Journal of Engineering Education Transformations

Open Access Open Access  Restricted Access Subscription Access

Gaming Pedagogy For Effective Learning In Engineering Colleges


Affiliations
1 Department of Computer Science and Engineering Karunya Institute of Technology and Sciences, Coimbatore, India
2 Department of Biomedical Engineering Vel Tech Rangarajan Dr. Sagunthala R&D Institute of Science and Technology Chennai, India
 

   Subscribe/Renew Journal


Our conventional teaching style teaches how to listen, memorize, and how to apply it to the real world. However, it is a good style of teaching, participation of the student in a subject is very less. Most of the time, it is faculty centric. Furthermore, in this style of teaching, practical knowledge is very less, most of them working towards the marks. In order to improve the teaching methods and to reduce the gap between the student and faculty, many academicians did their research in active learning. It improves the quality of teaching, and gave different ambient to the students. In this dissertation, gaming pedagogy is designed for engineering college students. Millennium learners prefer active learning; most importantly, they are visual learners. The mind map is one such technique, here they need to associate something related. Though it is a group activity, it cannot be conducted as a game. Teaching with images arouses their curiosity and if it is clubbed with a game their interest goes infinite. Hence, the pedagogy called connexion was designed to attract the diverse learners. Here, the class was divided into groups. One set of students was asked to prepare the task for connexion game called authors, and the other set was simply participants. The authors weaved together the images available in the public domain for finding the concept. Doing so they came up with lots of questions with the items they were exploring and they even developed some good strategies. They also designed clue questions for the participants to answer with the help of the teacher. For this study, connexion game conducted for the subject programming for problem solving using C. For detailed analysis fifty students chosen in our class; Students assessed in a specific concept via a connexion game. From the result, it is observed that ninety percentage of the students actively participated and understood the concept easily. The feedback also collected from the students, it shows that they are enjoying gaming pedagogy. As an end result, this gaming made the authors to think critically and the participants have a good conceptual understanding in addition to a good revision exercise and entertainment for them.

Keywords

Teaching, Game, Connexion, Learners, Pedagogy.
Subscription Login to verify subscription
User
Notifications
Font Size


  • Bonwell CC, Eison JA (1991). Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report No. 1. Washington, DC: The George Washington University, School of Education and Human Development.

  • Cooper, J., & Mueck, R. (1990). Student involvement in learning: Cooperative learning and college instruction. Journal on Excellence in College Teaching, 1, 68-76.

  • Cruickshank, D. R. & Telfer, R. (1980). Classroom games and simulations. Theory into Practice, 19, 75-80.

  • Dicarlo, S., Lujan, H., (2006). First year medical students prefer multiple learning styles. Advances in Physiology Education 30(1), 13-16.

  • Emily M. Hunt (2010). Linked-Class ProblemBased Learning In Engineering: Method And Evaluation, American Journal of Engineering Education.

  • Jonassen DH. (1999). Designing constructivist learning environments. Instruct Design Theories Models.

  • Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, N J: Prentice-Hall.

  • Kuh G (2001). Assessing what really matters to student learning: inside the national survey of student engagement. Change.;33:10-7.

  • Koh GC-H. (2016). Revisiting the “Essentials of problem-based learning”. Med Educ.

  • Massey, A. P., Brown, S. A. & Johnston, J. D. (2005). It's all fun and games … Until they learn. Journal of Information Systems Education, 16, 914.

  • Meehan- Andrews, T., (2008). Teaching mode efficiency and learning preferences of first year nursing students, Nurse Education Today 29, 2432.

  • Oblinger.D and Oblinger, J. (2005),Educating the Net Generation, December. Maier, M., & Keenan, D. (1994). Cooperative learning in economics. Economic Inquiry, April, 358-361.

  • Pardue, K.T., Morgan, P., (2008). March/April. Millennials considered: a new generation, new approaches and implications for nursing education. Nursing Education Perspectives 29(2), 74-79.

  • Peddle, M., (2011). Simulation gaming in nurse education; entertainment or learning? Nurse Education Today 31, 647-649. Phyllis C. Blumenfe ld,El l io t So loway,Ron al d W. Marx,Joseph S. Krajcik, Mark Guzdial & Annemarie Palincsar (2011). Motivating ProjectBased Learning: Sust aining the Doing, Supp or t ing the Lea rnin g, Educ a t io na l Psychologist, 26,3-4.

  • Qualters DM (2001). Do students want to be active? J Scholarship Teach Learn, 2:51-60.

  • Royse, M.,Newton, S.,(2007). How gaming is used as an innovative strategy for nursing education, Nursing Education Perspectives 23(5), 263-267.

  • Raud Z. (2012). Research and development of an active learning technology for University-Level education in the field of electronics and power electronics [Doctoral thesis], Tallinn University of Technology,Tallinn,Estonia.

  • Sugar, S., & Takacs, G. (1999). Games that teach teams: Tale of the RAT. The Journal for Quality and Participation, 22, 54-55.

  • Valery Vodovozov and Zoja Raud (2015). Concept Maps for Teaching, Learning, and Assessment in Electronics, Education Research International.

  • Valery Vodovozov and Zoja Raud (2015). Concept Maps for Teaching, Learning, and Assessment in Electronics, Education Research International.


Abstract Views: 259

PDF Views: 96




  • Gaming Pedagogy For Effective Learning In Engineering Colleges

Abstract Views: 259  |  PDF Views: 96

Authors

T. Sujithra
Department of Computer Science and Engineering Karunya Institute of Technology and Sciences, Coimbatore, India
N. M. Masoodhu Banu
Department of Biomedical Engineering Vel Tech Rangarajan Dr. Sagunthala R&D Institute of Science and Technology Chennai, India

Abstract


Our conventional teaching style teaches how to listen, memorize, and how to apply it to the real world. However, it is a good style of teaching, participation of the student in a subject is very less. Most of the time, it is faculty centric. Furthermore, in this style of teaching, practical knowledge is very less, most of them working towards the marks. In order to improve the teaching methods and to reduce the gap between the student and faculty, many academicians did their research in active learning. It improves the quality of teaching, and gave different ambient to the students. In this dissertation, gaming pedagogy is designed for engineering college students. Millennium learners prefer active learning; most importantly, they are visual learners. The mind map is one such technique, here they need to associate something related. Though it is a group activity, it cannot be conducted as a game. Teaching with images arouses their curiosity and if it is clubbed with a game their interest goes infinite. Hence, the pedagogy called connexion was designed to attract the diverse learners. Here, the class was divided into groups. One set of students was asked to prepare the task for connexion game called authors, and the other set was simply participants. The authors weaved together the images available in the public domain for finding the concept. Doing so they came up with lots of questions with the items they were exploring and they even developed some good strategies. They also designed clue questions for the participants to answer with the help of the teacher. For this study, connexion game conducted for the subject programming for problem solving using C. For detailed analysis fifty students chosen in our class; Students assessed in a specific concept via a connexion game. From the result, it is observed that ninety percentage of the students actively participated and understood the concept easily. The feedback also collected from the students, it shows that they are enjoying gaming pedagogy. As an end result, this gaming made the authors to think critically and the participants have a good conceptual understanding in addition to a good revision exercise and entertainment for them.

Keywords


Teaching, Game, Connexion, Learners, Pedagogy.

References





DOI: https://doi.org/10.16920/jeet%2F2021%2Fv35i2%2F150693