TY - GEN
T1 - Gaming4All
T2 - 2020 IEEE Frontiers in Education Conference, FIE 2020
AU - Harteveld, Casper
AU - Javvaji, Nithesh
AU - MacHado, Tiago
AU - Zastavker, Yevgeniya V.
AU - Bennett, Victoria
AU - Abdoun, Tarek
N1 - Funding Information:
ACKNOWLEDGMENT This material is based upon work supported by the National Science Foundation (DUE-141838 and DUE-1915247). We thank everyone involved with the GeoExplorer project.
Publisher Copyright:
© 2020 IEEE.
PY - 2020/10/21
Y1 - 2020/10/21
N2 - Game-based learning has long been heralded as a promise to transform education into a more engaging and experiential paradigm. Its implementation in engineering education has thus far shown that promise, yet more evidence is needed for widespread adoption. Our work focuses on issues of equity, inclusivity, and diversity, thus surfacing the question of whether game-based learning benefits each and every student. To date, these issues have not received much attention in game-based learning educational research landscape, despite its poignancy, given today's global social climate and the systematic lack of equity and diversity in engineering education. With a focus on gender and race/ethnicity we reflect on the outcomes of implementing game-based learning environment in undergraduate geotechnical engineering courses (n = 362). We find evidence that game-based learning supports positive outcomes and provides an equitable learning environment. However, we also note several challenges that are further discussed.
AB - Game-based learning has long been heralded as a promise to transform education into a more engaging and experiential paradigm. Its implementation in engineering education has thus far shown that promise, yet more evidence is needed for widespread adoption. Our work focuses on issues of equity, inclusivity, and diversity, thus surfacing the question of whether game-based learning benefits each and every student. To date, these issues have not received much attention in game-based learning educational research landscape, despite its poignancy, given today's global social climate and the systematic lack of equity and diversity in engineering education. With a focus on gender and race/ethnicity we reflect on the outcomes of implementing game-based learning environment in undergraduate geotechnical engineering courses (n = 362). We find evidence that game-based learning supports positive outcomes and provides an equitable learning environment. However, we also note several challenges that are further discussed.
KW - engineering education
KW - game-based learning
KW - inclusive design
KW - mixed reality
UR - http://www.scopus.com/inward/record.url?scp=85098552603&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85098552603&partnerID=8YFLogxK
U2 - 10.1109/FIE44824.2020.9274176
DO - 10.1109/FIE44824.2020.9274176
M3 - Conference contribution
AN - SCOPUS:85098552603
T3 - Proceedings - Frontiers in Education Conference, FIE
BT - 2020 IEEE Frontiers in Education Conference, FIE 2020 - Proceedings
PB - Institute of Electrical and Electronics Engineers Inc.
Y2 - 21 October 2020 through 24 October 2020
ER -