| Title: |
Usefulness of Digital Serious Games in Engineering for Diverse Undergraduate Students |
| Authors: |
Cook-Chennault, Kimberly; Villanueva Alarcón, Idalis (ORCID 0000-0002-8767-2576); Jacob, Gabrielle |
| Source: |
Education Sciences. 2022 12. |
| Availability: |
MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education |
| Peer Reviewed: |
Y |
| Page Count: |
30 |
| Publication Date: |
2022 |
| Sponsoring Agency: |
National Science Foundation (NSF), Division of Engineering Education and Centers (EEC) |
| Contract Number: |
EEC1830812; EEC1830788/2113739 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Video Games; Computer Games; Educational Games; Game Based Learning; Engineering Education; Civil Engineering; Student Diversity; Undergraduate Students; Value Judgment; Expectation; STEM Education; Course Content; Relevance (Education); Learner Engagement; Prior Learning; Gender Differences |
| ISSN: |
2227-7102 |
| Abstract: |
The use of educational digital games as supplemental tools to course instruction materials has increased over the last several decades and especially since the COVID-19 pandemic. Though these types of instructional games have been employed in the majority of STEM disciplines, less is known about how diverse populations of students interpret and define the value of these games towards achieving academic and professional pursuits. A mixed-method sequential exploratory research design method that was framed on the Technology Acceptance Model, Game-Based Learning Theory and Expectancy Value Theory was used to examine how 201 students perceived the "usefulness" of an intuitive education game that was designed to teach engineering mechanics used in designing civil structures. We found that students had different expectations of educational digital games than games designed for entertainment used outside of classroom environments. Several students thought that the ability to design their own structures and observe structure failure in real-time was a valuable asset in understanding how truss structures responded to physical loading conditions. However, few students thought the educational game would be useful for exam (14/26) or job interview (19/26) preparation. Students associated more value with engineering games that illustrate course content and mathematical calculations used in STEM courses than those that do not include these elements. |
| Abstractor: |
As Provided |
| Entry Date: |
2022 |
| Accession Number: |
EJ1324901 |
| Database: |
ERIC |