Why Use-Centered Game-Based Learning in Higher Education? The Case of Cesim Simbrand
This paper endeavours to research about simulation/serious games exploration within University of Algarve (Portugal), namely Cesim SimBrand for Marketing Simulation (course unit). A total amount of 30 learners participated in this study through a mixed survey (openended and closed-ended queries). Th...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Research Centre for Tourism, Sustainability and Well-being - CinTurs; University of Algarve
2014-09-01
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| Series: | Journal of Spatial and Organizational Dynamics |
| Subjects: | |
| Online Access: | http://www.cieo.pt/journal/J_3_2014/article3.pdf |
| _version_ | 1818038227594903552 |
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| author | Tatiana Kikot Gonçalo Costa Silvia Fernandes Paulo Águas |
| author_facet | Tatiana Kikot Gonçalo Costa Silvia Fernandes Paulo Águas |
| author_sort | Tatiana Kikot |
| collection | DOAJ |
| description | This paper endeavours to research about simulation/serious games exploration within University of Algarve (Portugal), namely Cesim SimBrand for Marketing Simulation (course unit). A total amount of 30 learners participated in this study through a mixed survey (openended and closed-ended queries). The empirical evidences exhibit interesting outcomes: (i) a response rate of 50 percent; (ii) these tools increase learning engagement, although it is essential to be more realistic; (iii) teamwork seems to be a controversial topic; (iv) learners had a positive experience; however, some feel unprepared before their usage (prior knowledge). Hence, this survey provides a good platform for future research and approaches how to promote a better exploration of simulation/serious games. To conclude, this manuscript will be divided into six sections: (i) the 5W’s of game-based learning; (ii) research (statement of the problem, aims/objectives, philosophical approach and data collection/analysis); (iii) diagnosis (game deliver and learners’ pre-perception); (iv) findings (learners’ profile, awareness, experiences and preparation); (v) limitations and future work (methodological limitations and tools/analysis upgrade); and, (vi) conclusions. |
| first_indexed | 2024-12-10T07:39:23Z |
| format | Article |
| id | doaj.art-f98210ade1f04391a5560a5dd11ba2f3 |
| institution | Directory Open Access Journal |
| issn | 2183-1912 |
| language | English |
| last_indexed | 2024-12-10T07:39:23Z |
| publishDate | 2014-09-01 |
| publisher | Research Centre for Tourism, Sustainability and Well-being - CinTurs; University of Algarve |
| record_format | Article |
| series | Journal of Spatial and Organizational Dynamics |
| spelling | doaj.art-f98210ade1f04391a5560a5dd11ba2f32022-12-22T01:57:21ZengResearch Centre for Tourism, Sustainability and Well-being - CinTurs; University of AlgarveJournal of Spatial and Organizational Dynamics2183-19122014-09-01II3229241Why Use-Centered Game-Based Learning in Higher Education? The Case of Cesim SimbrandTatiana Kikot0Gonçalo Costa1Silvia Fernandes2Paulo Águas 3University of AlgarveUniversity of AlgarveUniversity of AlgarveUniversity of AlgarveThis paper endeavours to research about simulation/serious games exploration within University of Algarve (Portugal), namely Cesim SimBrand for Marketing Simulation (course unit). A total amount of 30 learners participated in this study through a mixed survey (openended and closed-ended queries). The empirical evidences exhibit interesting outcomes: (i) a response rate of 50 percent; (ii) these tools increase learning engagement, although it is essential to be more realistic; (iii) teamwork seems to be a controversial topic; (iv) learners had a positive experience; however, some feel unprepared before their usage (prior knowledge). Hence, this survey provides a good platform for future research and approaches how to promote a better exploration of simulation/serious games. To conclude, this manuscript will be divided into six sections: (i) the 5W’s of game-based learning; (ii) research (statement of the problem, aims/objectives, philosophical approach and data collection/analysis); (iii) diagnosis (game deliver and learners’ pre-perception); (iv) findings (learners’ profile, awareness, experiences and preparation); (v) limitations and future work (methodological limitations and tools/analysis upgrade); and, (vi) conclusions.http://www.cieo.pt/journal/J_3_2014/article3.pdfGame-Based LearningSerious GamesCesim SimbrandUniversity of Algarve |
| spellingShingle | Tatiana Kikot Gonçalo Costa Silvia Fernandes Paulo Águas Why Use-Centered Game-Based Learning in Higher Education? The Case of Cesim Simbrand Journal of Spatial and Organizational Dynamics Game-Based Learning Serious Games Cesim Simbrand University of Algarve |
| title | Why Use-Centered Game-Based Learning in Higher Education? The Case of Cesim Simbrand |
| title_full | Why Use-Centered Game-Based Learning in Higher Education? The Case of Cesim Simbrand |
| title_fullStr | Why Use-Centered Game-Based Learning in Higher Education? The Case of Cesim Simbrand |
| title_full_unstemmed | Why Use-Centered Game-Based Learning in Higher Education? The Case of Cesim Simbrand |
| title_short | Why Use-Centered Game-Based Learning in Higher Education? The Case of Cesim Simbrand |
| title_sort | why use centered game based learning in higher education the case of cesim simbrand |
| topic | Game-Based Learning Serious Games Cesim Simbrand University of Algarve |
| url | http://www.cieo.pt/journal/J_3_2014/article3.pdf |
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