Developing a videogame for learning signal processing and project management using project-oriented learning in ICT engineering degrees
This work describes the design, implementation and evaluation of a multi-subject learning experience based on the principles of Constructionism, in which the construction of a videogame is the learning artifact that engages students in four different technical and management subjects included in the...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universitat Ramon Llull (URL) |
| Repositorio: | DAU Arxiu Digital de la Universitat Ramon Llull |
| OAI Identifier: | oai:dau.url.edu:20.500.14342/5400 |
| Acceso en línea: | http://hdl.handle.net/20.500.14342/5400 https://doi.org/10.1016/j.chb.2019.03.019 |
| Access Level: | acceso abierto |
| Palabra clave: | Constructionism Project-oriented learning Active learning Soft skills Engineering skills Multidisciplinary teamwork Constructivisme Aprenentatge orientat a projectes Aprenentatge actiu Habilitats toves Habilitats d'enginyeria Treball en equip multidisciplinari 004 378 |
| Sumario: | This work describes the design, implementation and evaluation of a multi-subject learning experience based on the principles of Constructionism, in which the construction of a videogame is the learning artifact that engages students in four different technical and management subjects included in the ICT engineering degree curricula of the School of Engineering at La Salle – Universitat Ramon Lull. Working in groups in a simulated corporate scenario, students learnt the basics of emergent technologies such as 3D audio, computer vision or speech recognition, while developing soft skills like negotiation or work planning. As regards the evaluation of the academic results, the proposed methodology made attendance rate rise from around 50% to over 90%, and average pass rate from 72% to 93%. Moreover, to capture their short and long-term view of the learning experience, students answered two opinion surveys along time: the first on completion of the project, and a second one 3–5 years after completing their graduate studies, with all of them integrated in the labor market. The analysis of these surveys reveals that over 85% of students showed a high degree of satisfaction, and an overwhelming preference for the new methodology over classic learning methodologies. |
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