Abstract
Student engagement is a much-researched topic ranging from the current discourse surrounding a general accepted definition to how student engagement is achieved through specific tools or processes (such as distance education). This study focuses on how game-based learning (GBL) (as a tool) can be used to foster student engagement. The study was conducted during the presentation of a fourth year data science curricula course. During the study students were engaged in playing a customized version of the Monopoly game, labelled ‘DWnopoly’. The objective was to investigate the extent to which students prepared course work prior to contact sessions and as a result student engagement to enrich the student learning experience (through collaboration with peers); and lastly to expose students to practical questions on the topic (increase practical curricular relevance).
The interpretive study was conducted based on student course evaluation forms considering six items introduced by Coates [1] investigating student engagement in Australasia. These included the inclusion of challenging academic concepts, active learning, student and staff interaction, enriching educational experiences, supportive learning environment and work integrated learning. The results of the study indicated that the most significant area where student engagement occurred were the opportunity for students and lectures to interact, followed by the presentation of theoretical constructs in an academically challenging way in a supportive learning environment.
The significance of this study lies in the fact that the ubiquity of technology calls for a prepared digital society that includes students that are ready to operate in such an environment.
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Eybers, S., Hattingh, M. (2018). Enhancing Student Engagement: One Game at a Time. In: Wu, TT., Huang, YM., Shadiev, R., Lin, L., Starčič, A. (eds) Innovative Technologies and Learning. ICITL 2018. Lecture Notes in Computer Science(), vol 11003. Springer, Cham. https://doi.org/10.1007/978-3-319-99737-7_24
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