Examining and Comparing the Effectiveness of Virtual Reality Serious Games and LEGO Serious Play for Learning Scrum
Significant research work has been undertaken related to the game-based learning approach over the last years. However, a closer look at this work reveals that further research is needed to examine some types of game-based learning approaches such as virtual reality serious games and LEGO Serious Pl...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2024-01-01
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| Series: | Applied Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2076-3417/14/2/830 |
| _version_ | 1797340156435365888 |
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| author | Aldo Gordillo Daniel López-Fernández Jesús Mayor |
| author_facet | Aldo Gordillo Daniel López-Fernández Jesús Mayor |
| author_sort | Aldo Gordillo |
| collection | DOAJ |
| description | Significant research work has been undertaken related to the game-based learning approach over the last years. However, a closer look at this work reveals that further research is needed to examine some types of game-based learning approaches such as virtual reality serious games and LEGO Serious Play. This article examines and compares the effectiveness for learning Scrum and related agile practices of a serious game based on virtual reality and a learning activity based on the LEGO Serious Play methodology. The presented study used a quasi-experimental design with two groups, pre- and post-tests, and a perceptions questionnaire. The sample was composed of 59 software engineering students, 22 of which belonged to group A, while the other 37 were part of group B. The students in group A played the virtual reality serious game, whereas the students in group B conducted the LEGO Serious Play activity. The results show that both game-based learning approaches were effective for learning Scrum and related agile practices in terms of learning performance and motivation, but they also show that the students who played the virtual reality serious game outperformed their peers from the other group in terms of learning performance. |
| first_indexed | 2024-03-08T09:57:55Z |
| format | Article |
| id | doaj.art-8120cb54225642759b0a1e2d40adf864 |
| institution | Directory Open Access Journal |
| issn | 2076-3417 |
| language | English |
| last_indexed | 2024-03-08T09:57:55Z |
| publishDate | 2024-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Applied Sciences |
| spelling | doaj.art-8120cb54225642759b0a1e2d40adf8642024-01-29T13:45:03ZengMDPI AGApplied Sciences2076-34172024-01-0114283010.3390/app14020830Examining and Comparing the Effectiveness of Virtual Reality Serious Games and LEGO Serious Play for Learning ScrumAldo Gordillo0Daniel López-Fernández1Jesús Mayor2Computer Science Department, Universidad Politécnica de Madrid, 28040 Madrid, SpainComputer Science Department, Universidad Politécnica de Madrid, 28040 Madrid, SpainComputer Science Department, Universidad Politécnica de Madrid, 28040 Madrid, SpainSignificant research work has been undertaken related to the game-based learning approach over the last years. However, a closer look at this work reveals that further research is needed to examine some types of game-based learning approaches such as virtual reality serious games and LEGO Serious Play. This article examines and compares the effectiveness for learning Scrum and related agile practices of a serious game based on virtual reality and a learning activity based on the LEGO Serious Play methodology. The presented study used a quasi-experimental design with two groups, pre- and post-tests, and a perceptions questionnaire. The sample was composed of 59 software engineering students, 22 of which belonged to group A, while the other 37 were part of group B. The students in group A played the virtual reality serious game, whereas the students in group B conducted the LEGO Serious Play activity. The results show that both game-based learning approaches were effective for learning Scrum and related agile practices in terms of learning performance and motivation, but they also show that the students who played the virtual reality serious game outperformed their peers from the other group in terms of learning performance.https://www.mdpi.com/2076-3417/14/2/830game-based learningvirtual realityeducational gamesserious gamestechnology-enhanced learningLEGO Serious Play |
| spellingShingle | Aldo Gordillo Daniel López-Fernández Jesús Mayor Examining and Comparing the Effectiveness of Virtual Reality Serious Games and LEGO Serious Play for Learning Scrum Applied Sciences game-based learning virtual reality educational games serious games technology-enhanced learning LEGO Serious Play |
| title | Examining and Comparing the Effectiveness of Virtual Reality Serious Games and LEGO Serious Play for Learning Scrum |
| title_full | Examining and Comparing the Effectiveness of Virtual Reality Serious Games and LEGO Serious Play for Learning Scrum |
| title_fullStr | Examining and Comparing the Effectiveness of Virtual Reality Serious Games and LEGO Serious Play for Learning Scrum |
| title_full_unstemmed | Examining and Comparing the Effectiveness of Virtual Reality Serious Games and LEGO Serious Play for Learning Scrum |
| title_short | Examining and Comparing the Effectiveness of Virtual Reality Serious Games and LEGO Serious Play for Learning Scrum |
| title_sort | examining and comparing the effectiveness of virtual reality serious games and lego serious play for learning scrum |
| topic | game-based learning virtual reality educational games serious games technology-enhanced learning LEGO Serious Play |
| url | https://www.mdpi.com/2076-3417/14/2/830 |
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