This Research Full paper focuses on perceptions and experiences of freshman and sophomore engineering students when playing an online serious engineering game that was designed to improve engineering intuition and knowledge of statics. Use of serious educational engineering games has increased in engineering education to help students increase technical competencies in engineering disciplines. However, few have investigated how these engineering games are experienced by the students; how games influence students' perceptions of learning, or how these factors may lead to inequitable perspectives among diverse populations of students. Purpose/Hypothesis: The purpose of this study was to explore the perceptions, appeal, and opinions about the efficacy of educational online games among a diverse population of students in an engineering mechanics statics course. It was hypothesized that compared to majority groups (e.g., men, White), women of color who are engineering students would experience less connections to the online educational game in terms of ease of use and level of frustration while playing. It is believed that these discordant views may negatively influence the game's appeal and efficacy towards learning engineering in this population of students. Design/Method: The Technology Acceptance Model (TAM) is expanded in this study, where the perspectives of women of colour (Latinx, Asian and African American) engineering students are explored. The research approach employed in this study is a mixed-method sequential exploratory design, where students first played the online engineering educational game, then completed a questionnaire, followed by participation in a focus group. Responses were initially analyzed through open and magnitude coding approaches to understand whether students thought these educational games reflected their personal culture. Results: Preliminary results indicate that though the majority of the students were receptive to using the online engineering software for their engineering education, merely a few intimated that they would use this software for engineering exam or technical job interview preparation. A level-one categorical analysis identified a few themes that comprised unintended preservation of inequality in favor of students who enjoyed contest-based education and game technology. Competition-based valuation of presumed mastery of course content fostered anxiety and intimidation among students, which caused some to "game the game" instead of studying the material, to meet grade goals. Some students indicated that they spent more time (than necessary) to learn the goals of the game than engineering content itself, suggesting a need to better integrate course material while minimizing cognitive effort in learning to navigate the game. Conclusions: Preliminary results indicate that engineering software's design and the way is coupled with course grading and assessment of learning outcomes, affect student perceptions of the technology's acceptance, usefulness, and ease of use as a "learning tool." Students were found to have different expectations of serious games juxtaposed software/apps designed for entertainment. Conclusions also indicate that acceptance of inquiry-based educational games in a classroom among diverse populations of students should clearly articulate and connect the game goals/objectives with class curriculum content. Findings also indicate that a multifaceted schema of tools, such as feedback on game challenges, and explanations for predictions of the game should be included in game/app designs.
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An initial exploration of the perspectives and experiences of diverse learners’ acceptance of online educational engineering games as learning tools in the classroom
This Work-In-Progress falls within the research category of study and, focuses on the experiences and perceptions of first- and second year engineering students when using an online engineering game that was designed to enhance understanding of statics concepts. Technology and online games are increasingly being used in engineering education to help students gain competencies in technical domains in the engineering field. Less is known about the way that these online games are designed and incorporated into the classroom environment and how these factors can ignite inequitable perspectives and experiences among engineering students. Also, little if any work that combines the TAM model and intersectionality of race and gender in engineering education has been done, though several studies have been modified to account for gender or race. This study expands upon the Technology Acceptance Model (TAM) by exploring perspectives of intersectional groups (defined as women of color who are engineering students). A Mixed Method Sequential Exploratory Research Design approach was used that extends the TAM model. Students were asked to play the engineering educational game, complete an open-ended questionnaire and then to participate in a focus group. Early findings suggest that while many students were open to learning to use the game and recommended inclusion of online engineering educational games as learning tools in classrooms, only a few indicated that they would use this tool to prepare for exams or technical job interviews. Some of the main themes identified in this study included unintended perpetuation of inequality through bias in favor of students who enjoyed competition-based learning and assessment of knowledge, and bias for students having prior experience in playing online games. Competition-based assessment related to presumed learning of course content enhanced student anxiety and feelings of intimidation and led to some students seeking to “game the game” versus learning the material, in efforts to achieve grade goals. Other students associated use of the game and the classroom weighted grading with intense stress that led them to prematurely stop the use of the engineering tool. Initial findings indicate that both game design and how technology is incorporated into the grading and testing of learning outcomes, influence student perceptions of the technology’s usefulness and ultimately the acceptance of the online game as a "learning tool." Results also point to the need to explore how the crediting and assessment of students’ performance and learning gains in these types of games could yield inequitable experiences in these types of courses.
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- Award ID(s):
- 1830812
- NSF-PAR ID:
- 10158519
- Date Published:
- Journal Name:
- An initial exploration of the perspectives and experiences of diverse learners' acceptance of online educational engineering games as learning tools in the classroom
- Page Range / eLocation ID:
- 1 to 9
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1109/FIE43999.2019.9028605
