Effectiveness of a game-based class for interdisciplinary energy systems education in engineering courses
Effectiveness of a game-based class for interdisciplinary energy systems education in engineering courses
复制标题
工程课程中基于游戏的跨学科能源系统教育课程的有效性
DOI：
10.1007/s11625-021-00912-3
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发表时间：
2021
影响因子：
6
通讯作者：
Kanagawa Tetsuya
中科院分区：
文献类型：
--
作者：
Suzuki Kengo;Shibuya Takeshi;Kanagawa Tetsuya
能源领域的专业人士需要了解技术、社会和环境之间的相互作用，以解决政策问题之间的复杂权衡。培养具有跨学科视野的专业人才已被认为是大学工程教育的重要目标。多项研究表明，基于游戏的学习适合教授可持续发展相关问题的跨学科方面；然而，只有少数研究定量评估了学习与预定学习目标相关的内容的参与者的百分比。本研究定量评估了旨在教授工程课程中能源政策问题的基于游戏的课程的有效性。这个基于游戏的课程旨在培养克服政策问题之间复杂权衡的视角，并培养建立全社会共识所需的能力和态度。采用内容分析法作为研究方法；通过仔细阅读和深入讨论，将128名学生提交的自由形式反思报告的内容分为6个主题，并计算了学生提到与学习目标相关的主题的比例。结果显示，83%的学生学到了与学习目标相关的知识，37%的学生提出了克服政策问题之间的权衡和利益相关者之间冲突的建议。此外，一些同学还通过自愿调查、其他同学的演示、游戏与现实的对比等方式积极加深理解。这些结果表明，基于游戏的学习是能源政策问题跨学科教育的有效方法。
Professionals in the energy sector are required to understand the interactions among technology, society, and the environment to tackle complex trade-offs among policy issues. The fostering of such professionals with interdisciplinary perspectives has been recognized as a significant target for engineering education in universities. Several studies have shown that game-based learning is suitable for teaching interdisciplinary aspects of sustainability-related issues; however, only a few studies have quantitatively evaluated the percentage of participants that learn something relevant to the predetermined learning targets. This study quantitatively evaluates the effectiveness of a game-based class designed to teach energy policy issues in an engineering course. This game-based class aims to develop a perspective for overcoming the complex trade-offs among policy issues and for developing the abilities and attitudes necessary to build society-wide consensus. Content analysis was adopted as a research method; the contents of free-form reflection reports submitted by 128 students were categorized into 6 topics through careful reading and in-depth discussions, and the proportion of students who mentioned topics relevant to the learning targets was calculated. The results show that 83% of the students learned something relevant to the learning targets, and 37% of them made proposals to overcome the trade-offs among policy issues and conflicts among stakeholders. Further, some students actively deepened their understanding through voluntary surveys, presentations of other students, and by comparing the game and reality. These results suggest that game-based learning is an effective method for interdisciplinary education regarding energy policy issues.