Gaming4All: Reflecting on Diversity, Equity, and Inclusion for Game-Based Engineering Education
Gaming4All: Reflecting on Diversity, Equity, and Inclusion for Game-Based Engineering Education
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DOI：
10.1109/fie44824.2020.9274176
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发表时间：
2020-10
期刊：
影响因子：
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通讯作者：
C. Harteveld;Nithesh Javvaji;Tiago Machado;Y. Zastavker;V. Bennett;T. Abdoun
中科院分区：
文献类型：
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作者：
C. Harteveld;Nithesh Javvaji;Tiago Machado;Y. Zastavker;V. Bennett;T. Abdoun
长期以来，基于游戏的学习一直被认为是将教育转变为更具吸引力和体验性的范式的承诺。到目前为止，它在工程教育中的实施已经表明了这一承诺，但需要更多的证据来广泛采用。我们的工作重点是公平，包容性和多样性的问题，从而浮出水面的问题，是否基于游戏的学习有利于每一个学生。到目前为止，这些问题还没有得到太多的关注，在基于游戏的学习教育研究景观，尽管它的尖锐，鉴于今天的全球社会气候和系统缺乏公平和多样性的工程教育。重点关注性别和种族/民族，我们反映了在本科岩土工程课程（n = 362）实施基于游戏的学习环境的结果。我们发现证据表明，基于游戏的学习支持积极的成果，并提供了一个公平的学习环境。然而，我们也注意到进一步讨论的若干挑战。
Game-based learning has long been heralded as a promise to transform education into a more engaging and experiential paradigm. Its implementation in engineering education has thus far shown that promise, yet more evidence is needed for widespread adoption. Our work focuses on issues of equity, inclusivity, and diversity, thus surfacing the question of whether game-based learning benefits each and every student. To date, these issues have not received much attention in game-based learning educational research landscape, despite its poignancy, given today’s global social climate and the systematic lack of equity and diversity in engineering education. With a focus on gender and race/ethnicity we reflect on the outcomes of implementing game-based learning environment in undergraduate geotechnical engineering courses (n = 362). We find evidence that game-based learning supports positive outcomes and provides an equitable learning environment. However, we also note several challenges that are further discussed.