Game-based learning for postgraduates: an empirical study of an educational game to teach research skills

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2019-01-01 DOI:10.1080/23752696.2019.1629825

D. Abbott

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引用次数: 17

Abstract

ABSTRACT Research skills are challenging to teach in a way that is meaningful to students and has ongoing impact in research practice. This paper investigates constructivist and experiential strategies for effective learning and deep understanding of postgraduate research skills and proposes a game-based learning (GBL) solution. A (non-digital) game called How to Fail Your Research Degree was designed and iteratively developed. Gameplay loop analysis identifies various learning and game mechanics and contextualises them in relation to GBL theory. Evaluation of gameplay (n = 127) demonstrates effective transmission of intended learning outcomes and positive game experience based on Keller’s Attention-Relevance-Confidence-Satisfaction (ARCS) model. Discussion proposes that the game has high cognitive authenticity, relies heavily on tutor facilitation, can create tension between knowledge and confidence, and is applicable to multiple domains and learning situations. GBL is proposed to be an original and effective approach to teaching high-level, functional learning outcomes such as academic research skills.

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面向研究生的基于游戏的学习:一项关于教授研究技能的教育游戏的实证研究

以一种对学生有意义且在研究实践中具有持续影响的方式教授研究技能是具有挑战性的。本文探讨了研究生有效学习和深入理解研究技能的建构主义和经验主义策略，并提出了一个基于游戏的学习(GBL)解决方案。我们设计并迭代开发了一款名为《How to Fail Your Research Degree》的非数字游戏。玩法循环分析识别各种学习和游戏机制，并将它们与GBL理论联系起来。基于Keller的注意-关联-信心-满足(Attention-Relevance-Confidence-Satisfaction, ARCS)模型，游戏玩法评估(n = 127)证明了预期学习成果和积极游戏体验的有效传递。讨论认为，该游戏具有较高的认知真实性，严重依赖导师引导，可以在知识和自信之间制造张力，适用于多领域和多学习情境。GBL被认为是一种原创的、有效的方法，用于教授高层次、功能性的学习成果，如学术研究技能。

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.