Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Challenges and Opportunities in Using Digital Pedagogy for Game-Based Architecture Education: A Case in China
https://orcid.org/http://orcid.org/0009-0009-0471-8398
https://orcid.org/http://orcid.org/0009-0001-6531-0339
https://orcid.org/http://orcid.org/0009-0000-0460-6104
https://orcid.org/http://orcid.org/0000-0003-2395-3499
Digital pedagogy (DP) has received increasing attention from different disciplines to study the dedicated use of contemporary digital technologies (e.g., virtual learning environments and digital media platforms) for inclusive and personalized learning and teaching. Applying DP appropriately can help teachers to shift from traditional instruction methods towards more interactive and engaging approaches for high-quality education. Under the umbrella of DP, digital game-based learning (DGBL) represents a pedagogical approach that utilizes interactive and immersive digital games to nourish the development of critical thinking and problem-solving skills for student-centred active learning. However, how teachers can apply DGBL effectively in architecture education is still being determined. We conducted a qualitative case study to explore student engagement after implementing the DGBL pedagogy supported by H5P escape room learning activities in an architecture course with 121 university students. Our study found that the game elements and the characteristics of Architecture education influenced students’ learning engagement in four aspects (behavioural, emotional, cognitive and social). The main research findings contribute to digital pedagogy by extending people’s understanding of the DGBL’s impact on learner engagement with rich empirical data. Limitations and practical implications were discussed for future development.
Challenges and Opportunities in Using Digital Pedagogy for Game-Based Architecture Education: A Case in China
https://orcid.org/http://orcid.org/0009-0009-0471-8398
https://orcid.org/http://orcid.org/0009-0001-6531-0339
https://orcid.org/http://orcid.org/0009-0000-0460-6104
https://orcid.org/http://orcid.org/0000-0003-2395-3499
Digital pedagogy (DP) has received increasing attention from different disciplines to study the dedicated use of contemporary digital technologies (e.g., virtual learning environments and digital media platforms) for inclusive and personalized learning and teaching. Applying DP appropriately can help teachers to shift from traditional instruction methods towards more interactive and engaging approaches for high-quality education. Under the umbrella of DP, digital game-based learning (DGBL) represents a pedagogical approach that utilizes interactive and immersive digital games to nourish the development of critical thinking and problem-solving skills for student-centred active learning. However, how teachers can apply DGBL effectively in architecture education is still being determined. We conducted a qualitative case study to explore student engagement after implementing the DGBL pedagogy supported by H5P escape room learning activities in an architecture course with 121 university students. Our study found that the game elements and the characteristics of Architecture education influenced students’ learning engagement in four aspects (behavioural, emotional, cognitive and social). The main research findings contribute to digital pedagogy by extending people’s understanding of the DGBL’s impact on learner engagement with rich empirical data. Limitations and practical implications were discussed for future development.
Challenges and Opportunities in Using Digital Pedagogy for Game-Based Architecture Education: A Case in China
https://orcid.org/http://orcid.org/0009-0009-0471-8398
https://orcid.org/http://orcid.org/0009-0001-6531-0339
https://orcid.org/http://orcid.org/0009-0000-0460-6104
https://orcid.org/http://orcid.org/0000-0003-2395-3499
Digital pedagogy (DP) has received increasing attention from different disciplines to study the dedicated use of contemporary digital technologies (e.g., virtual learning environments and digital media platforms) for inclusive and personalized learning and teaching. Applying DP appropriately can help teachers to shift from traditional instruction methods towards more interactive and engaging approaches for high-quality education. Under the umbrella of DP, digital game-based learning (DGBL) represents a pedagogical approach that utilizes interactive and immersive digital games to nourish the development of critical thinking and problem-solving skills for student-centred active learning. However, how teachers can apply DGBL effectively in architecture education is still being determined. We conducted a qualitative case study to explore student engagement after implementing the DGBL pedagogy supported by H5P escape room learning activities in an architecture course with 121 university students. Our study found that the game elements and the characteristics of Architecture education influenced students’ learning engagement in four aspects (behavioural, emotional, cognitive and social). The main research findings contribute to digital pedagogy by extending people’s understanding of the DGBL’s impact on learner engagement with rich empirical data. Limitations and practical implications were discussed for future development.
Challenges and Opportunities in Using Digital Pedagogy for Game-Based Architecture Education: A Case in China
Lecture Notes in Civil Engineering
Di Marco, Giancarlo (Herausgeber:in) / Lombardi, Davide (Herausgeber:in) / Tedjosaputro, Mia (Herausgeber:in) / Albano, Silvia (Autor:in) / Meng, Wan (Autor:in) / Xu, Wenruo (Autor:in) / Li, Na (Autor:in)
xArch – creativity in the age of digital reproduction symposium ; 2023 ; Suzhou, China
24.02.2024
8 pages
Aufsatz/Kapitel (Buch)
Elektronische Ressource
Englisch
The Need of Integrating Digital Education in Higher Education: Challenges and Opportunities
| DOAJ | 2023