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Research Papers

Facilitating Higher-Order Learning Through Computer Games

[+] Author and Article Information
Zahed Siddique

School of Aerospace and Mechanical Engineering,
University of Oklahoma,
865 ASP Ave,
Norman, OK 73019
e-mail: zsiddique@ou.edu

Chen Ling

e-mail: chenling@ou.edu

Piyamas Roberson

e-mail: saengsuri@ou.edu
School of Industrial and
Systems Engineering,
University of Oklahoma,
202 W. Boyd Street,
Norman, OK 73019

Yunjun Xu

Department of Mechanical, Materials, and
Aerospace Engineering,
University of Central Florida,
4000 Central Florida Boulevard,
Orlando, FL 32816
e-mail: yunjun.Xu@ucf.edu

Xiaojun Geng

Department of Electrical and Computer Engineering,
University of West Florida,
11000 University Parkway,
Bldg. 4,
Pensacola, FL 32514
e-mail: xgeng@uwf.edu

1Corresponding author.

Contributed by the Design Education Committee of ASME for publication in the Journal of Mechanical Design. Manuscript received January 28, 2013; final manuscript received August 2, 2013; published online September 18, 2013. Assoc. Editor: Janis Terpenny.

J. Mech. Des 135(12), 121004 (Sep 18, 2013) (10 pages) Paper No: MD-13-1032; doi: 10.1115/1.4025291 History: Received January 28, 2013; Revised August 02, 2013

Engineering education needs to focus on equipping students with foundational math, science, and engineering skills, with development of critical and higher-order thinking so they can address novel and complex problems and challenges. Learning through a medium that combines course materials with game characteristics can be a powerful tool for engineering education. Games need to be designed for higher order engagement with students, which go beyond remembering, understanding and applying of engineering concepts. In this paper, we present design, development, implementation, and evaluation of a game for engineers. The developed game is founded on experiential learning theory and uses enhanced game characteristics. The racecar game has been designed to facilitate higher-order learning of geometric tolerancing concepts. The course module has been developed and implemented, with assessment of outcomes. The results show that students using the game module, when compared with the control group (lecture-based instruction), had significant improvements when addressing questions that involved higher-order cognition. Survey results also indicate positive student attitudes towards the learning experience with game modules.

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References

Figures

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Fig. 2

GIVE activities superimposed on experiential learning model

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Fig. 1

Experiential learning model [40]

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Fig. 3

Fundamental information related to tolerance

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Fig. 4

Racecar game storyline and an open design problem related to geometric tolerance of components

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Fig. 5

Integrated web-based game with scenario to demonstrate outcome of different tolerance stacking choice (the text in the dotted box, for the option selected by the student, is only shown after they have played and evaluated their selected option)

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Fig. 6

An interactive race simulator “Live for Speed”

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Fig. 7

Sample problem in quiz that requires higher-order cognition

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