] or records [24].…”

Section: Questionmentioning

confidence: 99%

“…Sierra, J; Rodriguez-Conde, M.J. (2023) [22] Helping students to better understand complex and multidimensional concepts such as poverty, inequality, and financial and social inclusion in a developing context. Fornós, S; Udeozor, C; Glassey, J; Cermak-Sassenrath, D. (2022) [11] Addressing future sustainability and energy issues. Udeozor, C., Russo Abegao, F. y Glassey, J.…”

Section: Questionmentioning

confidence: 99%

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Impact of Video Games, Gamification, and Game-Based Learning on Sustainability Education in Higher Education

Pineda-Martínez,

Llanos-Ruiz,

Puente-Torre

et al. 2023

Sustainability

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Today, the European Union and the governments of its constituent countries are focused on the development of the Sustainable Development Goals (SDGs) and the 2030 agenda—something that has been translated into education itself. Video games, gamification, and game-based learning have become different strategies and tools to enhance the learning process and some of the growing approaches used by teachers to develop sustainable education in classrooms. This research aims to analyze the characteristics to promote sustainability in education using games and technology, specifically in terms of learning benefits for higher education. A systematic review of the literature was conducted following the PRISMA methodology. At first, 2025 documents were found; after the filtering phases, the number of articles was reduced to 9, which were subsequently analyzed in depth. The results indicated that the benefits of the use of games mediated by technologies include the following: it favors education for sustainability, and it promotes the educational inclusion and the work of various social skills, such as collaborative and cooperative work. Also, there was an increase in the number of publications between 2019 and 2023, reflecting the growing interest in the topic. However, there are some research gaps in this field.

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Section: N Authors and Date Of Publication Evaluation Methods (Rq6)mentioning

confidence: 99%

Section: N Authors and Date Of Publication Evaluation Methods (Rq6)mentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Questionmentioning

confidence: 99%

Section: Questionmentioning

confidence: 99%

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Impact of Video Games, Gamification, and Game-Based Learning on Sustainability Education in Higher Education

Pineda-Martínez,

Llanos-Ruiz,

Puente-Torre

et al. 2023

Sustainability

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How do we learn in and from Hackathons? A systematic literature review

Schulten,

Chounta

2024

Educ Inf Technol

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This paper presents an analysis of the current research landscape around hackathons and hackathon-like events as opportunities and means for learning. In particular, we aimed to explore how hackathon-like events are utilized to promote learning, what systematic approaches are used to orchestrate learning in such events, and to what extent knowledge is systematized and standardized in this context. To that end, we conducted a Systematic Literature Review following established guidelines. In this review we studied 39 research papers published over a 10-year span. Our findings indicate that no standardized setup for hackathons to promote learning and to assess learning outcomes has been investigated exhaustively. We did not find a systematic approach to reliably produce or measure learning effects in hackathons. Most of the reviewed papers relied on perceived learning for the assessment of learning. Based on the consulted literature, this does not provide comprehensive proof of positive learning outcomes from hackathons. We, therefore, conclude that additional research is needed to gather insights and consequently work toward solidifying the role of hackathons as learning tools. This work contributes to exploring the landscape and proposing research directions for capitalizing on the potential of hackathons and similar events for learning.

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