Playing a Gamein

Civil EngineeringJürgen Zechner, Martin Ebner

Technology enhanced Learning

http://flickr.com/photos/powerbooktrance/289992273//

Wurfweite:

Parabolic Trajectory

Learners‘ engagment and motivation?

The same but ...

!"

... it‘s a game

http://www.flickr.com/photos/bods/6119906063

challenge

fantasy

curiosity

Games for Civil Engineering

Evaluation

„Does playing the game lead to a better learning-outcome than learning in a tradiditonal way?“

http://www.flickr.com/photos/munir/4048592684

• Winter term 2010/2011 • Lecture Structural Analysis

• pre- and posttest design

• 159 students in general / 90 took part on all tests

Design of the Study:

Pretest Posttest

Pretest Posttest Delta Plays Highscore

6,1 pt 6,4 pt 0,4 pt 19 7314

Average of all students

Pretest Posttest Delta Plays Highscore

5,5 pt 5,9 pt 0,4 pt 5 4436

Average of non-playing group(<10 times) students (n=40)

Pretest Posttest Delta Plays Highscore

6,5 pt 6,9 pt 0,3 pt 30 9617

Average of playing group students (n=50)

Group n Significance p

all 90 0,069

non-playing 40 0,191

playing 50 0,110

No significance

Question rating

Graphical design and interface 1,31

In-game navigation 1,74

Game instructions and help 1,56

Design of the degree of difficulty 1,91

Provide time per level 2,06

Evaluation form

• General increasing of knowledge (independent of playing the game) • High learner satisfaction

• Students with a higher pre-knowlegde played the game more often

Results:

http://www.flickr.com/photos/quintanaroo/339854463

http://www.flickr.com/photos/vizzzual-dot-com/2175221420

„It seems that motivated and dedicated students are more elated to play.“

Graz University of Technology

SOCIAL LEARNINGComputer and Information Services

Graz University of Technology

Martin Ebner

http://elearning.tugraz.athttp://elearningblog.tugraz.at

Slides available at: http://elearningblog.tugraz.at

mebner

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