Abstract
Constructing an authentic environment for a practice lesson is expensive and time-consuming, though it brings more impact on students by operating real-world objects. It might be a feasible way of converting physical practice to cyber one if the practice attributes can be retained. In this study, we investigate the possibility by constructing a game-based learning environment for the software engineering course. For developing the environment, we have not only made efforts on designing animations to draw learners' attention but also reflecting real-world attributes through the game. To investigate the efficacy of this cyber practice, we conducted the experiment with 21 participants. Surprisingly the experimental result showed those students did not perform in the test as well as we expected. Even we were little disappointed by their testing result. Subsequently, we proceeded an interview for all of them and unveiled two issues often ignored by most game-based learning designers, priori domain knowledge and just-in-time reactions. It is believed that these will be the challenges in the research field. Nevertheless, all learners agree that the environment stimulated increasingly their motivation of learning the course and also inspired them what prior knowledge should be learned.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 17th International Conference on Computers in Education, ICCE 2009 |
| Pages | 643-650 |
| Number of pages | 8 |
| Publication status | Published - 2009 Dec 1 |
| Event | 17th International Conference on Computers in Education, ICCE 2009 - Hong Kong, Hong Kong Duration: 2009 Nov 30 → 2009 Dec 4 |
Publication series
| Name | Proceedings of the 17th International Conference on Computers in Education, ICCE 2009 |
|---|
Other
| Other | 17th International Conference on Computers in Education, ICCE 2009 |
|---|---|
| Country | Hong Kong |
| City | Hong Kong |
| Period | 09-11-30 → 09-12-04 |
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All Science Journal Classification (ASJC) codes
- Computer Science (miscellaneous)
- Education
Cite this
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Digital game as a learning approach to enhance practice lesson in software engineering course. / Wu, Yi Wei; Hsu, Sheng Hui; Li, Sung Lin; Wu, Wen Hsiung; Huang, Yueh-Min.
Proceedings of the 17th International Conference on Computers in Education, ICCE 2009. 2009. p. 643-650 (Proceedings of the 17th International Conference on Computers in Education, ICCE 2009).Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
TY - GEN
T1 - Digital game as a learning approach to enhance practice lesson in software engineering course
AU - Wu, Yi Wei
AU - Hsu, Sheng Hui
AU - Li, Sung Lin
AU - Wu, Wen Hsiung
AU - Huang, Yueh-Min
PY - 2009/12/1
Y1 - 2009/12/1
N2 - Constructing an authentic environment for a practice lesson is expensive and time-consuming, though it brings more impact on students by operating real-world objects. It might be a feasible way of converting physical practice to cyber one if the practice attributes can be retained. In this study, we investigate the possibility by constructing a game-based learning environment for the software engineering course. For developing the environment, we have not only made efforts on designing animations to draw learners' attention but also reflecting real-world attributes through the game. To investigate the efficacy of this cyber practice, we conducted the experiment with 21 participants. Surprisingly the experimental result showed those students did not perform in the test as well as we expected. Even we were little disappointed by their testing result. Subsequently, we proceeded an interview for all of them and unveiled two issues often ignored by most game-based learning designers, priori domain knowledge and just-in-time reactions. It is believed that these will be the challenges in the research field. Nevertheless, all learners agree that the environment stimulated increasingly their motivation of learning the course and also inspired them what prior knowledge should be learned.
AB - Constructing an authentic environment for a practice lesson is expensive and time-consuming, though it brings more impact on students by operating real-world objects. It might be a feasible way of converting physical practice to cyber one if the practice attributes can be retained. In this study, we investigate the possibility by constructing a game-based learning environment for the software engineering course. For developing the environment, we have not only made efforts on designing animations to draw learners' attention but also reflecting real-world attributes through the game. To investigate the efficacy of this cyber practice, we conducted the experiment with 21 participants. Surprisingly the experimental result showed those students did not perform in the test as well as we expected. Even we were little disappointed by their testing result. Subsequently, we proceeded an interview for all of them and unveiled two issues often ignored by most game-based learning designers, priori domain knowledge and just-in-time reactions. It is believed that these will be the challenges in the research field. Nevertheless, all learners agree that the environment stimulated increasingly their motivation of learning the course and also inspired them what prior knowledge should be learned.
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M3 - Conference contribution
SN - 9789868473539
T3 - Proceedings of the 17th International Conference on Computers in Education, ICCE 2009
SP - 643
EP - 650
BT - Proceedings of the 17th International Conference on Computers in Education, ICCE 2009
ER -