Enhancing motivation, engagement and team building among psychology undergraduates through game base learning
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Otros documentos de la autoría: Martín Hernández, Pilar; Agut, Sonia; Azkue Beteta, Juan Luis; Gil Lacruz, Marta; Gil Lacruz, Ana Isabel
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Título
Enhancing motivation, engagement and team building among psychology undergraduates through game base learningAutoría
Fecha de publicación
2018-07-02Editor
International Academy of Technology, Education and Development (IATED)ISBN
9788409027095Cita bibliográfica
MARTÍN HERNÁNDEZ, Pilar; AGUT NIETO, Sonia; AZKUE BETETA, Juan Luis; GIL LACRUZ, Marta; GIL LACRUZ, Ana Isabel (2018). Enhancing motivation, engagement and team building among psychology undergraduates through game base learning. Comunicación presentada en "10th annual International Conference on Education and New Learning Technologies (EDULEARN2018), 2/7/2018, Palma de Mallorca (Spain)", p. 9733-9738Tipo de documento
info:eu-repo/semantics/conferenceObjectVersión de la editorial
https://library.iated.org/?search_text=Enhancing+motivation%2C+engagement+and+te ...Versión
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Resumen
Regardless of their form, educational games have as primary purpose educating or training. In the
higher university context, serious games, gamification and game-based learning, are designed to
make educational ... [+]
Regardless of their form, educational games have as primary purpose educating or training. In the
higher university context, serious games, gamification and game-based learning, are designed to
make educational processes more efficient. A growing body of research has shown that the
incorporation of games in the classroom is often more effective than traditional teaching methods in
terms of active participation, concentration, development of social and solving problems skills,
academic achievements and performance among university students. Furthermore, games can
enhance intrinsic motivation, flow experiences, and engagement, as well as some relevant key groups’
skills as teamworking. In order words, learning would be interesting, motivating, engaging, funny and
effective through games.
However, a substantial part of the aforementioned results regard to usefulness and relevance of game
based learning, come from digital games. In this sense, it has been noted that digital game
environments cannot provide face-to-face interaction, while in a classroom situation, student-student
interactions could exert a profound impact on learning. Game based learning based on this face-toface interaction could be even more crucial in the case of Psychology undergraduates. As future
psychologists, they will often have to work, on the basis of that face-to-face interaction, managing
groups and work teams that will have to be effective. An important part of key knowledges to develop
such competence must be learned in the classroom of Groups Psychology, at the end of the third
course of Psychology Degree.
In this context, the main objective of this work is to evaluate the effects of a group simulation gamebased learning experience, in terms of intrinsic motivation, engagement and teamworking amongst
psychology undergraduates. Such game-based learning experience implies for the undergraduates to
use some of the learnings and knowledges related to the physical and social environment of the
groups that will be easier acquired and interiorized through this game. Psychology undergraduates are
confronted in small groups –around five members- to a new and a potential stressing situation that
needs a fast and effective solution. Our results, in a sample composed by the 31 Psychology
Undergraduates that participated in the game, based on face-to-face interaction, showed that after it,
undergraduates’ intrinsic motivation was higher, as well as, they experienced more engagement, and
a stronger sense of team building within their own work group. We think these findings are useful in
order to foster intrinsic motivation, engagement, and team working among university students. [-]
Descripción
10th International Conference on Education and New Learning Technologies (EDULEARN2018)
Proyecto de investigación
Teaching innovation project “La gamificación como herramienta de fomento del aprendizaje activo y la construcción de equipo (Team Building)” PIIDUZ_17_159, Vicerrectorado de Política Académica, Universidad de Zaragoza.Derechos de acceso
http://rightsstatements.org/vocab/CNE/1.0/
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess