Experiences of Promoting Student Engagement through a Game-Oriented Learning Framework

Therese Charles; David Bustard; Michaela Black

doi:10.1007/978-1-4471-2161-9

Experiences of Promoting Student Engagement through a Game-Oriented Learning Framework

Therese Charles, David Bustard, Michaela Black

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

We have been using a game-oriented approach to teaching programming to first-year undergraduates since 2007-08. This has been a very positive experience, both in terms of improved student engagement in class and also better student performance in examinations and coursework. The purpose of this chapter is to summarise that experience for those who may be interested in taking a similar approach in their own teaching. The approach is captured in a game-oriented learning framework (GOLF) that has been developed in a form suitable for use in any existing teaching situation. The rationale for this framework is described, together with an outline of its structure, an explanation of how it can be used, and a summary of the results obtained in the experimental case studies. The chapter concludes with a discussion of the lessons learned overall.

Original language	English
Title of host publication	Serious Games and Edutainment Applications
Editors	Minhua Ma, Andreas Oikonomou, Lakhmi C. Jain
Place of Publication	London
Publisher	Springer
Pages	425-446
ISBN (Print)	978-1-4471-2160-2
DOIs	https://doi.org/10.1007/978-1-4471-2161-9
Publication status	Published (in print/issue) - 2011

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10.1007/978-1-4471-2161-9

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title = "Experiences of Promoting Student Engagement through a Game-Oriented Learning Framework",

abstract = "We have been using a game-oriented approach to teaching programming to first-year undergraduates since 2007-08. This has been a very positive experience, both in terms of improved student engagement in class and also better student performance in examinations and coursework. The purpose of this chapter is to summarise that experience for those who may be interested in taking a similar approach in their own teaching. The approach is captured in a game-oriented learning framework (GOLF) that has been developed in a form suitable for use in any existing teaching situation. The rationale for this framework is described, together with an outline of its structure, an explanation of how it can be used, and a summary of the results obtained in the experimental case studies. The chapter concludes with a discussion of the lessons learned overall.",

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AU - Bustard, David

AU - Black, Michaela

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AB - We have been using a game-oriented approach to teaching programming to first-year undergraduates since 2007-08. This has been a very positive experience, both in terms of improved student engagement in class and also better student performance in examinations and coursework. The purpose of this chapter is to summarise that experience for those who may be interested in taking a similar approach in their own teaching. The approach is captured in a game-oriented learning framework (GOLF) that has been developed in a form suitable for use in any existing teaching situation. The rationale for this framework is described, together with an outline of its structure, an explanation of how it can be used, and a summary of the results obtained in the experimental case studies. The chapter concludes with a discussion of the lessons learned overall.

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A2 - Oikonomou, Andreas

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ER -

Experiences of Promoting Student Engagement through a Game-Oriented Learning Framework

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