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Open AccessArticle

Evaluation of the [email protected] Game-Based Learning–Teaching Approach

1
LifeSTech, Department of Photonics and Bioengineering, Escuela Técnica Superior de Ingenieros de Telecomunicación, Universidad Politécnica de Madrid, Avenida Complutense nº 30, Ciudad Universitaria 28040 Madrid, Spain
2
Graz University of Technology, Institute for Software Technology, Inffeldgasse 13/V, 8010 Graz, Austria
3
Nottingham Trent University, 50 Shakespeare Street, Nottingham NG1 4FQ, UK
*
Author to whom correspondence should be addressed.
Sensors 2019, 19(15), 3251; https://doi.org/10.3390/s19153251
Received: 20 June 2019 / Revised: 16 July 2019 / Accepted: 18 July 2019 / Published: 24 July 2019
(This article belongs to the Special Issue Advanced Sensors Technology in Education)
The constructivist approach is interested in creating knowledge through active engagement and encourages students to build their knowledge from their experiences in the world. Learning through digital game making is a constructivist approach that allows students to learn by developing their own games, enhancing problem-solving skills and fostering creativity. In this context two tools, [email protected] App and the Project Management Dashboard (PMD), were developed to enable students from different countries to be able to adapt their learning material by programming and designing games for their academic subjects, therefore integrating the game mechanics, dynamics, and aesthetics into the academic curriculum. This paper focuses on presenting the validation context as well as the evaluation of these tools. The Hassenzahl model and AttrakDiff survey were used for measuring users’ experience and satisfaction, and for understanding emotional responses, thus providing information that enables testing of the acceptability and usability of the developed apps. After two years of usage of code-making apps (i.e., [email protected] and its pre-design version Pocket Code), the pupils processed knowledge from their academic subjects spontaneously as game-based embedded knowledge. The students demonstrated creativity, a practical approach, and enthusiasm regarding making games focused on academic content that led them to learning, using mobile devices, sensors, images, and contextual information. This approach was widely accepted by students and teachers as part of their everyday class routines. View Full-Text
Keywords: education; coding Apps; coding; STEM; pocket code; [email protected]; mobile sensors; LEGO® sensors education; coding Apps; coding; STEM; pocket code; [email protected]; mobile sensors; LEGO® sensors
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Gaeta, E.; Beltrán-Jaunsaras, M.E.; Cea, G.; Spieler, B.; Burton, A.; García-Betances, R.I.; Cabrera-Umpiérrez, M.F.; Brown, D.; Boulton, H.; Arredondo Waldmeyer, M.T. Evaluation of the [email protected] Game-Based Learning–Teaching Approach. Sensors 2019, 19, 3251.

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