Learning by Playing

2014 ◽  
pp. 16-69 ◽  
Author(s):  
Eduardo Díaz San Millán ◽  
Rubén Gutiérrez Priego
Keyword(s):  
First Century ◽  
Behavioral Modeling ◽  
Game Based Learning ◽  
Design Elements ◽  
Transmission Of Knowledge ◽  
Final Level ◽  
Effective Teaching Strategies ◽  
Development Of Competencies ◽  
Educational Paradigms ◽  
Social Area

This chapter aims to introduce the reader into the concepts Gamification and Game-Based Learning (hereinafter, GBL) and to highlight their influence on the transmission of knowledge and development of competencies and skills in the Society of Knowledge. After a brief prior familiarization with the main features of learning and educational paradigms in the twenty-first century as well as with effective teaching strategies and pedagogical methodologies in such a context, it will move towards the clarification of the meaning of the aforementioned terms and other related concepts in what might be called the framework of playful learning. Straightaway, a detailed description of the main applicable strategies to develop an effective gamified proposal will be offered. These playful techniques have a significant ability to influence learners' motivation and strengthen their commitment to training projects while their participation, engagement, curiosity, fantasy and desire for adventures are stimulated and developed. They also have plenty of remarkable chances in the field of behavioral modeling, a topic also discussed in the chapter and whose applications within Education, and in any other economic or social area, are numerous and varied. The final level of this challenge is an exploration of the key game-based design elements (aesthetics, dynamics, mechanics and components) to close the overview of the landscape that is presented.

Learning by Playing

Gamification ◽  
2015 ◽  
pp. 2063-2112
Author(s):  
Eduardo Díaz San Millán ◽  
Rubén Gutiérrez Priego
Keyword(s):  
First Century ◽  
Behavioral Modeling ◽  
Game Based Learning ◽  
Design Elements ◽  
Transmission Of Knowledge ◽  
Final Level ◽  
Effective Teaching Strategies ◽  
Development Of Competencies ◽  
Educational Paradigms ◽  
Social Area

This chapter aims to introduce the reader into the concepts Gamification and Game-Based Learning (hereinafter, GBL) and to highlight their influence on the transmission of knowledge and development of competencies and skills in the Society of Knowledge. After a brief prior familiarization with the main features of learning and educational paradigms in the twenty-first century as well as with effective teaching strategies and pedagogical methodologies in such a context, it will move towards the clarification of the meaning of the aforementioned terms and other related concepts in what might be called the framework of playful learning. Straightaway, a detailed description of the main applicable strategies to develop an effective gamified proposal will be offered. These playful techniques have a significant ability to influence learners' motivation and strengthen their commitment to training projects while their participation, engagement, curiosity, fantasy and desire for adventures are stimulated and developed. They also have plenty of remarkable chances in the field of behavioral modeling, a topic also discussed in the chapter and whose applications within Education, and in any other economic or social area, are numerous and varied. The final level of this challenge is an exploration of the key game-based design elements (aesthetics, dynamics, mechanics and components) to close the overview of the landscape that is presented.

scholarly journals The Need for Transdisciplinarity in Higher Education in a Globalized World

2012 ◽  
Vol 3 ◽  
Author(s):  
Basarab Nicolescu
Keyword(s):  
A Priori ◽  
The Body ◽  
First Century ◽  
Human Being ◽  
New Production ◽  
Transmission Of Knowledge ◽  
Integral Education ◽  
New Type ◽  
The University ◽  
Globalized World

A viable education can only be an integral education of the human being. Transdisciplinary education is founded on the inexhaustible richness of the scientific spirit which is based on questioning and of the refusal of all a priori answers and all certitude contradictory to the facts. At the same time, it revalues the role of the deeply rooted intuition, of the imaginary, of sensitivity, and of the body in the transmission of knowledge. It is only in this way that the society of the twenty-first century can reconcile effectivity and respect for the potentiality of every human being. The transdisciplinary approach will be an indispensable complement to the disciplinary approach because it will mean the emergence of continually connected beings, who are able to adapt themselves to the changing exigencies of professional life, and who are endowed with permanent flexibility which is always oriented towards the actualization of their interior potentialities. If the University intends to be a valid actor in sustainable development it has first to recognize the emergence of a new type of knowledge: transdisciplinary knowledge. The new production of knowledge implies a necessary multidimensional opening of the process of learning: towards civil society; towards cyber-space-time; towards the aim of universality; towards a redefinition of the values governing its own existence.

scholarly journals Developing Educational Escape Rooms for Experiential Entrepreneurship Education

2020 ◽  
pp. 251512742096995
Author(s):  
Richard A. Martina ◽  
Sultan Göksen
Keyword(s):  
Applied Sciences ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Entrepreneurship Education ◽  
Game Based Learning ◽  
Design Elements ◽  
Research Through Design ◽  
Educational Professionals ◽  
University Of Applied Sciences ◽  
Diverse Groups

Educational escape rooms (EERs) are increasingly used in education as learning innovations for non-digital and game-based learning (GBL) since EERs positively influence student motivation. They are common in educational fields where skills developments are vital such as STEM subjects and healthcare. However, EERs are marginally implemented in entrepreneurship education (EE) because there is a lack of evaluated design elements to guide the creation of EER in this context, which hampers their wider adoption. Therefore, in this study, we evaluated design elements for EERs in EE. We are particularly concerned with experiential EE since EERs are well suited for experiential learning. We used a research-through-design approach and created an EER based on 11 design elements derived from the literature on social cognitive theory, entrepreneurship competence, and gamification. We created and evaluated the EER in two cycles with two diverse groups of students at a university of applied sciences in the Netherlands. We contribute to the literature and practice of experiential EE by presenting evaluated design elements for EERs. We show which design elements work well and which do not. We also present a comprehensively designed EER that educational professionals can implement in their experiential EE programs.

scholarly journals Examination of the Use of Sculpture in the Open-Green Areas of Selçuk University Alaeddin Keykubat Campus

2022 ◽  
Vol 9 (sp) ◽  
pp. 2401-2408
Author(s):  
Ruhugül Özge Gemici ◽  
Serpil Önder
Keyword(s):  
Middle Ages ◽  
Urban Space ◽  
First Century ◽  
Aesthetic Quality ◽  
Design Elements ◽  
Organic Part ◽  
Functional Relations ◽  
Relationship Of ◽  
The Relationship

The sculpture, which is the expression of beliefs and fears in prehistoric times, has taken on different roles as an urban reinforcement element in all cultures with numerous themes. In the Middle Ages, it became an organic part of the architectural structure, teaching the truth about religious beliefs. With the Renaissance movement, it became independent by breaking away from the architectural structure and moved to the urban space. In the twenty-first century, its dimensions have grown to be equivalent to architecture, it has created its own space and established new aesthetic and functional relations with the audience. In this study, the relationship of some sculptures on the Alaeddin Keykubat campus of Selcuk University with the landscape elements was examined in terms of design elements and basic design principles. In the light of the data obtained, suggestions have been developed in order to increase the life and aesthetic quality of the campus.

scholarly journals GAMIFICATION IN ENGINEERING EDUCATION IN CANADA: A SYSTEMATIC REVIEW OF THE LITERATURE

2020 ◽  
Author(s):  
Renato Alan Bezerra Rodrigues
Keyword(s):  
Engineering Education ◽  
Learning Outcomes ◽  
Classroom Research ◽  
Positive Outcomes ◽  
Review Of The Literature ◽  
Game Based Learning ◽  
Design Elements ◽  
Undergraduate Engineering ◽  
Literature Reviews ◽  
Undergraduate Engineering Education

In order to tackle issues related to student engagement and motivation, some instructors have used games design elements as pedagogical methods in their classroom. Research on the use of gamified pedagogies in engineering education has grown in the last 15 years. However, past literature reviews found almost no papers documenting the use of gamification in Canada. Therefore, this paper will report the results of a systematic literature review specifically focused on the use of game-based learning and gamification strategies in engineering education in Canada. Results showed that 15 papers documented the pedagogical use of games or gamification in the Canadian undergraduate engineering education context. Most papers reported positive outcomes regarding student attitude, motivation and engagement; however, more research is needed on the efficacy of gamified pedagogies in delivering learning outcomes.

scholarly journals Game-Based Learning Studies in Education Journals: A Systematic Review of Recent Trends

2018 ◽  
pp. 119-145 ◽  
Author(s):  
Ugur Bakan ◽  
Ufuk Bakan
Keyword(s):  
Game Design ◽  
Empirical Finding ◽  
Game Studies ◽  
Game Based Learning ◽  
Design Elements ◽  
Learning And Teaching ◽  
Publication Number ◽  
Student Achievements ◽  
Recent Trends ◽  
Number Of Citations

This study investigates descriptively the use of game-based applications in learning and teaching environments. Each empirical finding was categorized according to paper title, year of publication, number of citations in the Web of Science (WoS) database in SCI, SSCI and AHCI, learning theory, learning principle, game genre, game design elements, learning outcomes and research skills samples, and learning domains. A total of 190 original gamerelated research articles were selected as sources in six peer-reviewed journals with a 12-year period from 2005 to 2017. The research found that game studies, as well as the cognitive understanding and application-level knowledge of the field are more effective in learning and in student achievements in terms of retention.

Engineering education and the development of competencies for sustainability

2019 ◽  
Vol 20 (4) ◽  
pp. 614-629 ◽  
Author(s):  
Osvaldo Luiz Gonçalves Quelhas ◽  
Gilson Brito Alves Lima ◽  
Nicholas Van-Erven Ludolf ◽  
Marcelo Jasmim Meiriño ◽  
Chrystyane Abreu ◽  
...  
Keyword(s):  
Empirical Study ◽  
Design Methodology ◽  
Engineering Students ◽  
First Century ◽  
Teaching Methodologies ◽  
Content Type ◽  
Sustainable Behavior ◽  
Development Of Competencies ◽  
The Government ◽  
Practical Implications

Purpose This paper aims to deal with the skills for sustainable development in engineering courses. The main objective is to identify which competences should be developed in these courses to contribute to the resolution of conflicts related to sustainability, as well as the means used by universities for their development. Design/methodology/approach The research is divided into two strands: a theoretical and an empirical one. Concerning the theoretical part, the webibliomining method was adopted, to select the articles that were relevant to the theme, and 22 works were selected. Regarding the empirical study, structured questionnaires were applied to 30 specialists in the field, aiming at validating the competencies found in the literature. Findings In the literature, eight main competencies required to the engineering professional, related to sustainability, were found. The empirical study showed that some competences are considered more relevant than others by the interviewees. Practical implications The competencies verified in the present study and the relative relevance between them found in the empirical study can contribute to the engineering courses that wish to develop the sustainable behavior of the engineers in their professional or daily life. Originality/value The originality of the work consists in presenting to engineering students and teachers as well as professionals of the market and the government the competencies that can contribute to the formation of an engineer capable of bringing adequate solutions to the conflicts of sustainability in the twenty-first century. This paper also presents learning teaching methodologies indicated for this purpose. No other works were found with these results.

Digital Gesture-Based Games

2016 ◽  
Vol 6 (4) ◽  
pp. 52-72
Author(s):  
Alison McNamara
Keyword(s):  
Learning Strategies ◽  
Classroom Environments ◽  
Game Based Learning ◽  
Design Elements ◽  
Irish Context ◽  
Practical Guidelines ◽  
Information And Communication ◽  
Ict Infrastructure ◽  
Training Schemes ◽  
Teachers Perspectives

This study aims to provide an account of phase three of the doctoral process where both students and teachers' views contribute to the design and development of a gesture-based game in Ireland at post-primary level. The research showed the school's policies influenced the supportive Information and Communication Technology (ICT) infrastructure, classroom environments influenced a student's ability to participate and teachers' perspectives impacted upon whether they adopted games into their classrooms. While research has been conducted in relation to training schemes for teachers, it is agreed that they are the main change agents in the classroom. Therefore, this study focuses on the game itself and its design elements that support and enhance mathematics education within the Irish context. Practical guidelines for both the game, school's policies and classroom environments are provided based upon the research for mathematics educators and practitioners of game-based learning strategies in their classrooms.

scholarly journals Competence approach in higher education in Russia: twenty years later

2021 ◽  
Author(s):  
Д.В. Шармин ◽  
В.Г. Шармин
Keyword(s):  
Higher Education ◽  
Graduate Programs ◽  
Educational Programs ◽  
First Century ◽  
Educational Standards ◽  
Design And Development ◽  
Russian Higher Education ◽  
History Of ◽  
Basic Concepts ◽  
Educational Paradigms

В статье дан краткий обзор истории компетентностного подхода в российском высшем образовании в двадцать первом веке, рассмотрены основные понятия и идеи компетентностного подхода, его соотношение с другими образовательными парадигмами, представленными в высшем образовании. Показано, что этот подход не только не потерял своей актуальности за двадцать лет, но его востребованность вышла на качественно иной уровень. Обозначены некоторые нерешенные проблемы, связанные с применением компетентностного подхода при создании образовательных программ бакалавриата и магистратуры на основе действующих образовательных стандартов. Предложены пути решения этих проблем. Статья может быть интересна сотрудникам вузов, которые занимаются проектированием и разработкой образовательных программ в условиях реализации компетентностного подхода, а также всем, кто интересуется проблемами высшего образования. The article provides a brief overview of the history of the competence-based approach in Russian higher education in the twenty-first century, considers the basic concepts and ideas of the competence-based approach, its relationship with other educational paradigms presented in higher education. It is shown that this approach not only has not lost its relevance for twenty years, but its demand has reached a qualitatively new level. Some unsolved problems associated with the use of the competence-based approach when creating educational programs for undergraduate and graduate programs based on current educational standards are identified. Ways to solve these problems are proposed. The article may be of interest to employees of universities who are engaged in the design and development of educational programs in the context of the implementation of the competence-based approach, as well as to everyone who is interested in the problems of higher education.

scholarly journals Gamification: motivating language learning with gameful elements

2021 ◽  
pp. 109-114
Author(s):  
Joan-Tomàs Pujolà
Keyword(s):  
Video Games ◽  
Language Learning ◽  
Game Design ◽  
Serious Games ◽  
Digital Video ◽  
Educational Games ◽  
Game Based Learning ◽  
Design Elements ◽  
Motivating Language ◽  
Methodological Strategy

What is it? Gamification is a methodological strategy that uses “game design elements in non-game contexts” (Deterding, Dixon, Khaled, & Nacke, 2011, p. 10). The purpose of gamification is to engage people, motivate action, promote learning, and solve problems (Kapp, 2012). There are other educational approaches that use playful components but are different from gamification, such as game-based learning or serious games. In those two cases, all kinds of games (digital video games, table games, outdoor games, etc.) or educational games are used to achieve a learning goal. Within the language learning area, Reinhardt (2019) opts for the global concept of ‘gamefulness’ which embraces all types of vernacular games, serious games, and gamification.

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