Using gamification for engagement and learning in electrical and computer engineering classrooms

Marasco, Emily; Behjat, Laleh; Eggermont, Marjan; Rosehart, William; Moshirpour, Mohammad; Hugo, Ronald J.

doi:10.1109/fie.2016.7757352

Cited by 8 publications

(5 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The present study examines the use of gamification in various fields, including software, computer science, and electrical and electronics engineering, with the participation of students enrolled in these programs. Researchers have determined that difficult concepts and overwhelming workloads cause a loss of motivation and a decrease in the level of engagement in engineering students (Marasco et al, 2016;Ruipérez-Valiente et al, 2017). To solve these problems, the studies conducted in the abovementioned fields suggested the use of gamification in the learning environment, curriculum (e.g., Uskov & Sekar, 2014), and course (e.g., Díaz-Ramírez, 2020;Ntokos, 2019;Pastushenko et al, 2019;Söbke, 2019) or course activities, such as laboratory work, discussions, homework, and projects (e.g., Hammerschall, 2019;Kim et al, 2016Kim et al, , 2018Lambruschini & Pizarro, 2015;Leung & Pluskwik, 2018;Marasco, et al, 2016).…”

Section: Where?mentioning

confidence: 99%

“…Researchers have determined that difficult concepts and overwhelming workloads cause a loss of motivation and a decrease in the level of engagement in engineering students (Marasco et al, 2016;Ruipérez-Valiente et al, 2017). To solve these problems, the studies conducted in the abovementioned fields suggested the use of gamification in the learning environment, curriculum (e.g., Uskov & Sekar, 2014), and course (e.g., Díaz-Ramírez, 2020;Ntokos, 2019;Pastushenko et al, 2019;Söbke, 2019) or course activities, such as laboratory work, discussions, homework, and projects (e.g., Hammerschall, 2019;Kim et al, 2016Kim et al, , 2018Lambruschini & Pizarro, 2015;Leung & Pluskwik, 2018;Marasco, et al, 2016). These studies revealed that there was an increase in selfefficacy, motivation, engagement, and learning for engineering students when the instruction was gamified.…”

Section: Where?mentioning

confidence: 99%

See 1 more Smart Citation

Gamification in Education: Why, Where, When, and How?—A Systematic Review

ZEYBEK

Saygı

2023

Games and Culture

View full text Add to dashboard Cite

Defined as the utilization of game elements in nongame environments, gamification has been frequently used in education in recent years. The aim of the present study is to summarize the studies previously conducted on the use of gamification in education through a systematic literature review. When the studies conducted in 2000–2021 were examined, four main dimensions came to the fore: (i) the aim of gamification studies, (ii) the learning fields where gamification studies were carried out, (iii) the level of education at which gamification studies were carried out, and (iv) how gamification was integrated into the learning environment. The results showed that gamification is used for various educational purposes, at many learning levels in various environments, and in a wide variety of learning fields. In most of the studies, the positive effects of gamification and its potential to solve problems in education were reported.

show abstract

Section: Where?mentioning

confidence: 99%

Section: Where?mentioning

confidence: 99%

Gamification in Education: Why, Where, When, and How?—A Systematic Review

ZEYBEK

Saygı

2023

Games and Culture

View full text Add to dashboard Cite

show abstract

“…A bibliographical research on the need for pedagogical innovation in HE allowed identifying some fundamental characteristics that this tool should have, as presented in Table 1. Given the identified characteristics, the game-based learning (Marasco et al, 2017)…”

Section: Brief Description Of the Developed Pedagogical Board Gamementioning

confidence: 99%

Pedagogical innovation to captivate students to ethics education in engineering

Monteiro

Sousa

2023

JARHE

View full text Add to dashboard Cite

PurposeThe purpose of the article is to develop an innovative pedagogic tool: an escape room board game to be played in-class, targeting an introduction to an ethics course for engineering students. The design is student-centred and aims to increase students' appreciation, commitment and motivation to learning ethics, a challenging endeavour for many technological students.Design/methodology/approachThe methodology included the design, development and in-class application of the mentioned game. After application, perception data from students were collected with pre- and post-action questionnaire, using a quasi-experimental method.FindingsThe results allow to conclude that the developed game persuaded students be in class in an active way. The game mobilizes body and mind to the learning process with many associated advantages to foster students' motivation, curiosity, interest, commitment and the need for individual reflection after information search.Research limitations/implicationsThe main limitation of the game is its applicability to large classes (it has been successfully tested with a maximum of 65 students playing simultaneously in the same room).Originality/valueThe originalities and contributions include the presented game that helped to captivate students to ethics area, a serious problem felt by educators and researchers in this area. This study will be useful to educators of ethics in engineering and will motivate to design tools for a similar pedagogical approach, even more so in areas where students are not especially motivated. The developed tool is available from the authors at no expense.

show abstract

“…Um exemplo é o desenvolvimento de atividades colaborativas entre os discentes, no andamento das aulas. Marasco et al (2016) afirmaram que metodologias que usam Gamificação foram aplicadas no ensino de tecnologias do curso de engenharia. O estudo dos autores focou no aprendizado de algoritmos e ferramentas de programação.…”

Section: Introductionunclassified

GamificaÃ§Ã£o e realidade aumentada em processos de ensino-aprendizagem: uma revisÃ£o sistemÃ¡tica da literatura

Rosa¹,

Oliveira²,

Zorzal

2021

Br. J. Ed., Tech. Soc.

View full text Add to dashboard Cite

This paper presents a Systematic Literature Review (RSL) on the use of Gamification and Augmented Reality applied in Education. RSL enabled mapping and knowledge of the current state of related studies. Thirty articles related to the state of the art were analyzed. From the analysis, it was found that there is no specific learning assessment methodology when applying the Augmented Reality and Gamification tools. An analysis of the results was made to answer the research questions. The study showed that lack of programming knowledge is also a factor that hinders the advancement of research since the researcher must know how to develop the application or have in his team someone who has the competence to do so. Finally, we present the comparatives and analyzes of the studies to obtain answers based on the research questions developed.

show abstract

Using gamification for engagement and learning in electrical and computer engineering classrooms

Cited by 8 publications

References 4 publications

Gamification in Education: Why, Where, When, and How?—A Systematic Review

Gamification in Education: Why, Where, When, and How?—A Systematic Review

Pedagogical innovation to captivate students to ethics education in engineering

GamificaÃ§Ã£o e realidade aumentada em processos de ensino-aprendizagem: uma revisÃ£o sistemÃ¡tica da literatura

Contact Info

Product

Resources

About