Game-Based Learning Apps in Engineering Education: Requirements, Design and Reception among Students

Autor/inn/en	Jacobs, Eva; Garbrecht, Oliver; Kneer, Reinhold; Rohlfs, Wilko
Titel	Game-Based Learning Apps in Engineering Education: Requirements, Design and Reception among Students
Quelle	In: European Journal of Engineering Education, 48 (2023) 3, S.448-481 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2023.2169106
Schlagwörter	Game Based Learning; Educational Games; Computer Oriented Programs; Engineering Education; Design; Student Attitudes; Expectation; Self Determination; Decision Making; Perceptual Motor Learning; Scores; Guidelines; Gamification; Learning Strategies; Undergraduate Students; Foreign Countries; Germany; Netherlands + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Computerprogramm; Ingenieurausbildung; Schülerverhalten; Expectancy; Erwartung; Selbstbestimmung; Decision-making; Entscheidungsfindung; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung; Richtlinien; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Deutschland; Niederlande
Abstract	There is a lack of research on how game-based learning apps should be designed for engineering education. This paper addresses two research questions: What do engineering students expect from a learning app? Which educational approach and learning app design can meet these requirements? A survey revealed the particular demands of engineering students when using learning apps. They prefer apps that promote transfer of learning. They value a diversified game environment that leaves room for self-determined decisions. They want to use learning apps during five-minute breaks or on-the-go. Social interaction is only of minor importance. Concrete design and content guidelines are derived. Perceptual learning is an appropriate educational approach to meet the requirements. Two universally applicable task types for engineering education are discussed. A case study was conducted to investigate their use in practice. Following the guidelines, an app for heat-and-mass-transfer was generated and its impact on teaching was evaluated. Students considered that their requirements were met. This is reflected in the usage statistics: During one semester, 545 different students played a total of 27,350 games. As a measure of learning progress, the average score per game almost tripled. Apps that follow the guidelines have the potential to become well-accepted learning tools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01