scholarly journals Can Game-based Learning Facilitate Civics, Negotiation and Conflict Management Attributes? Research Evidence from Greek University Students

2021 ◽  
Vol 12 (1) ◽  
pp. 4411-4423
Author(s):  
Eleni Makri
Keyword(s):  
University Students ◽  
Conflict Management ◽  
Research Evidence ◽  
Game Based Learning

To Play or to Learn?

2015 ◽  
Vol 5 (1) ◽  
pp. 56-74 ◽  
Author(s):  
Joan J. Erickson
Keyword(s):  
Game Design ◽  
Research Evidence ◽  
Math Education ◽  
Game Based Learning ◽  
Mathematical Concepts ◽  
Positive Effects ◽  
Educational Implications ◽  
And Performance ◽  
Concept Building ◽  
Math Concepts

Research evidence of the last two decades indicates positive effects of game-based learning on students' attitude and performance in math education. Game-based Internet math sites are geared to help students stay motivated and master grade-appropriate math concepts. This review presents One) a literature review on game-based learning via instructional design and game design considerations, Two) a tabulated review of 30 Internet math games from a math educator's first-hand experience in playing and critiquing in reference to Grades 6th - 8th players' motivation and cognition. Its educational implications include helping educators (a) select Internet math games with a heightened awareness of Internet games' motivational factors and concept-building potential during gameplay and (b) incorporate game-based technology to foster meaningful immersion when students explore mathematical concepts.

scholarly journals El escape room como estrategia didáctica en el Máster de Profesorado (Escape room as a didactical strategy in the Master’s degree in Teacher Learning)

Retos ◽  
2021 ◽  
Vol 44 ◽  
pp. 221-231
Author(s):  
Carmen Navarro Mateos ◽  
Isaac José Pérez-López
Keyword(s):  
University Students ◽  
Teacher Learning ◽  
Quantitative Data ◽  
Creative Thinking ◽  
Active Role ◽  
Game Based Learning ◽  
Student Body ◽  
Emotional Management ◽  
The University ◽  
Open Question

  Ante la falta de motivación del alumnado universitario, se hacen necesarias metodologías activas que les brinden un rol protagonista dentro del proceso de enseñanza-aprendizaje. Dentro de ellas encontramos el aprendizaje basado en juegos, destacando el enorme auge en los últimos años de los escape rooms en los procesos formativos. En este artículo se pretende analizar lo que este tipo de planteamientos puede generar en el contexto universitario, a través de las percepciones y valoraciones del alumnado del máster de profesorado, tras participar en un escape room digital basado en la película Matrix. La metodología utilizada fue mixta, utilizando la escala GAMEX para obtener datos cuantitativos sobre cada una de las dimensiones que esta mide, relacionadas con la participación en experiencias gamificadas. Esta información se complementó con un cuestionario con una única pregunta abierta para que pudieran compartir sus opiniones y experiencias, haciendo un procesamiento cualitativo de dicha información. Los resultados muestran valores muy positivos en el disfrute/diversión, el grado de absorción, el pensamiento creativo y dominio y la activación del alumnado. Además, el planteamiento potenció la gestión emocional, fundamental en los futuros docentes, pues también aparecen sentimientos como la frustración o la molestia. El hecho de vivir estas experiencias en primera persona permite a los estudiantes conocer su potencial y dificultades de cara a poder aplicarlas en un futuro en las aulas.  Abstract. When facing the lack of motivation of university students, it is necessary to use active methodologies which will provide the students with an active role. Among them, we find game-based learning, we highlight the huge peak in the last few years of escape rooms among the formative processes. In this article, we analyse what can be generated in the university context with this type of approach, through the perceptions and reviews of the student body from the MA in Teaching after they take part in a digital escape room based on the movie Matrix. The employed methodology is a mixed one, using the GAMEX scale to obtain quantitative data about every single one of the dimensions measured by the scale that are relates to the participation in gamified experiences. This information was complemented with an open-question based questionnaire so the students could share their opinions and experiences, making use of qualitative way of processing this information. The results show very positive values in the enjoyment/fun, grade of absorption, creative thinking and dominion and the student body’s activation. Furthermore, this approach boosted emotional management, something fundamental in future teachers since they also feel frustration or annoyance. The fact they lived this experience directly allows the students to know their potential and their difficulties so they can apply them in the future.

scholarly journals TOWARDS AN UNDERSTANDING OF UNIVERSITY STUDENTS’ RESPONSE IN TIMES OF PANDEMIC CRISIS (COVID-19)

2020 ◽  
Vol 7 (7) ◽  
Author(s):  
Ioannis Kamarianos ◽  
Anthi Adamopoulou ◽  
Haris Lambropoulos ◽  
Georgios Stamelos
Keyword(s):  
Young People ◽  
University Students ◽  
Online Teaching ◽  
Research Evidence ◽  
New Technologies ◽  
The Novel ◽  
Attitudes And Behaviors ◽  
Empirical Base ◽  
Young Students ◽  
Novel Coronavirus

<p>In response to the need for more research evidence, as an empirical base for discussion on the experiences of young people, the current study aims to contribute to the discussion on their attitudes and behaviors in times of pandemic crisis. It is of great importance, that under the pressure of social limits on social distancing for the novel Coronavirus (COVID-19), young students have to adapt more efficiently with new technologies both every day and for educational practices, where their experiences involve multiple, complex and overlapping social and digital universes. According to the findings of this study, it is clear that as long as universities were closed, most of the/our young students did not have any difficulty in switching to online teaching. In addition, the participants' responses show that as Gen Z’s, they want to have the ability to learn new skills and make new experiences.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0684/a.php" alt="Hit counter" /></p>

THE DEVELOPMENT OF SOFT SKILLS THROUGH GAME BASED LEARNING AMONG UNIVERSITY STUDENTS

2020 ◽  
Author(s):  
Pilar Martín-Hernández ◽  
Juan Luis Azkue Beteta ◽  
Ana Isabel Gil-Lacruz ◽  
Marta Gil-Lacruz ◽  
Ana Cristina Tesán Tesán
Keyword(s):  
University Students ◽  
Soft Skills ◽  
Game Based Learning

Using a game-based learning approach in teaching overall equipment effectiveness

2019 ◽  
Vol 26 (3) ◽  
pp. 489-507 ◽  
Author(s):  
Marcus Bengtsson
Keyword(s):  
University Students ◽  
Lean Manufacturing ◽  
Performance Indicator ◽  
The Novel ◽  
Industrial Workers ◽  
Game Based Learning ◽  
Training Material ◽  
Content Type ◽  
Long Time ◽  
Practical Implications

Purpose The purpose of this paper is to develop a novel training material for the performance indicator overall equipment effectiveness (OEE) in the form of a game-based learning (GBL) approach to be used in Industry and University context. The paper will present the development of the game as well as results from tests of the game with Industry employees and University students. Design/methodology/approach The data that are used in the game have been acquired from real OEE data logs of a reference company. The game has been refined iteratively using feedback from the participants of the tests. Findings The paper presents the game with its components and learning objectives. A comparison of various theoretical factors on GBL and the novel training material is performed and future improvements are suggested. Research limitations/implications The game has been developed based on OEE data logs from only one reference company. Practical implications The training material and specifically the game can be used to train Industrial workers and University students to better envision OEE as a performance indicator. Originality/value Serious games on lean manufacturing have been developed and played for a long time. While some of these games include OEE as an important result parameter, none really demonstrates how it is measured and analyzed.

scholarly journals Digital game-based learning of information literacy: Effects of gameplay modes on university students’ learning performance, motivation, self-efficacy and flow experiences

2021 ◽  
Vol 37 (2) ◽  
pp. 152-170
Author(s):  
Di Zou ◽  
Ruofei Zhang ◽  
Haoran Xie ◽  
Fu Lee Wang
Keyword(s):  
University Students ◽  
Information Literacy ◽  
Self Efficacy ◽  
Role Playing ◽  
Learning Performance ◽  
Game Based Learning ◽  
Post Test ◽  
Role Playing Game ◽  
Flow Experiences ◽  
Literacy Effects

Information literacy (IL) is important for university students. In this research, we developed a digital role-playing game to enhance students’ learning of IL and investigated the effects of gameplay modes on their learning performance, motivation, self-efficacy and flow experiences. A total of 90 students participated in the study and played the game in collaborative, competitive and solo modes. Their IL knowledge was measured through a post-test after they completed the game and associated exercises. Their motivation, self-efficacy and flow experiences were evaluated through a questionnaire survey. The results indicated statistically significant effects of the gameplay modes on the students’ learning performance, motivation, self-efficacy and flow experiences. The solo mode was inferior to the other two in all four aspects. The collaborative mode significantly outperformed the competitive mode in terms of enhancing learning performance and flow experience, while the competitive mode was significantly better in terms of promoting self-efficacy. These two modes were similarly effective in the dimension of motivation. Based on the results, we suggest that students play games in the collaborative or competitive modes when conditions permit. We also advise teachers to provide students with rich opportunities for discussion, collaboration and interaction and believe that an appropriate competitive atmosphere is important.

scholarly journals Simulated scenes: a pedagogical experiment to reflect about conflict management in nursing care

2020 ◽  
Vol 73 (suppl 5) ◽  
Author(s):  
Paulo Sérgio da Silva
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Qualitative Study ◽  
University Students ◽  
Conflict Management ◽  
Nursing Care ◽  
Nursing Student ◽  
Body Language ◽  
Public College ◽  
The City

ABSTRACT Objective: To describe simulated scenes on conflict management in nursing care, created by university students; and to identify the skills and attitudes needed by the nursing student to manage conflicts in health care. Methods: This is a qualitative study conducted with 28 university nursing students from a public college located in the city of Boa Vista, Roraima. The strategy adopted for the production of data was the simulation of scenes of conflict. The data were analyzed according to Bardin’s methodology. Results: Four conflict scenes were produced, involving nurses and nursing technicians, health managers, multiprofessional health teams, and patient care. In this context, 274 record units were identified regarding skills and attitudes for nurses to manage conflicts. Final Considerations: The skills and attitudes essential for conflict management were: effective verbal communication, body language observation, knowing how to listen, negotiate, make decisions, be neutral, impartial, and how to lead democratically.

Sign in / Sign up

Export Citation Format

Share Document