Perceptions of gaming as experiential learning by engineering students

Abstract

After defining the term game and its characteristics, this paper refers to the origins of games, and supports the idea of gaming as one of the techniques included in the simulation and gaming methodology endorsed by associations such as ISAGA, NASAGA, JASAG, ABSEL or SAGSET. Considering gaming as experiential learning this study offers the perceptions of forty seven engineering students in their third year of studies at the Universitat Politècnica de València (Spain) regarding the use of games in different supports as part of their activitiesto gain knowledge insubjects of their degree program throughout a semester, to reinforce previously covered material, and to help learners develop problem-solving skills, communication and teamwork skills. A review of the advantages and drawbacks ofusing games leads usto carry out the statistical analysis of the answerstoa survey concerning the use of gaming as a teaching-learning technique with these engineering students, the students' experience with games in different subjects attended before and during their university studies, and the students' perceptions on using games to learn or just for fun. The study of the relation among the variables analysed allows us to perceive the students' feelings regarding gaming as opposed to more conventional strategies. As a whole, engineering students participating in the experiment back experiential learning and confirm that they learn and have fun when there is gaming in class activities. © 2011 TEMPUS Publications.