語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
The use of a game-based project in e...
~
Fang, Jun.
FindBook
Google Book
Amazon
博客來
The use of a game-based project in engineering education: An examination of the academic learning, engagement and motivation of first-year engineering students.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
The use of a game-based project in engineering education: An examination of the academic learning, engagement and motivation of first-year engineering students./
作者:
Fang, Jun.
面頁冊數:
190 p.
附註:
Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
Contained By:
Dissertation Abstracts International74-07A(E).
標題:
Educational technology. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3556199
ISBN:
9781267979933
The use of a game-based project in engineering education: An examination of the academic learning, engagement and motivation of first-year engineering students.
Fang, Jun.
The use of a game-based project in engineering education: An examination of the academic learning, engagement and motivation of first-year engineering students.
- 190 p.
Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
Thesis (Ph.D.)--Purdue University, 2012.
Two critical issues are of great concern in engineering education today: the increasingly broad requirements for 21st-century engineers and the lack of effective instructional approaches needed to produce students who meet the requirements. However, pedagogical approaches in engineering have remained relatively unchanged for the last 40 years and less effort has been placed on implementing instructional approaches needed to achieve the desired learning outcomes in engineering education. This study proposed an instructional approach that combined project- and game-based learning, using a sustainable/Life Cycle Assessment (LCA) game-based project in first-year engineering education. This approach combined features of both GBL (motivation, engagement and learning through doing) and PBL (accumulating professional skills through real-world projects). A concurrent transformative mixed-method approach was utilized in this study to investigate (1) the changes in students' knowledge of sustainable development and their perceptions of their professional skill development following completion of the project; and (2) how students' perceptions of their motivation and engagement in the project were related to those changes. This study involved 240 first-year engineering students from two of the sixteen sections of an ENGR 131 course at a large Midwestern university. The findings revealed that students had a positive learning experience in the sustainability game project and the instructional approach of combining project- and game-based learning was an effective approach for teaching engineering content knowledge, improving students' professional skill development, and enhancing their learning motivation. Students' perceptions of their engagement decreased after the project and multiple reasons (e.g., low academic expectations) were identified for the decrease. This study provided evidence that this instructional approach was effective in engineering education and helped address the issues facing engineering education and educators today.
ISBN: 9781267979933Subjects--Topical Terms:
517670
Educational technology.
The use of a game-based project in engineering education: An examination of the academic learning, engagement and motivation of first-year engineering students.
LDR
:03034nmm a2200289 4500
001
2073130
005
20160914074010.5
008
170521s2012 ||||||||||||||||| ||eng d
020
$a
9781267979933
035
$a
(MiAaPQ)AAI3556199
035
$a
AAI3556199
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Fang, Jun.
$3
3188358
245
1 4
$a
The use of a game-based project in engineering education: An examination of the academic learning, engagement and motivation of first-year engineering students.
300
$a
190 p.
500
$a
Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
500
$a
Adviser: William R. Watson.
502
$a
Thesis (Ph.D.)--Purdue University, 2012.
520
$a
Two critical issues are of great concern in engineering education today: the increasingly broad requirements for 21st-century engineers and the lack of effective instructional approaches needed to produce students who meet the requirements. However, pedagogical approaches in engineering have remained relatively unchanged for the last 40 years and less effort has been placed on implementing instructional approaches needed to achieve the desired learning outcomes in engineering education. This study proposed an instructional approach that combined project- and game-based learning, using a sustainable/Life Cycle Assessment (LCA) game-based project in first-year engineering education. This approach combined features of both GBL (motivation, engagement and learning through doing) and PBL (accumulating professional skills through real-world projects). A concurrent transformative mixed-method approach was utilized in this study to investigate (1) the changes in students' knowledge of sustainable development and their perceptions of their professional skill development following completion of the project; and (2) how students' perceptions of their motivation and engagement in the project were related to those changes. This study involved 240 first-year engineering students from two of the sixteen sections of an ENGR 131 course at a large Midwestern university. The findings revealed that students had a positive learning experience in the sustainability game project and the instructional approach of combining project- and game-based learning was an effective approach for teaching engineering content knowledge, improving students' professional skill development, and enhancing their learning motivation. Students' perceptions of their engagement decreased after the project and multiple reasons (e.g., low academic expectations) were identified for the decrease. This study provided evidence that this instructional approach was effective in engineering education and helped address the issues facing engineering education and educators today.
590
$a
School code: 0183.
650
4
$a
Educational technology.
$3
517670
650
4
$a
Vocational education.
$3
539232
650
4
$a
Higher education.
$3
641065
690
$a
0710
690
$a
0747
690
$a
0745
710
2
$a
Purdue University.
$b
Curriculum and Instruction.
$3
1019080
773
0
$t
Dissertation Abstracts International
$g
74-07A(E).
790
$a
0183
791
$a
Ph.D.
792
$a
2012
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3556199
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9305998
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入