June 15, 2014
June 15, 2014
June 18, 2014
24.200.1 - 24.200.13
Assessing Comprehension with Student-developed GamesTo train the next generation of construction professionals, we must address teaching approachesso students can have the best opportunity to excel on multidisciplinary teams. Currentundergraduate construction curricula is faced with several challenges including, but not limitedto, providing contextualized classroom and field experiences, teaching students with diversecapabilities, refining students’ effective communication abilities and improving assessments ofcourse learning outcomes. Addressing current challenges requires construction educators toincrease their use of approaches that enhance students’ education. Employing a team-basedapproach, as suggested by research, promotes active and collaborative learning whilesimultaneously advancing individual accountability, personal responsibility, and communicationskills. Experiential and active learning are two well-known pedagogies that benefit from a team-based approach. Experiential learning engages students in a real, as opposed to an abstract,experience. Active learning enhances students’ ability for lifelong learning by placing thelearning responsibility on the learners themselves. Adopting these pedagogies into constructioncurricula allows educators to address students’ needs via exposure to and interaction with real-world multidisciplinary problems that require multiple levels of communication with manystakeholders.Faculty and researchers are piloting an assessment method for a freshman through senior levelintroductory construction class entitled Building Construction Methods, Materials andEquipment. The assessment employs student-developed games to achieve course learningobjectives, including mastery of 140 construction-oriented terms, and has the potential to replacethe previously assigned field trip report in which students summarized how these terms wererelevant to real-world construction projects. The team-based game approach was conducted inthree stages: (1) introduction to game design through by playing a non-construction gamefollowed by a game elements and learning objective discussion and a brainstorming period forstudents to develop a new construction game idea, (2) analysis of game design through peer-review testing of game rules and underlying learning objectives and revision of rules/learningobjectives where appropriate, and (3) game play day where students trade games in class andplay their peers’ games as a educational tool to demonstrate mastery of the course learningobjectives and terms.This paper presents an assessment of the games developed in this course via evidence ofBloom’s levels of intellectual behavior in game design and accuracy in connecting courseconcepts to one another. Preliminary results show that students’ reaction to learning objectiveassessment via game design days is overwhelmingly positive; students have met the game designmaterial and activities with enthusiasm and passion and have already shown excitement indemonstrating mastery of concepts through the team-based, active and experiential learninggame design approach. All classroom game development instructions developed during thisproject will be made available to download and use in classes at other universities. This workwas supported by the ASU Gary and Diane Tooker Professorship for Effective Education inSTEM and the National Science Foundation Transforming Undergraduate Education in STEM(TUES) Type 2 program- DUE Award Nos 1323719 and 1323190.
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