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

Development of Entrepreneurship in Universities

2021 ◽  
Vol 11 (2) ◽  
pp. 32-48
Author(s):  
Jovanna Nathalie Cervantes-Guzmán
Keyword(s):  
Experiential Learning ◽  
University Students ◽  
Business Models ◽  
Soft Skills ◽  
Entrepreneurial Intention ◽  
Student Relationships ◽  
Concrete Experience ◽  
Professional Student

It is necessary for university students to be trained with real cases so that they experience experiential learning, where they have a concrete experience and learn from it. Integrating training, education, and soft skills arm them with the necessary tools to develop an entrepreneurial intention. This will be done by training multidisciplinary work using business models adapted to teaching entrepreneurship. Thus, achieving avoids drifting talent trained in universities, which does not find a stimulus to knowledge to achieve the development of their venture. It should be provided from schoolwork that can lead to potential businesses, through the association of different university careers to generate and enhance multidisciplinary professional student-student relationships.

scholarly journals The Relationship between Social Capital and Soft Skills among University Students

2021 ◽  
pp. 40-46
Author(s):  
Mohd Mahzan Awang ◽  
Jalal Deen Careemdeen
Keyword(s):  
Social Capital ◽  
University Students ◽  
Soft Skills ◽  
Pearson Correlation ◽  
Social Capital Theory ◽  
Male Students ◽  
Soft Skill ◽  
Capital Theory ◽  
The Social ◽  
Significant Difference

This study aims at identifying the level of social capital to improve soft skills among university students in Malaysia. Social capital construct based on Putnam's [1] social capital theory. Social capital in this research refers to students' participation in community-based activities and university's clubs. Soft skills construct included university students' communication, leadership, teamwork, continuous learning, critical thinking, ethics and professionalism, and entrepreneurship skills. This study is a survey research design using a questionnaire instrument for data collection. The sample was chosen randomly, participating in a total of 264 university students in Malaysia. The study used descriptive analyses such as mean, standard deviation, t-test, and Pearson Correlation to analyze the data. The Statistical Package for the Social Sciences (SPSS) Version 23 was used for the data analysis The findings of study demonstrated that the majority of university students had moderate levels of both constructs, namely social capital and soft skills. Results from this study revealed that there was no significant difference in social capital based on Gender. However, the results of the study found there is a significant difference in soft skills based on Gender. Accordingly,' it has been found that male students had a higher soft skill compared to female students. Correlation analysis demonstrated that there was a significant positive relationship between social capital and soft skills. Overall, this study suggests the importance of social capital towards soft skills development.

Genre Differences in Soft Skills Perception and Video Game Usage in the University of Extremadura

2022 ◽  
pp. 28-49
Author(s):  
Sergio Alloza Castillo ◽  
Flavio Escribano ◽  
Óscar Rodrigo González López ◽  
María Buenadicha Mateos
Keyword(s):  
Gender Differences ◽  
Academic Performance ◽  
Video Games ◽  
University Students ◽  
Video Game ◽  
Positive Impact ◽  
Soft Skills ◽  
Negative Effects ◽  
Professional Fields ◽  
The University

The preconceived notion concerning negative effects of video games and students' academic performance is a widely known subject. However, some investigations explore the positive impact of video games on academic performance. With a sample of 247 university students, this chapter studies the perception of both gamers and non-gamers about soft skills and their current relevance in academic and professional fields. The possible relationships linking the intensity of the usage of video games, academic performance, and the perception concerning soft skills are investigated. The results expose a generalized positive perception respecting the relation between video games and the development of soft skills, specifically to the video game genre and its relevance and influence on academic performance, as well as gender differences, where women prevail in emotional and social managements, although this influence is not elevated.

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 Advanced technologies for the development of information competence of university students as transprofessional

2021 ◽  
Author(s):  
Natalia Petrovna Tabachuk
Keyword(s):  
University Students ◽  
Soft Skills ◽  
Educational Process ◽  
Advanced Technologies ◽  
Flash Cards ◽  
Interactive Exercises

The study focuses on advanced technologies associated with the use of interactive and animated videos, web quests with scenario branching, interactive worksheets, flash cards, interactive exercises, training simulators, collaboration services, and others in the educational process. advanced technologies, university students have soft skills as “soft skills” or transprofessional competences, manifested in different fields of activity. One of these transprofessional competences is the information competence of university students. The development of information competence of students of the direction of training "Pedagogical education" as transprofessional is possible through advanced technologies. Attention is drawn to the description of the experience of using such technologies for the development of information competence of university students. Examples of the use of these technologies by students are given.

scholarly journals Análisis de la mejora del nivel de empleabilidad de los universitarios mediante la mejora de competencias transversales y habilidades//Analysis of the increase of the employability level in university students through the improvement of transversal

2019 ◽  
Vol 30 (3) ◽  
pp. 102 ◽  
Author(s):  
Ana Rodríguez Martínez ◽  
Alejandra Cortés Pascual ◽  
Sonia Val Blasco
Keyword(s):  
University Students ◽  
Ad Hoc ◽  
Soft Skills ◽  
Clear Correlation ◽  
University Graduates ◽  
The European Union ◽  
Professional Orientation ◽  
The University ◽  
Professional Guidance ◽  
Competencias Transversales

RESUMENLas soft-skills o competencias transversales se consideran imprescindibles hoy en día para la formación en cualquier campo de conocimiento. Sin embargo, en los servicios de orientación profesional para universitarios todavía no se han incorporado de forma general. El objetivo de la investigación es conocer cómo influye el recibir orientación profesional por competencias transversales en el nivel de empleabilidad de los universitarios-egresados y comprobar si existen diferencias significativas según sexo, edad o situación laboral.Se utiliza un diseño cuasiexperimental pretest-postest con grupo control-experimental. Se lleva a cabo una intervención de orientación por competencias, La muestra es de 748 universitarios-egresados que solicitan orientación profesional y participan en programas subvencionados por la Unión Europea dentro de los programas de los Agentes Sociales de Aragón. Obtenemos la información a través de cuestionarios, entrevistas y de grupos de discusión elaborados (ad hoc). Los datos cuantitativos son analizados con el programa estadístico SPSS y los datos cualitativos son analizados a través de categorización predefinidas y emergentes por segmentos o unidades de análisis y textos transcritos con el software Nvivo.Se halla que la orientación profesional por competencias mejora el nivel de empleabilidad de los universitarios. Recibir orientación profesional por competencias contribuye positivamente a la mejora del nivel de empleabilidad de los universitarios en general y al desarrollo de las competencias transversales y del manejo de los recursos y las herramientas de un modo particular. Existe una clara correlación entre los universitarios-egresados que reciben orientación profesional por competencias y una coyuntura laboral satisfactoria en los mismos.ABSTRACT Soft skills or transversal competences are considered essential for training in any field of knowledge. However, professional guidance services for university students have not yet been incorporated. The aim of the research is to know how professional orientation by transversal competences influences the level of employability of university-graduates and to check if there are significant differences according to sex, age or employment situation.For the research, a quasi-experimental pretest-posttest design with a control-experimental group was used, as well as a competency orientation intervention. The sample was compound of 748 university-graduates who request professional guidance and were enrolled in programs subsidized by the European Union within the programs of the Social Agents of Aragon. Information was obtained through questionnaires, interviews and discussion groups. Quantitative data are analyzed with SPSS statistical program and qualitative data are analyzed through predefined and emerging categorization by segments or units of analysis and transcribed texts using Nvivo software.It is found that professional orientation by competences improves the employability level of the university students. Receiving professional guidance by competences contributes positively to the improvement of the employability level of university students in general and to the development of transversal skills and the management of resources and tools. There is a clear correlation between the university-graduates who receive professional guidance by competencies and a satisfactory working conjuncture in themselves.

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