Parks, S. L. I. (2019, June), Classroom-based Games for Student Learning and Engagement  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32510

\bibitem{asee_peer_32510}
  Parks, S. L. I. (2019, June), \emph{Classroom-based Games for Student Learning and Engagement}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--32510

Shannon L. Isovitsch Parks P.E..  "Classroom-based Games for Student Learning and Engagement".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/32510 Internet.  22 Apr, 2024

\bibitem{asee_peer_32510}
  Shannon L. Isovitsch Parks P.E..
  "Classroom-based Games for Student Learning and Engagement".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/32510 Internet.  22 Apr, 2024

@INPROCEEDINGS{asee_peer_32510
author = "Shannon L. Isovitsch Parks P.E."
title = "Classroom-based Games for Student Learning and Engagement"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/32510}
number = {10.18260/1-2--32510}
}

TY  - CPAPER
AB  - It is now generally accepted that active learning methods can help students learn material at a deeper level, and that students enjoy game-based learning.  However, most game-based learning research has focused more on engagement benefits rather than learning, and many lack comparison groups and details on procedures and assessment techniques.  Research on classroom-based games is most lacking in learning effectiveness studies compared to digital games and gamification research.  However, non-digital games offer many of the same advantages as digital games and may be more accessible.  This paper focuses on evaluating the effectiveness of simple classroom-based games to enhance engagement and learning.  The evaluation is conducted with two (2) sections of an undergraduate, Introduction to Environmental Engineering course - one section acting as the control with no game-based learning, and the other as the experimental section utilizing game-based learning strategies.  The games utilized were ‘Heads Up’, ‘Taboo’, ‘Who Wants to be a Millionaire?’, and ‘Two Truths and a Lie’, and could be tailored to almost any topic.  Assessment techniques include student-based surveys, pre- and post-tests, intervention vs. comparison group statistical analysis, and course evaluations.  In this way, technical skills building, as well as attitude and perceptions are evaluated.  Results indicate that while similar learning was achieved with the games vs traditional lecture, students’ perception was that the games were not worthwhile in replacing lecture.  Details on the games and assessment techniques are included, to allow others to easily adapt this work.
AU  - Shannon L. Isovitsch Parks P.E.
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Classroom-based Games for Student Learning and Engagement
UR  - https://peer.asee.org/32510
DO  - 10.18260/1-2--32510
ER  -