Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Biological and Agricultural Engineering
In the modern educational system, educators are constantly striving to increase student engagement. Improving student engagement leads to an increase in learning motivation, ultimately enhancing students’ ability to grasp complex topic areas. A common strategy to achieve higher engagement levels in the classroom is game-based learning (GBL). GBL has had mixed literature reviews due to a lack of data comparison and the difficulty of balancing entertainment with educational value. The objective of this study was to investigate how student knowledge transfer compares between a GBL activity and a traditional classroom lecture within STEM education. The GBL activity developed for the study was a cooperative board game called Preservation. During the game, players worked together to mitigate a tide of environmental threats related to the corn-water-ethanol-beef system in the Midwest. The primary learning outcomes measured during the study were the student attitudes towards the environment and their capacity to use systems thinking. Students in two junior level undergraduate courses completed pre-post-surveys after experiencing one of three treatments: group one – traditional lecture (control), group two – played Preservation, and group three – played Preservation with supporting lecture. Assessment focused on differences in student engagement and overall understanding of system interactions. Initial results suggest that the combination treatment provided the greatest change in environmental attitudes and systems awareness compared to the other treatment methods. The results of this study will be used to direct the development of subsequent games and hands-on activities to promote transformational learning strategies in STEM education.
Rice, N. C., & Guru, A., & Keeler, C. N., & Keshwani, D. R., & Keshwani, J. (2018, June), Comparison of Game-based Learning and Traditional Lecture Approaches to Improve Student Engagement and Knowledge Transfer in STEM Education Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30209
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