Designing Circuit Warz: enhancing teachers' and students' creativity through problem-based games-based learning in the computer engineering classroom

Maggi Savin-Baden; MJ Callaghan

Designing Circuit Warz: enhancing teachers' and students' creativity through problem-based games-based learning in the computer engineering classroom

Maggi Savin-Baden, MJ Callaghan

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Abstract

This paper argues that as students are increasingly digitally tethered to powerful, ‘always on’ mobile devices, new models of engagement and creative approaches to teaching and learning in engineering are required. Therefore, this paper explores the use of gamification and problem-based learning in an educational setting to increase student engagement and creativity. This paper provides a practical example of using game mechanics and demonstrates how a commercial game engine, in this case, Unity3D, can be used to create simulations to teach advanced electronic and electrical circuit theory. The Circuit Warz project is introduced and it is used to illustrate the ways in which engineering education might be reimagined to create engaging student learning experiences that are problem-centred and pedagogically sound.

Original language	English
Pages (from-to)	110-155
Journal	International Journal of Creativity and Problem Solving
Volume	26
Issue number	2
Early online date	31 Oct 2016
Publication status	E-pub ahead of print - 31 Oct 2016

Keywords

Problem-based learning
problem-based games-based learning
creativity
engineering
circuit theory
gamification

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Savin-Baden, M., & Callaghan, MJ. (2016). Designing Circuit Warz: enhancing teachers' and students' creativity through problem-based games-based learning in the computer engineering classroom. International Journal of Creativity and Problem Solving, 26(2), 110-155. http://uir.ulster.ac.uk/36653/4/indexcodes.txt

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title = "Designing Circuit Warz: enhancing teachers' and students' creativity through problem-based games-based learning in the computer engineering classroom",

abstract = "This paper argues that as students are increasingly digitally tethered to powerful, {\textquoteleft}always on{\textquoteright} mobile devices, new models of engagement and creative approaches to teaching and learning in engineering are required. Therefore, this paper explores the use of gamification and problem-based learning in an educational setting to increase student engagement and creativity. This paper provides a practical example of using game mechanics and demonstrates how a commercial game engine, in this case, Unity3D, can be used to create simulations to teach advanced electronic and electrical circuit theory. The Circuit Warz project is introduced and it is used to illustrate the ways in which engineering education might be reimagined to create engaging student learning experiences that are problem-centred and pedagogically sound.",

keywords = "Problem-based learning, problem-based games-based learning, creativity, engineering, circuit theory, gamification",

author = "Maggi Savin-Baden and MJ Callaghan",

note = "Reference text: Arnab, S., Lim, T., Carvalho, M.B., Bellotti, F., de Freitas, S., Louchart, S., Suttie, N., Berta, R. & De Gloria, A. (2015). Mapping learning and game mechanics for serious games analysis, British Journal of Educational Technology, 46, (2) 391-411 Barnett, R. (2004). Learning for an unknown future. Higher Education Research and Development, 23(3), 247-260. Bateman, K. (2013). IT students miss out on roles due to lack of creativity. ComputerWeekly.com. April 18, Bloom, B. (1956). Taxonomy of Educational Objectives, 2 vols. New York: Longmans Green. Bernstein, B. (1992). Pedagogic Identities and Educational Reform. Paper given to Santiago conference, mimeo. Bruer, J.T. (1993). Schools for Thought: A Science of Learning in the Classroom, Cambridge, MA: The MIT Press. Callaghan, M., McCusker, K., Losada, J. L., Harkin, J., & Wilson, S. (2009). Engineering Education Island: Teaching engineering in virtual worlds. ITALICS, Innovation in Teaching and Learning in Information and Computer Sciences, 8(3), 2–18. Retrieved from https://www.heacademy.ac.uk/sites/default/files/ital.8.3b.pdf Callaghan, M. J., McCusker, K... Losada, J.L., Harkin, J and Wilson, S. (2013). Using Game Based Learning in Virtual Worlds to Teach Electronic and Electrical Engineering, IEEE Trans. on Industrial Informatics, 9, (1) 575-584. Collins, A. and Ferguson, W. (1993). Epistemic forms and epistemic games: Structures and strategies to guide inquiry, Educational Psychologist, 28, (1) 25–42. Cropley, D. H. (2015a). Teaching engineers to think creatively: Barriers and challenges in STEM disciplines. In R. Wegerif, L. Li and J. Kaufman (Eds.), International Handbook of Research on Teaching Thinking, Chapter 33 (pp. 402-410). New York, NY: Routledge Cropley, D. H. (2015b). Creativity in engineering: Novel solutions to complex problems, San Diego, CA: Academic Press Cropley, D. (2016). Nurturing Creativity in the Engineering Classroom In R. Beghetto, J.C. Kaufman (eds) Nurturing Creativity in the Classroom, Cambridge: Cambridge University Press. (forthcoming) Gibbons, M., Limoges, C., Nowotny, H., Schwarzman, S., Scott, P., & Trow, M. (1994). The new production of knowledge: The dynamics of science and research in contemporary societies. London, UK: Sage. H{\"a}m{\"a}l{\"a}inen, R., Manninen, T., J{\"a}rvel{\"a}, S. and P{\"a}ivi H{\"a}kkinen, P. (2006). Learning to collaborate: Designing collaboration in a 3-D game environment, Internet and Higher Education, 9, (1) 47–61. Haertel, T., Terkowsky, C. & Radtke, M. (2015). Creative students need creative teachers: Fostering the creativity of university teachers: A blind spot in higher engineering education? in Interactive Collaborative Learning (ICL), 2015 International Conference on. 137-140, 20th-24th Sept. 2015 doi: 10.1109/ICL.2015.7318014 Holyoak, K.J. (1991). Problem solving, in D.N. Osherson and E.E. Smith (eds), Thinking: An Invitation to Cognitive Science, 117–146, Cambridge, MA: The MIT Press. Ito, M., Guti{\'e}rrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J. & Watkins, S.C. (2013). Connected Learning: An Agenda for Research and Design, Irvine, CA: Digital Media and Learning Research Hub. .ISBN 9780988725508 Jacobsen, D.Y. (1997). Tutorial Processes in a Problem-based Learning Context; Medical Students Reception and Negotiations. Unpublished PhD Thesis, Norwegian University of Science and Technology, Norway Livingstone, D. & Bloomfield, P.R. (2010). Mixed-Methods and Mixed-Worlds: Engaging Globally Distributed User Groups for Extended Evaluation and Studies,. In A. Peachey, J. Gillen, D. Livingstone, S. Smith-Robbins (Eds.) Research Learning in Virtual Worlds, 159-176. London: Springer. Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model, Internet and Higher Education, 8 (1) 13–24. Kuh, G.D., Kinzie, J., Buckley, J.A., Bridges, B.K., & Hayek, J.C. (2007). Piecing together the student success puzzle: Research, propositions and recommendations. ASHE Higher Education Report 32 (5) San Francisco: Jossey-Bass. Lameras, P. & Savin-Baden, M. (2014). Fostering Science Teachers Design for Inquiry-Based Learning by Using a Serious Game The 14th IEEE International Conference on Advanced Learning Technologies – ICALT2014 Advanced Technologies for Supporting Open Access to Formal and Informal Learning July 7-10 Lui, Z & Sch{\"o}nwetter, D. J (2004). Teaching Creativity in Engineering, International Journal of Engineering Education 20, (5) 801-808. Mahaux, M., Nguyen, L., Mich, L. & Mavin, A. (2014). A framework for understanding collaborative creativity in requirements engineering: Empirical validation,{"} in Empirical Requirements Engineering (EmpiRE), 2IEEE Fourth International Workshop on,. 48-55, 25-25 Aug. 2014 doi: 10.1109/EmpiRE.2014.6890116 Markauskaite, L., Goodyear, P. & Bachfischer, A. (2014). Epistemic games for knowledgeable action in professional learning. Paper presented at the ICLS 2014 Symposium: Enrollment of Higher Education Students in Professional Knowledge and Practices, Boulder, CO, 23–27 June. Meyer, J. H. F., & Land, R. (2006). Threshold concepts and troublesome knowledge: Issues of liminality. In J. H. F. Meyer and R. Land (eds), Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge 19–32 Abingdon: RoutledgeFalmer. Newman, J. (2004). Videogames, London: Routledge. Pratt, D. D., & Associates. (1998/2005). Five perspectives on teaching in adult and higher education. Malabar, FL: Krieger. Savin-Baden, M. (2000). Problem-based Learning in Higher Education: Untold Stories. Buckingham: Open University Press/SRHE. Savin-Baden, M (2007). A Practical Guide to Problem-based Learning Online. London: Routledge. Savin-Baden, M. (2008). Learning Spaces: Creating Opportunities for Knowledge Creation in Academic Life. Maidenhead: McGraw Hill/Society for Research into Higher Education & Open University Press. Savin-Baden, M. (2014). Problem-based learning: New constellations for the 21stCentury. Journal of Excellence in College Teaching, 25 (3/4) 197-219. Schmidt, H.G. & Moust, J. (2000). Towards a taxonomy of problems used in problem- based learning curricula, Journal on Excellence in College Teaching, 11(2/3): 57–72. Shaffer, D.W. (2006). Epistemic frames for epistemic games, Computers and Education, 46, (3) 223–234. Sherwood, C. (1991). Adventure games in the classroom: A far cry from A says Apple, Computers and Education, 17, (4) 309–315. Sil{\'e}n, C. (2000). Between Chaos and Cosmos – About Responsibility and Independence in Learning. PhD Thesis. Link{\"o}ping University, Sweden. Terkowsky, C. & Haertel, T. (2013). Fostering the Creative Attitude with Remote Lab Learning Environments, International Journal of Online Engineering, 13, (5) 13-20. Trowler, V., & Trowler. P. (2010). Student engagement literature review. The Higher Education Academy. Retrieved from http://www.heacademy.ac.uk/resources/detail/evidencenet/Student_engagement_literature_review Williamson, B. (2014). Policy networks, database pedagogies, and the new spaces of algorithmic governance in education In S. Bayne, C. Jones, M. de Laat, T. Ryberg T and C. Sinclair (eds) Proceedings of the 9th International Conference on Networked Learning 547-554. Zepke, N. & Leach. L. (2010). Improving student engagement: Ten proposals for action. Active Learning in Higher Education, 11 (3), 167-77.",

year = "2016",

month = oct,

day = "31",

language = "English",

volume = "26",

pages = "110--155",

journal = "International Journal of Creativity and Problem Solving",

issn = "1598-723X",

publisher = "Korean Association for Thinking Development",

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TY - JOUR

T1 - Designing Circuit Warz: enhancing teachers' and students' creativity through problem-based games-based learning in the computer engineering classroom

AU - Savin-Baden, Maggi

AU - Callaghan, MJ

N1 - Reference text: Arnab, S., Lim, T., Carvalho, M.B., Bellotti, F., de Freitas, S., Louchart, S., Suttie, N., Berta, R. & De Gloria, A. (2015). Mapping learning and game mechanics for serious games analysis, British Journal of Educational Technology, 46, (2) 391-411 Barnett, R. (2004). Learning for an unknown future. Higher Education Research and Development, 23(3), 247-260. Bateman, K. (2013). IT students miss out on roles due to lack of creativity. ComputerWeekly.com. April 18, Bloom, B. (1956). Taxonomy of Educational Objectives, 2 vols. New York: Longmans Green. Bernstein, B. (1992). Pedagogic Identities and Educational Reform. Paper given to Santiago conference, mimeo. Bruer, J.T. (1993). Schools for Thought: A Science of Learning in the Classroom, Cambridge, MA: The MIT Press. Callaghan, M., McCusker, K., Losada, J. L., Harkin, J., & Wilson, S. (2009). Engineering Education Island: Teaching engineering in virtual worlds. ITALICS, Innovation in Teaching and Learning in Information and Computer Sciences, 8(3), 2–18. Retrieved from https://www.heacademy.ac.uk/sites/default/files/ital.8.3b.pdf Callaghan, M. J., McCusker, K... Losada, J.L., Harkin, J and Wilson, S. (2013). Using Game Based Learning in Virtual Worlds to Teach Electronic and Electrical Engineering, IEEE Trans. on Industrial Informatics, 9, (1) 575-584. Collins, A. and Ferguson, W. (1993). Epistemic forms and epistemic games: Structures and strategies to guide inquiry, Educational Psychologist, 28, (1) 25–42. Cropley, D. H. (2015a). Teaching engineers to think creatively: Barriers and challenges in STEM disciplines. In R. Wegerif, L. Li and J. Kaufman (Eds.), International Handbook of Research on Teaching Thinking, Chapter 33 (pp. 402-410). New York, NY: Routledge Cropley, D. H. (2015b). Creativity in engineering: Novel solutions to complex problems, San Diego, CA: Academic Press Cropley, D. (2016). Nurturing Creativity in the Engineering Classroom In R. Beghetto, J.C. Kaufman (eds) Nurturing Creativity in the Classroom, Cambridge: Cambridge University Press. (forthcoming) Gibbons, M., Limoges, C., Nowotny, H., Schwarzman, S., Scott, P., & Trow, M. (1994). The new production of knowledge: The dynamics of science and research in contemporary societies. London, UK: Sage. Hämäläinen, R., Manninen, T., Järvelä, S. and Päivi Häkkinen, P. (2006). Learning to collaborate: Designing collaboration in a 3-D game environment, Internet and Higher Education, 9, (1) 47–61. Haertel, T., Terkowsky, C. & Radtke, M. (2015). Creative students need creative teachers: Fostering the creativity of university teachers: A blind spot in higher engineering education? in Interactive Collaborative Learning (ICL), 2015 International Conference on. 137-140, 20th-24th Sept. 2015 doi: 10.1109/ICL.2015.7318014 Holyoak, K.J. (1991). Problem solving, in D.N. Osherson and E.E. Smith (eds), Thinking: An Invitation to Cognitive Science, 117–146, Cambridge, MA: The MIT Press. Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J. & Watkins, S.C. (2013). Connected Learning: An Agenda for Research and Design, Irvine, CA: Digital Media and Learning Research Hub. .ISBN 9780988725508 Jacobsen, D.Y. (1997). Tutorial Processes in a Problem-based Learning Context; Medical Students Reception and Negotiations. Unpublished PhD Thesis, Norwegian University of Science and Technology, Norway Livingstone, D. & Bloomfield, P.R. (2010). Mixed-Methods and Mixed-Worlds: Engaging Globally Distributed User Groups for Extended Evaluation and Studies,. In A. Peachey, J. Gillen, D. Livingstone, S. Smith-Robbins (Eds.) Research Learning in Virtual Worlds, 159-176. London: Springer. Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model, Internet and Higher Education, 8 (1) 13–24. Kuh, G.D., Kinzie, J., Buckley, J.A., Bridges, B.K., & Hayek, J.C. (2007). Piecing together the student success puzzle: Research, propositions and recommendations. ASHE Higher Education Report 32 (5) San Francisco: Jossey-Bass. Lameras, P. & Savin-Baden, M. (2014). Fostering Science Teachers Design for Inquiry-Based Learning by Using a Serious Game The 14th IEEE International Conference on Advanced Learning Technologies – ICALT2014 Advanced Technologies for Supporting Open Access to Formal and Informal Learning July 7-10 Lui, Z & Schönwetter, D. J (2004). Teaching Creativity in Engineering, International Journal of Engineering Education 20, (5) 801-808. Mahaux, M., Nguyen, L., Mich, L. & Mavin, A. (2014). A framework for understanding collaborative creativity in requirements engineering: Empirical validation," in Empirical Requirements Engineering (EmpiRE), 2IEEE Fourth International Workshop on,. 48-55, 25-25 Aug. 2014 doi: 10.1109/EmpiRE.2014.6890116 Markauskaite, L., Goodyear, P. & Bachfischer, A. (2014). Epistemic games for knowledgeable action in professional learning. Paper presented at the ICLS 2014 Symposium: Enrollment of Higher Education Students in Professional Knowledge and Practices, Boulder, CO, 23–27 June. Meyer, J. H. F., & Land, R. (2006). Threshold concepts and troublesome knowledge: Issues of liminality. In J. H. F. Meyer and R. Land (eds), Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge 19–32 Abingdon: RoutledgeFalmer. Newman, J. (2004). Videogames, London: Routledge. Pratt, D. D., & Associates. (1998/2005). Five perspectives on teaching in adult and higher education. Malabar, FL: Krieger. Savin-Baden, M. (2000). Problem-based Learning in Higher Education: Untold Stories. Buckingham: Open University Press/SRHE. Savin-Baden, M (2007). A Practical Guide to Problem-based Learning Online. London: Routledge. Savin-Baden, M. (2008). Learning Spaces: Creating Opportunities for Knowledge Creation in Academic Life. Maidenhead: McGraw Hill/Society for Research into Higher Education & Open University Press. Savin-Baden, M. (2014). Problem-based learning: New constellations for the 21stCentury. Journal of Excellence in College Teaching, 25 (3/4) 197-219. Schmidt, H.G. & Moust, J. (2000). Towards a taxonomy of problems used in problem- based learning curricula, Journal on Excellence in College Teaching, 11(2/3): 57–72. Shaffer, D.W. (2006). Epistemic frames for epistemic games, Computers and Education, 46, (3) 223–234. Sherwood, C. (1991). Adventure games in the classroom: A far cry from A says Apple, Computers and Education, 17, (4) 309–315. Silén, C. (2000). Between Chaos and Cosmos – About Responsibility and Independence in Learning. PhD Thesis. Linköping University, Sweden. Terkowsky, C. & Haertel, T. (2013). Fostering the Creative Attitude with Remote Lab Learning Environments, International Journal of Online Engineering, 13, (5) 13-20. Trowler, V., & Trowler. P. (2010). Student engagement literature review. The Higher Education Academy. Retrieved from http://www.heacademy.ac.uk/resources/detail/evidencenet/Student_engagement_literature_review Williamson, B. (2014). Policy networks, database pedagogies, and the new spaces of algorithmic governance in education In S. Bayne, C. Jones, M. de Laat, T. Ryberg T and C. Sinclair (eds) Proceedings of the 9th International Conference on Networked Learning 547-554. Zepke, N. & Leach. L. (2010). Improving student engagement: Ten proposals for action. Active Learning in Higher Education, 11 (3), 167-77.

PY - 2016/10/31

Y1 - 2016/10/31

N2 - This paper argues that as students are increasingly digitally tethered to powerful, ‘always on’ mobile devices, new models of engagement and creative approaches to teaching and learning in engineering are required. Therefore, this paper explores the use of gamification and problem-based learning in an educational setting to increase student engagement and creativity. This paper provides a practical example of using game mechanics and demonstrates how a commercial game engine, in this case, Unity3D, can be used to create simulations to teach advanced electronic and electrical circuit theory. The Circuit Warz project is introduced and it is used to illustrate the ways in which engineering education might be reimagined to create engaging student learning experiences that are problem-centred and pedagogically sound.

AB - This paper argues that as students are increasingly digitally tethered to powerful, ‘always on’ mobile devices, new models of engagement and creative approaches to teaching and learning in engineering are required. Therefore, this paper explores the use of gamification and problem-based learning in an educational setting to increase student engagement and creativity. This paper provides a practical example of using game mechanics and demonstrates how a commercial game engine, in this case, Unity3D, can be used to create simulations to teach advanced electronic and electrical circuit theory. The Circuit Warz project is introduced and it is used to illustrate the ways in which engineering education might be reimagined to create engaging student learning experiences that are problem-centred and pedagogically sound.

KW - Problem-based learning

KW - problem-based games-based learning

KW - creativity

KW - engineering

KW - circuit theory

KW - gamification

M3 - Article

VL - 26

SP - 110

EP - 155

JO - International Journal of Creativity and Problem Solving

JF - International Journal of Creativity and Problem Solving

SN - 1598-723X

IS - 2

ER -