The impact of games on higher education
exploring new frontiers in technology teaching
DOI:
https://doi.org/10.51359/2177-9309.2024.264090Keywords:
Educational games, Systems Analysis and Development, Interactive learning, Team collaborationAbstract
This experience report explores the use of games as a pedagogical tool in the undergraduate course of Analysis and Systems Development (ADS). The research was conducted at a higher education institution and involved the implementation of games at the beginning of the course, with the aim of evaluating their impact on student engagement, technical skill development, collaboration, and academic performance. Data were collected through observations and academic performance analyses during the course. The results indicated that games significantly increased student engagement and motivation, making classes more dynamic and attractive. Additionally, they facilitated the development of essential technical skills, such as programming, refactoring, applications in a programming environment, system prototyping, and concepts for the use of object-oriented modeling. The promotion of collaboration and teamwork was another observed benefit, with students reporting improved communication and knowledge exchange during game development activities. This study offers valuable insights for educators and educational institutions, recommending the integration of game development into the ADS curriculum to provide a solid foundation for continuous learning. Future research is suggested to explore the long-term impacts and the effectiveness of different types of games in varied educational contexts.
References
ALMEIDA, M. E. B.; VALENTE, J. A. Estratégias de Ensino com Tecnologias: A Utilização de Jogos Educativos. São Paulo: Editora Educacional, 2017.
BOOCH, G. Object-oriented analysis and design with applications. Addison-Wesley, 2007.
BOOCH, G.; RUMBAUGH, J.; JACOBSON, I. The unified modeling language user guide. Addison-Wesley, 2015.
CRESWELL, John W.; CRESWELL, J D. Projeto de pesquisa: métodos qualitativos, quantitativos e mistos. Porto Alegre: Grupo A, 2021. E-book. ISBN 9786581334192. Disponível em: https://integrada.minhabiblioteca.com.br/#/books/9786581334192/. Acesso em: 15 atrás. 2024.
DA SILVA FONSECA, Enir. Educação 5.0 – O Conectivismo, a Revolução Digital e o Ensino a Distância. Contribuições para o Ensino Híbrido. RECIMA21 - Revista Científica Multidisciplinar - ISSN 2675-6218, [S. l.], v. 2, n. 4, p. e24197, 2021. DOI: 10.47820/recima21.v2i4.197. Disponível em: https://recima21.com.br/index.php/recima21/article/view/197. Acesso em: 12 ago. 2024.
FIANI, R. Teoria dos jogos: com aplicações em economia, administração e ciências sociais. Rio De Janeiro (Rj): Elsevier, 2015.
FOWLER, M. Domain-specific languages. Pearson Education, 2010.
FOWLER, M. Refactoring: improving the design of existing code. Addison-Wesley Professional, 2018.
GEE, J. P. What Video Games Have to Teach Us About Learning and Literacy. New York: Palgrave Macmillan, 2003.
MA, J. et al. Game-Based Learning for Students’ Computational Thinking: A Meta-Analysis. Journal of educational computing research, v. 61, n. 7, p. 1430–1463, 14 jun. 2023.
MACHADO, Kheronn Khennedy; DUTRA, Alessandra. Para além da programação: desenvolvimento do pensamento computacional nos conteúdos escolares. Em Teia | Revista de Educação Matemática e Tecnológica Iberoamericana, [S. l.], v. 13, n. 3, p. 310–325, 2022. DOI: 10.51359/2177-9309.2022.254689. Disponível em: https://periodicos.ufpe.br/revistas/index.php/emteia/article/view/254689. Acesso em: 26 ago. 2024.
MITRA, S.; CRAWLEY, E. Effectiveness of self-organised learning by children: Gateshead experiments. Journal of Education and Human Development, v. 3, n. 3, p. 79-88, 2014.
MITRA, S.; DANGWAL, R. Limits to self‐organising systems of learning—the Kalikuppam experiment. British Journal of Educational Technology, v. 41, n. 5, p. 672-688, 2010.
MYLOPOULOS, J.; BORGIDA, A.; JARKE, M.; KOUBARAKIS, M. Telos: Representing knowledge about information systems. ACM Transactions on Information Systems (TOIS), v. 8, n. 4, p. 325-362, 2016.
MYLOPOULOS, J.; CASTRO, J. Conceptual modeling: Foundations and applications. Springer, 2019.
ORACLE. O que é o MySQL? 2024. Disponível em https://www.oracle.com/br/mysql/what-is-mysql/. Acesso em: 15 de agosto de 2024.
PRENSKY, M. Digital Game-Based Learning. New York: McGraw-Hill, 2001.
PRESSMAN, Roger S.; MAXIM, Bruce R. Engenharia de software. Porto Alegre: Grupo A, 2021. E-book. ISBN 9786558040118. Disponível em: https://integrada.minhabiblioteca.com.br/#/books/9786558040118/. Acesso em: 16 ago. 2024.
SIEMENS, G. Connectivism. Foundations of Learning and Instructional Design Technology, 2017.
SIEMENS, G. Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, v. 2, n. 1, p. 3-10, 2005.
YU, E.; GIORGINI, P.; MAIDEN, N.; MYLOPOULOS, J. Social modeling for requirements engineering. MIT Press, 2011.
YU, E.; STROHMAIER, M.; DENG, X. Exploring intentional modeling and analysis for enterprise architecture. In: 10th IEEE International Enterprise Distributed Object Computing Conference Workshops (EDOCW'06). IEEE, 2006. p. 32-32.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Frederico Kauffmann Barbosa, Enir da Silva Fonseca
This work is licensed under a Creative Commons Attribution 4.0 International License.
Autores que publicam nesta revista concordam com os seguintes termos:
a. Autores mantêm os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Atribuição 4.0 Internacional (CC BY 4.0).
b. Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.
c. Autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado.
d. Os conteúdos da Revista Em Teia estão licenciados com uma Licença Creative Commons Atribuição 4.0 Internacional (CC BY 4.0). Esta licença permite que os reutilizadores distribuam, remixem, adaptem e desenvolvam o material em qualquer meio ou formato, desde que a atribuição seja dada ao criador. A licença permite o uso comercial.
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) License.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
d. This license allows reusers to copy and distribute the material in any medium or format in unadapted form only, for noncommercial purposes only, and only so long as attribution is given to the creator.
