Theoretical Overview of the Game in Education and an Innovative Proposal in Higher Education

2022 ◽  
pp. 87-106
Author(s):  
Pedro Antonio García Tudela
Keyword(s):  
Higher Education ◽  
University Students ◽  
Serious Games ◽  
Current Trend ◽  
Theory And Practice ◽  
Early Age ◽  
Game Based Learning ◽  
Academic Interest ◽  
Theoretical Overview ◽  
A Current

There is a growing academic interest in active methodologies related to games, that is gamification and game-based learning (GBL). However, the use of games for educational purposes is not a current trend, since, as discussed in the first section of the chapter, it was already recommended for centuries as an activity to develop certain skills from an early age. Next, gamification is explored in depth by analysing some of its most significant theoretical findings, well-known frameworks, as well as some current experiences in higher education. Similarly, the theory and practice of serious games and GBL are presented, and the chapter ends with the design of a digital escape room implemented with university students of educational degrees.

Motivating Game-Based Learning Efforts in Higher Education

2015 ◽  
Vol 13 (2) ◽  
pp. 54-72 ◽  
Author(s):  
Gina Moylan ◽  
Ann W. Burgess ◽  
Charles Figley ◽  
Michael Bernstein
Keyword(s):  
Higher Education ◽  
Serious Games ◽  
Core Curriculum ◽  
Game Based Learning ◽  
The Core ◽  
Current State ◽  
Considerable Research ◽  
Order Of Magnitude ◽  
K 12 ◽  
Academic Content

Though there is considerable research to support using Game-Based Learning (GBL) in higher education, its implementation is lagging behind K-12 education by an order of magnitude. By considering the current state of GBL from leadership, primary consumer, academic and technical perspectives, the authors frame the main issues involved with successfully implementing these efforts. These issues involve obtaining the resources required to make mature serious games that are similar in presentation, functionality and effectiveness to the commercial-based products so widely used today, while ensuring that they are imbued with academic content worthy of college curricula. After motivating a compelling case for GBL, despite a number of constraints and difficulties, the authors present two higher education efforts that are designed to augment the core curriculum for undergraduate and graduate level courses associated with the field of Trauma—a field enhanced by virtual efforts due to its challenging subject matter.

Impacts of educational factors to entrepreneurship intention in university students

2017 ◽  
Vol 33 (5E) ◽  
Author(s):  
Trinh Thu Thuy ◽  
Pham Thi Kim Ngoc ◽  
Pham Thi Thanh Hong
Keyword(s):  
Higher Education ◽  
University Students ◽  
Entrepreneurial Intention ◽  
Theory And Practice ◽  
Entrepreneurial Intentions ◽  
Behavior Control ◽  
Entrepreneurial Behavior ◽  
Entrepreneurship Theory ◽  
Educational Factors ◽  
Business Venturing

Drawing on the theory of planned behavior in entrepreneurship, the research proposes a model linking educational determinants, perceived entrepreneurial behavior control and entrepreneurial intentions. The model is tested with a sample of 163 students at National Economics University. The result shows that university education factors including “entrepreneurship inspiration”, “work integrated learning” and “extra curricular activities” have impact to “students’ entrepreneurial behavior control” and then “entrepreneurial behavior control” as a platform through which the educational factors have impact to “overall entrepreneurial intention”. The findings provide support to the Ajzen’s theory of planned behaviour and have wider implications for the practice of teaching in higher educational institutions. Keywords Education, entrepreneurship, university students, teaching methods, entrepreneurial intention References Becchard Béchard, J. P., and Grégoire, D., “Entrepreneurship Education Research Revisited: The Case of Higher Education”, Academy of Management Learning & Education, 4 (2005) 1, 22-38.[2] Nguyen Thu Thuy and Nguyen Ngoc Huyen, “Determinants of university students’ entrepreuourship”, Journal of Economics and Development, 7/2014. [3] Fiet, J.O., “The theoretical side of teaching entrepreneurship”, Journal of Business Venturing, 16 (2000) 1, 1-24. [4] Wu, S., Wu, L., “The impact of higher education on entrepreneurial intention of university students in China”, Journal of Small Business and Enterprise Development, 15 (2008), 752- 774.[5] Liñán, F., Chen, Y.W., “Development and Cross-Cultural Application of a Specific Instrument to Measure Entrepreneurial intentions”, Entrepreneurship Theory and Practice, 33 (2009) 3, 593-617.[6] Krueger, N.F., Reilly, M.D., Carsrud, A.L., “Competing models of entrepreneurial intentions”, Journal of Business Venturing 15 (2000) 5/6, 411-432.[7] Ajzen, I., “The theory of planned behavior”, Organizational Behavior and Human Decision Processes 50 (1991) 2, 179211. [8] Verzat, C., and Bachelet, R., “Developing and Entrepreneurial Spirit among engineering college students: What are the educational factors?”, Entrepreneurship Education, Fayolle, A., and Klandt, H., Elgar, E., (eds) chapter 11, 2006.[9] Souitaris, V., Zerbinati, S. & Al-Laham, A., “Do entrepreneurship programmes raise entrepreneurial intention of science and engineering students? The effect of learning, inspiration and resources”, Journal of Business Venturing, 22 (2007) 4, 566-591.[10] Balan, P., Metcalfe, M., “Identifying teaching methods that engage entrepreneurship students”, Education & Training, 54 (2012) 5, 368-384.[11] Vesa P. T., “Learning entrepreneurship in higher education”, Education and Training, 52 (2010) 1, 48-61.[12] El-Khasawneh, B., “Entrepreneurship Promotion at Educational Institutions: A Model Suitable for Emerging Economies”, WSEAS transactions on business and economics, 5 (2008) 2, 27-35. [13]Lüthje, C., and Franke, N., “Entrepreneurial Intentions of Business Students: A Benchmarking Study”, International Journal of Innovation and Technology Management, 1 (2004) 3, 269-288. [14] Florin, J., Karri, R., and Rossiter, N., “Fostering entrepreneurial drive in business education: An attitudinal approach”, Journal of Management Education, 31 (2007) 1, pp. 17-42.[15] Peterman, N.E. & Kennedy, J., “Enterprise Education: Influencing Students’ Perceptions of Entrepreneurship”, Entrepreneurship Theory and Practice, 28 (2003) 9 2, 129-144.

scholarly journals Entrepreneurial Intention before and during COVID-19—A Case Study on Portuguese University Students

2021 ◽  
Vol 11 (6) ◽  
pp. 273
Author(s):  
João M. Lopes ◽  
Sofia Gomes ◽  
Tânia Santos ◽  
Márcio Oliveira ◽  
José Oliveira
Keyword(s):  
Higher Education ◽  
University Students ◽  
Entrepreneurial Intention ◽  
Theory And Practice ◽  
Entrepreneurial Activity ◽  
Social Stability ◽  
New Public ◽  
Two Samples ◽  
Quantitative Nature

The present research aims to compare the entrepreneurial intention of university students before and during the Covid-19 pandemic. For this purpose, some dimensions were analyzed, such as the availability of this target audience to undertake an activity at their own risk, the preference for a future while employed by others, their perception of the values that society places on entrepreneurship, and the entrepreneurial abilities/skillsets. A comparative study of a quantitative nature was used, associating two samples composed of students of higher education in Portugal, the data were obtained before and during the COVID-19 pandemic. The analysis of the results permits us to conclude: (1) in the circumstances of macroeconomic changes resulting from the COVID-19 pandemic, entrepreneurial activity does not decrease; (2) respondents are less interested in being employed by others and more attracted to being entrepreneurs; (3) there is a growing concordance with the values that society places on entrepreneurship; and (4) there is now a greater aptitude for entrepreneurial activity. The present research is original, as it compares data obtained in different contexts of economic and social stability. It contributes to theory and practice, in the sense that it points to conclusions in the opposite direction of other studies carried out in situations of disasters of another nature, and can serve as a reference for the development of strategies to promote entrepreneurship, within higher education institutions and official entities to publicize and promote new public policies.

scholarly journals THE COURSE “THEORY OF INTERCULTURAL COMMUNICATION” IN THE CONTEXT OF CORRELATION BETWEEN THE LATEST STANDARDS OF HIGHER EDUCATION AND PROFESSIONAL STANDARDS

2021 ◽  
pp. 40-44
Author(s):  
Zh.A. Korotkikh ◽  
◽  
I.Yu. Kocheshkova ◽  
Keyword(s):  
Higher Education ◽  
University Students ◽  
Intercultural Communication ◽  
Teaching Methods ◽  
Professional Training ◽  
Current Issue ◽  
Translation Studies ◽  
Theory And Practice ◽  
Professional Standards ◽  
Interactive Teaching

The article is devoted to the current issue of the formation of competencies of university students (programme “Translation Studies”) through studying the theory of intercultural communication. The article describes the experience of combining active and interactive teaching methods that contribute to the integrated formation of all types of competencies and the implementation of practical professional training in the framework of teaching future translators and interpreters the theory and practice of intercultural communication.

scholarly journals Innovating Higher Education via Game-Based Learning on Misconceptions

2020 ◽  
Vol 10 (9) ◽  
pp. 221
Author(s):  
Nadja Belova ◽  
Christian Zowada
Keyword(s):  
Higher Education ◽  
Content Knowledge ◽  
Cognitive Skills ◽  
Serious Games ◽  
Teaching And Learning ◽  
Game Based Learning ◽  
Participatory Action ◽  
Pedagogical Content ◽  
Positive Effects ◽  
Game Activity

In recent years, serious games and game-based learning have received growing attention in educational contexts in general and science teaching and learning. They play an especially prominent role in higher education, where they are used to promote content knowledge as well as higher order cognitive skills and competencies such as communication, collaboration, or problem solving. Despite some known positive effects of serious games on learning, critical voices claim that the objectives of a specific game often do not match the learning objectives and that the games focus on entertaining much more than learning. Considering these arguments and some general guidelines of using games in (higher) education, we developed a game on typical chemical misconceptions based on the popular game “Activity©” using Participatory Action Research. The game was developed based on the contents of a seminar on misconceptions for pre-service teachers (M. Ed. students) in a northern German university. It covers seven content areas where misconceptions are most prevalent and therefore aims at contributing to pre-service teachers’ Pedagogical Content Knowledge (PCK). The students are supposed to draw or mime specific misconceptions. Initial trials in three university courses showed a very positive perception of the game.

Challenging the Multidimensional Conception of Perceived Person-Environment Fit

2020 ◽  
pp. 1-9
Author(s):  
Julian M. Etzel ◽  
Gabriel Nagy
Keyword(s):  
Higher Education ◽  
University Students ◽  
Educational Outcomes ◽  
Factor Model ◽  
Higher Order ◽  
Substantial Proportion ◽  
Unique Variance ◽  
First Order ◽  
Person Environment Fit ◽  
Order Factor

Abstract. In the current study, we examined the viability of a multidimensional conception of perceived person-environment (P-E) fit in higher education. We introduce an optimized 12-item measure that distinguishes between four content dimensions of perceived P-E fit: interest-contents (I-C) fit, needs-supplies (N-S) fit, demands-abilities (D-A) fit, and values-culture (V-C) fit. The central aim of our study was to examine whether the relationships between different P-E fit dimensions and educational outcomes can be accounted for by a higher-order factor that captures the shared features of the four fit dimensions. Relying on a large sample of university students in Germany, we found that students distinguish between the proposed fit dimensions. The respective first-order factors shared a substantial proportion of variance and conformed to a higher-order factor model. Using a newly developed factor extension procedure, we found that the relationships between the first-order factors and most outcomes were not fully accounted for by the higher-order factor. Rather, with the exception of V-C fit, all specific P-E fit factors that represent the first-order factors’ unique variance showed reliable and theoretically plausible relationships with different outcomes. These findings support the viability of a multidimensional conceptualization of P-E fit and the validity of our adapted instrument.

ANALYSIS OF THE APPLICATION OF DISTANCE EDUCATION IN UNIVERSITY EDUCATION IN THE STATE OF AMAZONAS

2020 ◽  
pp. 37013-37019
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
University Students ◽  
Teaching Method ◽  
Communication Technologies ◽  
The State ◽  
University Education ◽  
Capital City ◽  
Education Students

No teaching method has evolved as much as distance education, in the state of Amazonas this would not be different, especially in higher education. Distance Education is a modality where the student is separated from the teacher and uses several communication technologies around all his learning. The methods used were bibliographic, documentary and quantitative. The researched environment was the capital city of Manaus and the municipality of Maués, with the application of the closed questionnaire aimed at higher education students. Our objective was to question certain nuances as their benefits and challenges for those who study Distance Education in the different locations of the State of Amazonas. The result was the realization that among its many advantages in the execution of education, time is considered the main one, and the loss of deadlines its greatest disadvantage, besides the concept of distance education is already well known by university students. Thus, it is well known that with the passing of time and with the progress of the state's modernization, distance education is gradually becoming the most practical means of teaching.

scholarly journals Bio-Derived Catalysts: A Current Trend of Catalysts Used in Biodiesel Production

Catalysts ◽  
2021 ◽  
Vol 11 (7) ◽  
pp. 812
Author(s):  
Hoang Chinh Nguyen ◽  
My-Linh Nguyen ◽  
Chia-Hung Su ◽  
Hwai Chyuan Ong ◽  
Horng-Yi Juan ◽  
...  
Keyword(s):  
Catalytic Activity ◽  
Fossil Fuels ◽  
Current Trend ◽  
Biodiesel Production ◽  
High Catalytic Activity ◽  
Promising Alternative ◽  
Advantages And Disadvantages ◽  
Biodiesel Synthesis ◽  
Alkali Catalysts ◽  
A Current

Biodiesel is a promising alternative to fossil fuels and mainly produced from oils/fat through the (trans)esterification process. To enhance the reaction efficiency and simplify the production process, various catalysts have been introduced for biodiesel synthesis. Recently, the use of bio-derived catalysts has attracted more interest due to their high catalytic activity and ecofriendly properties. These catalysts include alkali catalysts, acid catalysts, and enzymes (biocatalysts), which are (bio)synthesized from various natural sources. This review summarizes the latest findings on these bio-derived catalysts, as well as their source and catalytic activity. The advantages and disadvantages of these catalysts are also discussed. These bio-based catalysts show a promising future and can be further used as a renewable catalyst for sustainable biodiesel production.

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