Using Game-Based Learning to Foster Critical Thinking in Student Discourse

Cicchino, Marc I.

doi:10.7771/1541-5015.1481

Cited by 79 publications

(57 citation statements)

References 32 publications

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“…GBL provides the freedom for students to engender knowledge construction [20]. This can ensure students' ability to cope with the complicated situation in real life context.…”

Section: Game-based Learningmentioning

confidence: 99%

The effects of scenario-epistemic game approach on professional skills and knowledge among chemical engineering students

Wun

Harun

2014

2014 IEEE 6th Conference on Engineering Education (ICEED)

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This paper described the gap of the current pedagogy approaches that could not meet the increasing requirement for the 21 st century engineers. This was because of inadequate chances for future engineer to develop their professional skills. The purpose of this study was to examine the effect of using scenario-epistemic game among chemical engineering students. This instructional approach stimulated the chemical engineering students towards acquisition of professional skills and knowledge. This study indicated as a new contribution to game-based learning where a framework that centering on professional skills and knowledge development is suggested. The outcome of dealing the scenario-epistemic game was beyond the sense of enjoyment and engagement. Therefore, effective 21 st century chemical engineers can be produced.Keywords-21 st century engineer, game-based learning, instructional approach, scenario-epistemic game, professional skills, professional knowledge.

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“…GBL provides the freedom for students to engender knowledge construction [20]. This can ensure students' ability to cope with the complicated situation in real life context.…”

Section: Game-based Learningmentioning

confidence: 99%

The effects of scenario-epistemic game approach on professional skills and knowledge among chemical engineering students

Wun

Harun

2014

2014 IEEE 6th Conference on Engineering Education (ICEED)

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“…The primary communication found within a game space is the sharing of information or ideas, but this tends to precede critical thinking discussions. Marc Cicchino (2015) developed a social studies board game for eighth graders that emulated the French and Indian War in colonial America. Students formed teams that represented each of the nations involved in the conflict, with each team provided with different start and end conditions for the game.…”

Section: Problem Solving and Collaboration In Game Spacesmentioning

confidence: 99%

Untitled

2020

OJER

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1. Introduction Current curricular frameworks are emphasizing the need for students to learn how to communicate and work collaboratively because the problems that they will face as adults are too complex for one person alone to solve. The Partnership for 21 st Century Learning (2015) places communication and collaboration equal to critical thinking skills as necessary for learning and innovation. Both the ELA Anchor Standards and the Mathematics Practice Standards in the Common Core State Standards list speaking to, listening to, and reasoning with others as essential skills for critical thinking in language arts and mathematics (National Governors Association Center for Best Practices, & Council of Chief State School Officers, 2010). These and other frameworks suggest that proximal processes are essential for successful problem solving, but (1) what are the characteristics of these proximal processes, and (2) how do they affect problem solving? An additional aspect to consider is problem solving as it relates to context. James Gee argues that serious games are natural environments for both problem solving scenarios and proximal processes, but school is not. In serious games, players interact with other players and/or non-player characters in order to gain skills, resources, and possible solutions for the problems presented in the game. Additionally, players form affinity spaces, which are networks of other people with like interests for the purposes of sharing information, mentoring, and extending the game world beyond its original design (Gee, 2007). School, however, still relies on individual effort and assessment. The primary flow of information is linear rather than networked; policies inform

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“…A carried out pure research in a science learning obtained results shows success in terms of enthusiasm and enthusiasm of students to take part in education. So the authors conclude brain teasers are ranking one can increase students' interest in learning physics [18], [19]. The purpose of this study was to determine whether or not there was an increase in student interest in physics before and after the treatment of brain games in ranking one.…”

Section: B Brain Game Ranking Onementioning

confidence: 99%

The Brain Game Ranking One to Increase Learning Interest in Physics: A Case Study

Donuata¹,

Prasetyo²,

Sulisworo³

2019

Proceedings of the 2019 Ahmad Dahlan International Conference Series on Education &Amp; Learning, Social Science &Amp; Humaniti

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Learning physics in the school often become the scourge of frightening and avoided by the students because it is considered difficult to understand. This case caused the student's interest in learning physics becomes reduced. The way to overcome this case is to create an atmosphere of learning physics through various teaching styles, for example, using brain games ranking one. Brain games Ranking One was a form of the game to improve and test students' ability, whether cognitive, affective, and psychomotor. Brain games ranking one is a way of answering questions with writing down answers on the board answers that had been provided with a limited time of each item, after a written response on the board, the teacher asked students to lift the whiteboard to show answers. A student with the wrong answer will be disqualified until only one student left will be the Ranking one's winner. This research aims to find out a relationship between brain games ranking one and increased interest in learning physics. Sample of this research is 180 students from tenth-grade and eleventh-grade. This study uses a qualitative descriptive and questionnaire instrument at the beginning of class and the end of course. At the beginning of class, there are 41 students (34% respondents) not interest in study physics and 62 students (34% respondents) not interest in study physics. After the class with Ranking One games, there are 93 students (51% respondents) became interested in studying physics, 68 students (38% respondents) interest to study physics and only seven students (4% respondents) not interest to study physics. This matter points out that brain games Ranking One can increase student's physics learning the importance.

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Using Game-Based Learning to Foster Critical Thinking in Student Discourse

Cited by 79 publications

References 32 publications

The effects of scenario-epistemic game approach on professional skills and knowledge among chemical engineering students

The effects of scenario-epistemic game approach on professional skills and knowledge among chemical engineering students

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The Brain Game Ranking One to Increase Learning Interest in Physics: A Case Study

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