A New Approach to Gamification in Engineering Education: The Learner-Designer Approach to Serious Games

Autor/inn/en	Paciarotti, Claudia; Bertozzi, Gabriele; Sillaots, Martin
Titel	A New Approach to Gamification in Engineering Education: The Learner-Designer Approach to Serious Games
Quelle	In: European Journal of Engineering Education, 46 (2021) 6, S.1092-1116 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2021.1997922
Schlagwörter	Game Based Learning; Educational Games; Engineering Education; Undergraduate Students; Instructional Effectiveness; Teaching Methods; Student Developed Materials; Design; Academic Achievement; Correlation; Active Learning; Affective Measures; Positive and Negative Affect Schedule + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Ingenieurausbildung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Korrelation; Aktives Lernen
Abstract	Gamification is usually defined as the use of game structure components in circumstances that are not commonly associated with games. In engineering studies, Gamification and its sub-concept of Serious Games are rather widespread pedagogical models. Just like in other application scopes, the approach to their utilisation or analysis is always concerned with the players, their psychological experience and the relevance of their learning outcomes. The aim of this work is to illustrate the results of a different approach, the 'Learner-Designer Approach to Serious Games' (LDASG). The study was carried out through a single group variation on the two-group posttest-only randomised experiment and performed on 79 second year undergraduate students of an Industrial Plant Design course within a Management Engineering programme. Quantitative data on the students' learning performance and learning experience were collected through a test and a questionnaire, respectively. The test results were analyzed by means of the Paired Samples Test and effect sizes were calculated. As to the questionnaire, a descriptive analysis was employed. The outcomes obtained show how LDASG can successfully compete with other active learning methodologies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01