NDLI: Fostering 21st-Century Skills in Constructivist Engineering Classrooms With Digital Game-Based Learning

Please wait, while we are loading the content...

Editorial A Broader Coverage of the IEEE Education Society IEEE-RITA Electronic Journal: Latin American and Caribbean Consortium of Engineering Institutions (LACCEI) Collaboration

A Proposal Model to Monitor Interdisciplinary Research Projects in Latin American Universities

A Case Study Approach for Teaching Students Sustainability From a Global Perspective

A Model to Predict Low Academic Performance at a Specific Enrollment Using Data Mining

Digital and Global View of Engineering Education Using Remote Practical Competences

Developing Leadership and Global Professional Engineer Competences in Our Students

Fostering 21st-Century Skills in Constructivist Engineering Classrooms With Digital Game-Based Learning

Editorial REV2014 - Special Track on Experimental Teaching Based on Remote and Virtual Labs

MODEBOTS: Environment for Programming Robots for Children Between the Ages of 4 and 6

Remote Laboratory eLab3D: A Complementary Resource in Engineering Education

A Virtual Repository of Learning Objects to Support Literacy of SEN Children

A Two-Stage Assessment of the Remote Engineering Lab VISIR at Al-Quds University in Palestine

A Virtual Learning Environment for the Study of the Discovery of the Electron

Revista Iberoamericana de Tecnologías del Aprendizaje (IEEE-RITA) (Latin-American Learning Technologies Journal) information for authors

Revista Iberoamericana de Tecnologías del Aprendizaje (IEEE-RITA) (Latin-American Learning Technologies Journal) Publication Information

Revista Iberoamericana de Tecnologías del Aprendizaje (IEEE-RITA) (Latin-American Learning Technologies Journal) Society Information

Issue 2

Year : 2014 Volume : 9

Year : 2013 Volume : 8

Fostering 21st-Century Skills in Constructivist Engineering Classrooms With Digital Game-Based Learning

Content Provider	IEEE Xplore Digital Library
Author	Nino, M. Evans, M.A.
Copyright Year	2013
Abstract	Video games can be considered constructivist instructional materials because of their potential to promote student-centered opportunities in the classroom. Since the emergence of this educational trend, called digital game-based learning, several studies have been conducted to evaluate the effect that learning or recreational video games have had on learners and on their mastery of learning objectives. Many of these studies have focused on specific sets of skills that specific video games can promote. Nevertheless, there is evidence that any type of video game, regardless of its learning or recreational nature, can help students develop certain knowledge, skills, and attitudes (KSAs) that could be useful for engineering courses and projects. This evidence also suggests that digital game-based learning contributes to 21st-century skills that are necessary for competitive engineering professionals. This literature review will describe the KSAs that could be promoted in constructivist-oriented classrooms when learners engage in any type of video game. This research paper will focus on how engineering students can develop 21st-century KSAs that are implicit in each gaming opportunity, such as high-order thinking and decision-making skills, persistence, socialization, leadership skills, self-confidence, and autonomy and self-regulation.
Starting Page	143
Ending Page	149
Page Count	7
File Size	319526
File Format	PDF
ISSN	19328540
Volume Number	10
Issue Number	3
Language	English
Publisher	Institute of Electrical and Electronics Engineers, Inc. (IEEE)
Publisher Date	2015-01-01
Publisher Place	U.S.A.
Access Restriction	One Nation One Subscription (ONOS)
Rights Holder	Institute of Electrical and Electronics Engineers, Inc. (IEEE)
Subject Keyword	Games Engineering students Teamwork Decision making Knowledge engineering engineering education video games constructivism knowledge skills attitudes digital game-based learning Video games
Content Type	Text
Resource Type	Article
Subject	Education Engineering E-learning

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Development of Rubric to Measure Children's 21st Century Skills in Digital Game-Based Learning

Teachers' Perceptions about the Relationship between 21st Century Skills and Managing Constructivist Learning Environments

Motivating EFL students: E-learning enjoyment as a predictor of vocabulary learning through digital video games

A serious game for improving the decision making skills and knowledge levels of Turkish football referees according to the laws of the game

Remote Learning: Fostering Learning of 21st Century Skills through Digital Learning Tools

Effectiveness of Constructivist Approach Based Module on the Enhancement of Twenty First Century Learning Skills in English Subject among the Secondary School Students in West Bengal

Do You Want Your Students to Be Job-Ready with 21st Century Skills? Change Pedagogies: A Pedagogical Paradigm Shift from Vygotskyian Social Constructivism to Critical Thinking, Problem Solving and Siemens' Digital Connectivism

Developing 21st Century Chemistry Learning through Designing Digital Games

Developing 21st Century Chemistry Learning through Designing Digital Games

Fostering 21st-Century Skills in Constructivist Engineering Classrooms With Digital Game-Based Learning

Similar Documents

Development of Rubric to Measure Children's 21st Century Skills in Digital Game-Based Learning

Teachers' Perceptions about the Relationship between 21st Century Skills and Managing Constructivist Learning Environments

Motivating EFL students: E-learning enjoyment as a predictor of vocabulary learning through digital video games

A serious game for improving the decision making skills and knowledge levels of Turkish football referees according to the laws of the game

Remote Learning: Fostering Learning of 21st Century Skills through Digital Learning Tools

Effectiveness of Constructivist Approach Based Module on the Enhancement of Twenty First Century Learning Skills in English Subject among the Secondary School Students in West Bengal

Do You Want Your Students to Be Job-Ready with 21st Century Skills? Change Pedagogies: A Pedagogical Paradigm Shift from Vygotskyian Social Constructivism to Critical Thinking, Problem Solving and Siemens' Digital Connectivism

Developing 21st Century Chemistry Learning through Designing Digital Games

Developing 21st Century Chemistry Learning through Designing Digital Games

Fostering 21st-Century Skills in Constructivist Engineering Classrooms With Digital Game-Based Learning