Engineering education needs to focus on equipping students with foundational math, science, and engineering skills, with development of critical and higher-order thinking so they can address novel and complex problems and challenges. Learning through a medium that combines course materials with game characteristics can be a powerful tool for engineering education. Games need to be designed for higher order engagement with students, which go beyond remembering, understanding and applying of engineering concepts. In this paper, we present design, development, implementation, and evaluation of a game for engineers. The developed game is founded on experiential learning theory and uses enhanced game characteristics. The racecar game has been designed to facilitate higher-order learning of geometric tolerancing concepts. The course module has been developed and implemented, with assessment of outcomes. The results show that students using the game module, when compared with the control group (lecture-based instruction), had significant improvements when addressing questions that involved higher-order cognition. Survey results also indicate positive student attitudes towards the learning experience with game modules.
Facilitating Higher-Order Learning Through Computer Games
Contributed by the Design Education Committee of ASME for publication in the Journal of Mechanical Design. Manuscript received January 28, 2013; final manuscript received August 2, 2013; published online September 18, 2013. Assoc. Editor: Janis Terpenny.
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Siddique, Z., Ling, C., Roberson, P., Xu, Y., and Geng, X. (September 18, 2013). "Facilitating Higher-Order Learning Through Computer Games." ASME. J. Mech. Des. December 2013; 135(12): 121004. https://doi.org/10.1115/1.4025291
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