Implementation of Commercial-Off The Shelf (COTS) Digital Game-Based Learning (DGBL) in Higher Education
Refereed conference paper presented and published in conference proceedings



摘要This paper shares the experience and report its effectiveness of adapting a selected commercial game to facilitate students to study the General Education Foundation (GEF) Programme in the Chinese University of Hong Kong. The GEF Programme requires students to classic texts of science and humanities and allows them to reflect on perennial questions embedded in these texts, such as “what is truth?”, “what is a good life?” To enrich students’ understanding on the relationship between the encompassed great ideas on science, technologies, cultures, religions, economics and politics, we introduced game-based learning as a supplement to the course.
Game-based learning is a new trend in education globally. Via a successful educational game, students face challenges and uncertainties within the game scenarios that demand them to think through the educational elements behind. Unlike the traditional classroom teaching, a game visualizes the educational content with which students can interact directly, and the feeling of involvement creates a deeper impact to students’ understanding of abstract ideas and their historical background. Playing the game as an outside class activity can also motivate students to learn the relevant subject matter independently.
Civilization is a popular strategy video game that allows one to make decision to build and to lead an empire to flourish in a simulated world. We modified this game with a historical scenario that recaps the world of the 16th century, the knowledge of the historical background of which is highly relevant to many texts selected in GEF. Students could choose to play this historical scenario as an optional assessment component. On top of that, students can also reflect on the relationship between the game experience and the course content via their term-end paper.
We have evaluated the project via two main data sources, one from a pair of dedicated students' entry-exit surveys that measures their own perception on their effort and learning outcomes attainment. Academic grades and other objective data were also collected. Through comparison between students chose to play and not to play the game as the optional outside class activity, the added effect of playing the game is evidenced. From the analyzed data of Term 2 2016/17, students rated positively the game experience and agreed that the game can enhance their learning experience. More importantly, students who played the game are statistically more willing to read more texts, attend more lectures and earned a higher than average grade in the class.
著者Kiang Kai Ming
會議名稱World Congress on Education 2018
關鍵詞Gamification, General Education

上次更新時間 2018-10-12 於 09:04