TY - JOUR
T1 - Board 197
T2 - 2023 ASEE Annual Conference and Exposition - The Harbor of Engineering: Education for 130 Years, ASEE 2023
AU - Ilbeigi, Mohammad
AU - Bairaktarova, Diana
AU - Ehsani, Romina
N1 - Publisher Copyright:
© American Society for Engineering Education, 2023.
PY - 2023/6/25
Y1 - 2023/6/25
N2 - This study explores students' ability to discover systematic solutions for fundamental engineering problems contextualized in domain-specific settings through active exploration in a digital game environment. To address this objective, through a research project funded by the NSF Division of Engineering Education and Centers (EEC), we designed and developed a scenario-based interactive digital game, called Zebel, to guide students in solving fundamental problems in construction scheduling. The proposed gamified pedagogical approach was designed based on the Constructivism learning theory. We also designed a series of pre- and post-assessment instruments for empirical data collection to assess the effectiveness of the proposed approach. The proposed gamified method was implemented in a graduate-level construction planning and scheduling course. The outcomes indicated that students with no prior knowledge of construction scheduling methods were able to discover systematic solutions for fundamental scheduling problems through their experience with the proposed gamified learning method.
AB - This study explores students' ability to discover systematic solutions for fundamental engineering problems contextualized in domain-specific settings through active exploration in a digital game environment. To address this objective, through a research project funded by the NSF Division of Engineering Education and Centers (EEC), we designed and developed a scenario-based interactive digital game, called Zebel, to guide students in solving fundamental problems in construction scheduling. The proposed gamified pedagogical approach was designed based on the Constructivism learning theory. We also designed a series of pre- and post-assessment instruments for empirical data collection to assess the effectiveness of the proposed approach. The proposed gamified method was implemented in a graduate-level construction planning and scheduling course. The outcomes indicated that students with no prior knowledge of construction scheduling methods were able to discover systematic solutions for fundamental scheduling problems through their experience with the proposed gamified learning method.
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M3 - Conference article
AN - SCOPUS:85172134993
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
Y2 - 25 June 2023 through 28 June 2023
ER -