Video games can develop graduate skills in higher education students: A randomised trial

Barr, Matthew

doi:10.1016/j.compedu.2017.05.016

Cited by 121 publications

(100 citation statements)

References 12 publications

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“…In higher education and in the computer engineering field, related works have showed that even noncontext related games can aid into developing graduate skills (Barr, 2017). Examples of recent works using games in computer engineering include games allowing students to collaborate and experience simulated events related to software project management (Maratou et al, 2016), to work on data structures and algorithms (Hakulinen, 2011), to learn a programming language such as C (Ibanez et al, 2014), to be informed about software engineering ethics (Xenos and Velli, 2018), to learn about version control and compete by committing frequently changes in code (Singer and Schneider, 2012) and many more (Losup and Epema, 2014).…”

Section: Related Workmentioning

confidence: 99%

Gamification of in-Classroom Diagram Design for Science Students

Mallas¹,

Xenos²

2019

Proceedings of the International Conference on E-Learning 2019

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Merging the content of learning with the motivation of games can be a successful combination, if done properly and supported by the appropriate tool. Towards this goal, we developed Diagram⊷atic an environment used to gamify the inclassroom activity of designing diagrams during a lecture. Using Diagram⊷atic the professor, instead of lecturing about diagrams or showing examples of such diagrams, can design short games where the students could play by competing during the lecture. Diagram⊷atic is a complete environment offering to the professor a design application to create games and a management application. The management application is used for monitoring the games while students play, as well as to present the results to the students after the end of each game, or to evaluate these results after classroom time. The students may use the mobile application on their mobiles to practice by designing diagrams outside of the classroom, as well as to play a game during classroom time, but only after the professor starts this game. The environment handles the communication from students' mobiles to the professor's applications and vice versa, while the students submit their diagrams or receive the correct ones, so to proceed to follow up games. The current version of Diagram⊷atic is tailored for designing flow graphs used for path testing into a higher education software engineering course, but the environment can be used in any similar case requiring the design of diagrams (e.g. math, physics, chemistry).

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Section: Related Workmentioning

confidence: 99%

Gamification of in-Classroom Diagram Design for Science Students

Mallas¹,

Xenos²

2019

Proceedings of the International Conference on E-Learning 2019

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“…She argues that there are a relatively small number of studies that publish randomised controlled trials, and the majority of them tend to be health‐based interventions. Results from a selection of randomised controlled trial studies report benefits to the use of games in classrooms that include increased accuracy and speed for calculations (Miller & Robertson, ); improvement in communication skills, resourcefulness and adaptability (Barr, ); improvement in attitude towards school (Miller & Robertson, ); and an increase in psycho‐social preparedness for avoiding coercion in relationships (Arnab et al, ).…”

Section: Literature Reviewmentioning

confidence: 99%

A professional development model to facilitate teacher adoption of interactive, immersive digital games for classroom learning

Stieler-Hunt¹,

Jones²

2018

Brit J Educational Tech

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IntroductionThis paper describes the development of a professional development model, which assists cohorts of teachers to use digital games in their classrooms. The model is derived from the experiences of games-using educators who have successfully mentored their teaching colleagues to use digital game-play in their classrooms. It provides a process for games-using educators to support their teaching colleagues to use rich and immersive digital games (IDGs) effectively in their classrooms and encourages teaching colleagues to collaboratively assess the best ways digital games can be used to further student learning.

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“…El vínculo formado entre educación y videojuegos es un binomio en el que se exploran las posibilidades didácticas implícitas en los videojuegos que la literatura científica considera desde hace años (Gee, 2003;Squire, 2008;McGonigal, 2011;Revuelta y Guerra, 2012;Barr, 2017y Shanbari y Issa, 2018. No obstante, en éste estudio se incorpora la perspectiva emocional del videojugador ante lo que percibe en el juego.…”

Section: Introductionunclassified

Percepción de habilidades docentes a través de las emociones mediante el uso de videojuegos de temática social

Antequera

Rodríguez

Domínguez

2018

EDMETIC

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La consideración del juego como herramienta educativa es una constante en la cultura humana. Actualmente, la esencia del juego es la misma, pero han cambiado los formatos para llevarlo a cabo. En éste marco nacen los videojuegos, los cuáles han tenido una vertiginosa evolución considerándose en los últimos años como elementos educativos mediante el Digital Game Based Learning. También se han tenido en cuenta las emociones como elementos propios de los procesos de aprendizaje vinculados con una serie de atributos y habilidades identificados con la docencia. La investigación realizada versa sobre la identificación de aprendizajes de atributos y habilidades docentes y el tratamiento de las emociones a través del análisis de videojuegos con temáticas sociales como son This War of Mine, Papers, please! y Unmanned. Las técnicas de acopio de información han sido la observación y la entrevista. Mediante éstas técnicas los videojugadores deben identificar qué emociones, atributos y habilidades son capaces de experimentar y/o desarrollar mientras están jugando. A modo de conclusión, se puede señalar que el análisis de los videojuegos fue efectivo y se hallaron respuestas emocionales ante acciones desarrolladas en el juego, así como aprendizajes destacados para el docente del siglo XXI presentes en los tres videojuegos.

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Video games can develop graduate skills in higher education students: A randomised trial

Cited by 121 publications

References 12 publications

Gamification of in-Classroom Diagram Design for Science Students

Gamification of in-Classroom Diagram Design for Science Students

A professional development model to facilitate teacher adoption of interactive, immersive digital games for classroom learning

Percepción de habilidades docentes a través de las emociones mediante el uso de videojuegos de temática social

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