Why use-centered game-based learning in higher education? the case of cesim simbrand
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/11144/465 |
Resumo: | This paper endeavours to research about simulation/serious games exploration within University of Algarve (Portugal), namely Cesim SimBrandfor Marketing Simulation (course unit). A total amount of 30 learners participated in this study through a mixed survey (openended and closed-ended queries). The empirical evidences exhibit interesting outcomes: (i) a response rate of 50 percent; (ii) these tools increase learning engagement, although it is essential to be more realistic; (iii) teamwork seems to be a controversial topic; (iv) learners had a positive experience; however, some feel unprepared before their usage (prior knowledge). Hence, this survey provides a good platform for future research and approaches how to promote a better exploration of simulation/serious games. To conclude, this manuscript will be divided into six sections: (i) the 5W’s of game-based learning; (ii) research (statement of the problem, aims/objectives, philosophical approach and data collection/analysis); (iii) diagnosis (game deliver and learners’ pre-perception); (iv) findings (learners’ profile, awareness, experiences and preparation); (v) limitations and future work (methodological limitations and tools/analysis upgrade); and, (vi) conclusions. |
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Why use-centered game-based learning in higher education? the case of cesim simbrandGame-Based LearningSerious GamesCesim SimbrandUniversity of AlgarveThis paper endeavours to research about simulation/serious games exploration within University of Algarve (Portugal), namely Cesim SimBrandfor Marketing Simulation (course unit). A total amount of 30 learners participated in this study through a mixed survey (openended and closed-ended queries). The empirical evidences exhibit interesting outcomes: (i) a response rate of 50 percent; (ii) these tools increase learning engagement, although it is essential to be more realistic; (iii) teamwork seems to be a controversial topic; (iv) learners had a positive experience; however, some feel unprepared before their usage (prior knowledge). Hence, this survey provides a good platform for future research and approaches how to promote a better exploration of simulation/serious games. To conclude, this manuscript will be divided into six sections: (i) the 5W’s of game-based learning; (ii) research (statement of the problem, aims/objectives, philosophical approach and data collection/analysis); (iii) diagnosis (game deliver and learners’ pre-perception); (iv) findings (learners’ profile, awareness, experiences and preparation); (v) limitations and future work (methodological limitations and tools/analysis upgrade); and, (vi) conclusions.CIEO-Research Centre for Spatial and Organizational Dynamics2014-10-01T16:14:16Z2014-01-01T00:00:00Z2014info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/11144/465eng1647-3183Costa, Gonçalo Jorge Morais daKikot, TatianaFernandes, SilviaÁguas, Pauloinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-11T02:09:57Zoai:repositorio.ual.pt:11144/465Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:31:52.622921Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Why use-centered game-based learning in higher education? the case of cesim simbrand |
title |
Why use-centered game-based learning in higher education? the case of cesim simbrand |
spellingShingle |
Why use-centered game-based learning in higher education? the case of cesim simbrand Costa, Gonçalo Jorge Morais da Game-Based Learning Serious Games Cesim Simbrand University of Algarve |
title_short |
Why use-centered game-based learning in higher education? the case of cesim simbrand |
title_full |
Why use-centered game-based learning in higher education? the case of cesim simbrand |
title_fullStr |
Why use-centered game-based learning in higher education? the case of cesim simbrand |
title_full_unstemmed |
Why use-centered game-based learning in higher education? the case of cesim simbrand |
title_sort |
Why use-centered game-based learning in higher education? the case of cesim simbrand |
author |
Costa, Gonçalo Jorge Morais da |
author_facet |
Costa, Gonçalo Jorge Morais da Kikot, Tatiana Fernandes, Silvia Águas, Paulo |
author_role |
author |
author2 |
Kikot, Tatiana Fernandes, Silvia Águas, Paulo |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Costa, Gonçalo Jorge Morais da Kikot, Tatiana Fernandes, Silvia Águas, Paulo |
dc.subject.por.fl_str_mv |
Game-Based Learning Serious Games Cesim Simbrand University of Algarve |
topic |
Game-Based Learning Serious Games Cesim Simbrand University of Algarve |
description |
This paper endeavours to research about simulation/serious games exploration within University of Algarve (Portugal), namely Cesim SimBrandfor Marketing Simulation (course unit). A total amount of 30 learners participated in this study through a mixed survey (openended and closed-ended queries). The empirical evidences exhibit interesting outcomes: (i) a response rate of 50 percent; (ii) these tools increase learning engagement, although it is essential to be more realistic; (iii) teamwork seems to be a controversial topic; (iv) learners had a positive experience; however, some feel unprepared before their usage (prior knowledge). Hence, this survey provides a good platform for future research and approaches how to promote a better exploration of simulation/serious games. To conclude, this manuscript will be divided into six sections: (i) the 5W’s of game-based learning; (ii) research (statement of the problem, aims/objectives, philosophical approach and data collection/analysis); (iii) diagnosis (game deliver and learners’ pre-perception); (iv) findings (learners’ profile, awareness, experiences and preparation); (v) limitations and future work (methodological limitations and tools/analysis upgrade); and, (vi) conclusions. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-10-01T16:14:16Z 2014-01-01T00:00:00Z 2014 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/11144/465 |
url |
http://hdl.handle.net/11144/465 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
1647-3183 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
CIEO-Research Centre for Spatial and Organizational Dynamics |
publisher.none.fl_str_mv |
CIEO-Research Centre for Spatial and Organizational Dynamics |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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