Educational Use and Motivational Elements of Simulation Games for Mining Engineering Students: A Phenomenological Study

Autor/inn/en	Sevim-Cirak, Nese; Yildirim, Zahide
Titel	Educational Use and Motivational Elements of Simulation Games for Mining Engineering Students: A Phenomenological Study
Quelle	In: European Journal of Engineering Education, 45 (2020) 4, S.550-564 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sevim-Cirak, Nese)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2019.1666797
Schlagwörter	Computer Simulation; Computer Games; Educational Games; Mining; Engineering Education; Visualization; Educational Benefits; Addictive Behavior; Time Management; Barriers; Learning Motivation; Information Seeking; Hypothesis Testing; Decision Making; Experiential Learning; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Computer game; Computerspiel; Computerspiele; Educational game; Lernspiel; Abbau; Ingenieurausbildung; Visualisation; Visualisierung; Bildungsertrag; Zeitmanagement; Motivation for studies; Lernmotivation; Informationserschließung; Hypothesenprüfung; Hypothesentest; Decision-making; Entscheidungsfindung; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Türkei
Abstract	This phenomenological study investigates mining engineering students' game playing experiences for educational purposes and seeks to understand the essence of their experiences. In this study, three non-gamer and three-gamer mining engineering students were selected through a criterion sampling method, and then data were collected through in-depth phenomenological interviews and focus group interviews. The study showed that visualisation, learning by doing and motivation were the common themes for the benefits of the use of games in education, whereas addiction, underestimation and time management emerged as the possible problems. Motivational elements were found to be challenge, curiosity, control, information seeking, observation, assessment, hypothesis building and decision making that shaped the participants' experiences. However, games' effect changed based on the personal characteristics and interests of the students. It can be claimed that the findings of this study indicate promising results in the use of games in mining engineering education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01