توسعه یک بازی ویدیویی برای یادگیری
ترجمه نشده

توسعه یک بازی ویدیویی برای یادگیری

عنوان فارسی مقاله: توسعه یک بازی ویدیویی برای یادگیری پردازش سیگنال و مدیریت پروژه با استفاده از یادگیری پروژه محور در مقاطع مهندسی فناوری اطلاعات و ارتباطات (ICT)
عنوان انگلیسی مقاله: Developing a videogame for learning signal processing and project management using project-oriented learning in ICT engineering degrees
مجله/کنفرانس: نقش کامپیوتر در رفتار انسان – Computers in Human Behavior
رشته های تحصیلی مرتبط: مهندسی کامپیوتر، علوم تربیتی، مدیریت، مهندسی فناوری اطلاعات و ارتباطات
گرایش های تحصیلی مرتبط: مهندسی نرم افزار، تکنولوژی آموزشی، مدیریت پروژه
کلمات کلیدی فارسی: ساخت گرایی، یادگیری پروژه محور، یادگیری فعال، مهارت های نرم، مهارت های مهندسی، کار گروهی چند رشته ای
کلمات کلیدی انگلیسی: Constructionism; Project-oriented learning; Active learning; Soft skills; Engineering skills; Multidisciplinary teamwork
نوع نگارش مقاله: مقاله پژوهشی (Research Article)
نمایه: Scopus – Master Journals List – JCR
شناسه دیجیتال (DOI): https://doi.org/10.1016/j.chb.2019.03.019
دانشگاه: GRETEL – Grup de Recerca en Technology Enhanced Learning, La Salle – Universitat Ramon Llull, C/ Quatre Camins, 30, 08022, Barcelona, Spain
ناشر: الزویر - Elsevier
نوع ارائه مقاله: ژورنال
نوع مقاله: ISI
سال انتشار مقاله: 2019
ایمپکت فاکتور: 5.876 در سال 2018
شاخص H_index: 137 در سال 2019
شاخص SJR: 1.711 در سال 2018
شناسه ISSN: 0747-5632
شاخص Quartile (چارک): Q1 در سال 2018
فرمت مقاله انگلیسی: PDF
تعداد صفحات مقاله انگلیسی: 35
وضعیت ترجمه: ترجمه نشده است
قیمت مقاله انگلیسی: رایگان
آیا این مقاله بیس است: خیر
آیا این مقاله مدل مفهومی دارد: ندارد
آیا این مقاله پرسشنامه دارد: ندارد
آیا این مقاله متغیر دارد: ندارد
کد محصول: E13664
رفرنس: دارای رفرنس در داخل متن و انتهای مقاله
فهرست انگلیسی مطالب

Abstract


Graphical abstract


1. Introduction


2. Fundamentals and background


3. Results


4. Conclusions


Acknowledgements


References

نمونه متن انگلیسی مقاله

Abstract


This work describes the design, implementation and evaluation of a multi-subject learning experience based on the principles of Constructionism, in which the construction of a videogame is the learning artifact that engages students in four different technical and management subjects included in the ICT engineering degree curricula of the School of Engineering at La Salle – Universitat Ramon Lull. Working in groups in a simulated corporate scenario, students learnt the basics of emergent technologies such as 3D audio, computer vision or speech recognition, while developing soft skills like negotiation or work planning. As regards the evaluation of the academic results, the proposed methodology made attendance rate rise from around 50% to over 90%, and average pass rate from 72% to 93%. Moreover, to capture their short and long-term view of the learning experience, students answered two opinion surveys along time: the first on completion of the project, and a second one 3 to 5 years after completing their graduate studies, with all of them integrated in the labor market. The analysis of these surveys reveals that over 85% of students showed a high degree of satisfaction, and an overwhelming preference for the new methodology over classic learning methodologies.


Introduction


The scope of the scientific and technical skills that must be acquired in engineering degrees’ curricula is one of the greatest challenges students face during their studies. In fact, students must not only understand the theoretical foundations of several disciplines, but they must also develop problem solving skills to put this theoretical knowledge into practice. This challenges their ability to design and implement feasible solutions, as well as their capacity to detect and correct mistakes, evaluate and criticize their own work. For this reason, many subjects in engineering degrees have traditionally consisted of theoretical and practical work. However, these two facets have often been treated as separate entities within a single subject. This inevitably leads to a disconnected view of theory and practice, which makes it difficult for students to consolidate their knowledge to tackle and solve challenging multidisciplinary problems (Felder, Woods, Stice, & Rugarcia, 2000). During its 50+ years of existence, the learning methodologies employed at the School of Engineering in La Salle – Universitat Ramon Lull (SALLE-URL) have prioritized the practical side of student learning, ensuring that our graduates are qualified for their seamless integration in the labor market. However, our context is not immune to the effects of the widespread and ubiquitous presence of new technologies in nearly every aspect of society. Not only are students used to learning via technology-enriched methodologies in pre-university studies (which makes it difficult for teachers to ensure their engagement during the learning process if it is based on oral lectures), but also that the rapid changes in technology are reshaping theskills corporations expect from the engineers of the future.

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