scholarly journals Analysis on Educating Mechanical Engineers Through Serious Games Using Pervasive Technologies

2016 ◽  
Author(s):  
Jannicke Madeleine Baalsrud Hauge ◽  
Theodore Lim ◽  
Matthias Kalverkamp ◽  
Florian Haase ◽  
Francesco Bellotti
Keyword(s):  
User Interface ◽  
Learning Outcomes ◽  
Serious Games ◽  
Educational Games ◽  
Learning Experience ◽  
Digital Technologies ◽  
Cyber Physical Systems ◽  
Game Based Learning ◽  
Physical Systems

In the education of mechanical engineers alternative learning methods like serious games, simulations etc. have been used in past decades to better the learning outcomes. However, as digital technologies advance, so too does the quality of commercial game-based learning. This brings the expectation that while serious games are still considered as an experimental pedagogic vehicle, the learning experience among students and their experience of using serious games become heightened. This is a challenge for several educational games that though fully able to progress a learning goal, is deemed detached due to its dated user interface and inability to host the latest ICTs. This creates an unappealing aspect to the student and can also affect their motivation. This paper reports on the early efforts to analyze serious games from the perspective of learning and gaming mechanics and the virtual environment and systems that can be made pervasive. The intention is to re-furbish dated serious games that are highly relevant to educating mechanical engineers. The proposed concepts lie in the adoption of new pervasive technologies enabled by cyber-physical systems (CPS) and Internet of things (IoT) to modernize dated engineering serious games.

scholarly journals Using Formal Game Design Methods to Embed Learning Outcomes into Game Mechanics and Avoid Emergent Behaviour

2017 ◽  
Vol 7 (3) ◽  
pp. 63-73 ◽  
Author(s):  
Simon Grey ◽  
David Grey ◽  
Neil Gordon ◽  
Jon Purdy
Keyword(s):  
Computer Science ◽  
Learning Outcomes ◽  
Game Design ◽  
Learning Experience ◽  
Careful Consideration ◽  
Science Students ◽  
Game Based Learning ◽  
Game Mechanics ◽  
Negative Effect ◽  
The Impact

This paper offers an approach to designing game-based learning experiences inspired by the Mechanics-Dynamics-Aesthetics (MDA) model (Hunicke et al., 2004) and the elemental tetrad model (Schell, 2008) for game design. A case for game based learning as an active and social learning experience is presented including arguments from both teachers and game designers concerning the value of games as learning tools. The MDA model is introduced with a classic game- based example and a non-game based observation of human behaviour demonstrating a negative effect of extrinsic motivators (Pink, 2011) and the need to closely align or embed learning outcomes into game mechanics in order to deliver an effective learning experience. The MDA model will then be applied to create a game based learning experience with the goal of teaching some of the aspects of using source code control to groups of Computer Science students. First, clear aims in terms of learning outcomes for the game are set out. Following the learning outcomes, the iterative design process is explained with careful consideration and reflection on the impact of specific design decisions on the potential learning experience. The reasons those decisions have been made and where there may be conflict between mechanics contributing to learning and mechanics for reasons of gameplay are also discussed. The paper will conclude with an evaluation of results from a trial of computer science students and staff, and the perceived effectiveness of the game at delivering specific learning outcomes, and the approach for game design will be assessed.

scholarly journals Service Differentiated and Adaptive CSMA/CA over IEEE 802.15.4 for Cyber-Physical Systems

2013 ◽  
Vol 2013 ◽  
pp. 1-12 ◽  
Author(s):  
Feng Xia ◽  
Jie Li ◽  
Ruonan Hao ◽  
Xiangjie Kong ◽  
Ruixia Gao
Keyword(s):  
Smart Grid ◽  
Ieee 802.15.4 ◽  
Cyber Physical Systems ◽  
Carrier Sense Multiple Access ◽  
Average Delay ◽  
Physical Systems ◽  
Traffic Conditions ◽  
Parameter Configuration ◽  
Grid Applications

Cyber-Physical Systems (CPS) that collect, exchange, manage information, and coordinate actions are an integral part of the Smart Grid. In addition, Quality of Service (QoS) provisioning in CPS, especially in the wireless sensor/actuator networks, plays an essential role in Smart Grid applications. IEEE 802.15.4, which is one of the most widely used communication protocols in this area, still needs to be improved to meet multiple QoS requirements. This is because IEEE 802.15.4 slotted Carrier Sense Multiple Access/Collision Avoidance (CSMA/CA) employs static parameter configuration without supporting differentiated services and network self-adaptivity. To address this issue, this paper proposes a priority-based Service Differentiated and Adaptive CSMA/CA (SDA-CSMA/CA) algorithm to provide differentiated QoS for various Smart Grid applications as well as dynamically initialize backoff exponent according to traffic conditions. Simulation results demonstrate that the proposed SDA-CSMA/CA scheme significantly outperforms the IEEE 802.15.4 slotted CSMA/CA in terms of effective data rate, packet loss rate, and average delay.

scholarly journals The Effectiveness of Educational Games on Post-Pandemic Learning

2021 ◽  
Author(s):  
Yogi Dwi Satrio ◽  
Cipto Wardoyo ◽  
Sheerad Sahid ◽  
Slamet Fauzan ◽  
Dudung Ma’ruf
Keyword(s):  
High School ◽  
High School Students ◽  
Student Learning ◽  
Learning Outcomes ◽  
Technology Use ◽  
Educational Games ◽  
Student Learning Outcomes ◽  
Game Based Learning ◽  
School Students ◽  
Positive Effect

Learning through interactive media gives additional value to the educational world because it enables learners to represent themselves. Game-based learning promotes learners’ creativity, critical thinking and cognitive skills related to technology use. Previous research discovered that game-based learning has a positive effect on learners. Therefore, in this research, an applied study was conducted on the use of the E-CrowdWar educational game with high school students. The purpose of this study was to determine the effectiveness of using games in learning to improve student learning outcomes. The study was conducted with 100 high school students in Blitar and 100 in Kediri. E-CrowdWar was used during the classroom activities along with in-class learning. An independent sample t-test was used to measure the effectiveness of game-based learning. The integration of games into online learning had a significantly positive effect on student learning outcomes. The pre-test results showed that the average student learning outcome score in both cities was the same, namely 65 points. After implementing game-based learning, student learning outcomes in Kediri increased to 90.74 points and in Blitar to 86.95 points. The study discovered that game-based learning through E-CrowdWar was effective in promoting the students’ academic outcomes, although there were differences in the mean score. Based on the results, game-based learning provides tremendous improvements in learning outcomes and so should be applied, especially in the economic field. Keywords: Gamification, Education, Learning Result

scholarly journals Systematic Review of Enjoyment Element in Health-Related Game-Based Learning

2020 ◽  
Vol 15 (21) ◽  
pp. 40
Author(s):  
Habibah Ab Jalil ◽  
Nurul Amelina Nasharuddin ◽  
Erzam Marlisah ◽  
Ahmad Iqmer Nashriq Mohd Nazan ◽  
Ismi Arif Ismail ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Educational Games ◽  
Learning Experience ◽  
Learning Tools ◽  
Game Based Learning ◽  
Theoretical Understanding ◽  
Uses And Gratification ◽  
Uses And Gratification Theory ◽  
Health Related ◽  
The Individual

Educational games are often used as teaching and learning tools, with studies showing that game-based learning is widely accepted among children and teenagers. The experience of enjoyment typically associated with playing games provides for a deeper learning experience and allows the individual to connect various concepts, skills, and knowledge, as well as sparking creativity. This paper builds upon previous studies of enjoyment in health-based gaming and aims to articulate a definition of enjoyment in gaming. Drawing on Miles’ taxonomy, the review further set out to identify and bridge gaps in our theoretical understanding of enjoyment. Three theories were found to be particularly relevant for explaining the concept of enjoyment in relation to health-based gaming: self-determination theory, flow theory, and uses and gratification theory.

scholarly journals Assuring the Quality of the Course Learning Outcomes Assessment Process

2021 ◽  
Author(s):  
Walid Ibrahim ◽  
Hoda Amer
Keyword(s):  
Learning Outcomes ◽  
Outcomes Assessment ◽  
Learning Experience ◽  
Assessment Process ◽  
Learning Outcomes Assessment ◽  
Proper Actions ◽  
Definition Of ◽  
Intended Learning Outcomes ◽  
Practical Instrument

Learning Outcomes Assessment (LOA) provide educators with a practical instrument to review and enhance the alignment between the planned, delivered and experienced curriculum. Effective LOA processes help educators decide on the proper actions to take and the strategies to implement in order to ensure the continuous improvement of the student learning experience, and the attainment of the intended learning outcomes. Nonetheless, the adoption of LOA in higher education is still lagging and the assessment loop is rarely closed. This is mainly due to the indigent implementation of the assessment processes, and the vague definition of the responsibilities and quality assurance measures. This paper introduces a committee infrastructure to foster accountability and responsibility and assure the quality of the implemented assessment processes. The infrastructure has been established syccessfully over the last few years, and a noticeable improve in the execution of the assessment process has been detected.

Amalgamation of Game-Based Learning With Interactive Instructional Strategies for Active Learner Engagement

2022 ◽  
pp. 31-57
Author(s):  
Ankit Dhamija ◽  
Deepika Dhamija
Keyword(s):  
Instructional Strategies ◽  
Educational Games ◽  
Learning Experience ◽  
Teaching Styles ◽  
Game Based Learning ◽  
Learner Engagement ◽  
Course Content ◽  
Learner Centered ◽  
Teaching Learning ◽  
Active Learner

In recent years, the teaching-learning process in higher education has undergone unprecedented change. Learners from across the world can enroll in any university using online platforms. This learning freedom is fantastic for all stakeholders, but it raises some serious concerns, such as how to ensure effective learner engagement and make the learning experience meaningful for the learners. While technology has aided learning, it has also become a significant source of distraction for students, as they spend too much time on gadgets solely for entertainment. This necessitates innovative and engaging teaching styles from educators. Designing course content as a game makes learning more engaging as learners get a sense of motivation and accomplishment. However, aligning games with lesson plans, designing assessment criteria, and learning outcomes takes a significant amount of time and effort. Hence, this chapter proposes learner-centered interactive instructional strategies that employ GBL to pique learners' curiosity and recommends popular GBL platforms for creating educational games.

Game-based learning in construction management courses: a case of bidding game

2016 ◽  
Vol 23 (1) ◽  
pp. 4-19 ◽  
Author(s):  
Bee Lan Oo ◽  
Benson Teck-Heng Lim
Keyword(s):  
Construction Management ◽  
Teaching And Learning ◽  
Formal Education ◽  
Educational Games ◽  
Learning Experience ◽  
Student Feedback ◽  
Game Based Learning ◽  
Content Type ◽  
Bidding Game ◽  
Game Features

Purpose – The game-based learning has been used very successfully in some areas of formal education. In construction management, there is an increased uptake of games in teaching and learning. Focusing on a bidding game, the purpose of this paper is to evaluate its ability in enhancing students’ learning. The specific objectives are to: examine the effectiveness of the game as a teaching mechanism; explore students’ learning experience, preference and motivation to participate in the game; and identify the relationship between game features and students’ learning experience and overall satisfaction. Design/methodology/approach – This paper adopted a survey research design. A questionnaire survey was conducted in two universities in Australia, involving 100 students in the gameplay. Findings – The results show that the overall student feedback is positive with the vast majority of the students enjoying the learning experience. Students from both institutions have indicated their preference for group-based game sessions. However, the students have divergent opinions about the game incentive and motivation. It is found that there are significant correlations between some of the game features and students’ learning experience and overall satisfaction. Practical implications – The bidding game clearly has potential for adaptation in construction bidding-related courses. Educators could consider incorporating the significant game features towards improving students’ learning experience and overall satisfaction. Originality/value – Given there are limited studies that aimed at evaluating educational games, the student feedback in this research should facilitate more critical and reflective process for incorporating similar form of games in teaching construction management and bidding-related courses.

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