Abstract
This study describes an experiment in which engineering students create serious games (SG) that tackle problems relevant to their jobs. This experiment was conducted as part of the “Business Games” module we taught students enrolled in the Master’s program “Innovation Management” at the National School of Engineers of Tunis. By asking these engineers to create their games, we first aim to confirm that this reinforces their mastery of the course content. It also allows them to apply the concepts they have learned. We also intend to innovate by basing the module evaluation on students’ games. Sensitizing these engineers to the value of SG within the organization is a crucial part of our objectives. To create their games, we asked the students to use the Scratch environment. At the end of the semester, the students presented their achievements and completed a questionnaire. Its results reveal that the experiment was highly appreciated by the students and that, overall, we achieved our objectives. This article discusses SGs and how their development affects student learning. Moreover, these engineers indicated that before developing their games, they carefully reviewed the course material. To create their games, they also studied job details. Students generally liked Scratch and mentioned some of its weaknesses. The students asked that the experiment be repeated with other modules the following year. Although we have achieved our goals, improvements should be made if this experiment is repeated.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Explore related subjects
Discover the latest articles, news and stories from top researchers in related subjects.Data Availability
Data will be available when asked
References
Akcaoglu, M., & Koehler, M. J. (2014). Cognitive outcomes from the game-design and learning (GDL) after-school program. Computers & Education, 75, 72–81.
Alvarez, J., & Damien, D. (2011). An introduction to Serious game - Definitions and concepts. Proceedings of the Serious Games & Simulation Workshop, Paris, 10–15 http//hayka-kultura.com/larsen.html.
An, Y. J. (2016). A case study of educational computer game design by middle school students. Educational Technology Research and Development, 64(4), 555–571.
Baytak, A., & Land, S. M. (2010). A case study of educational game design by kids and for kids. Procedia-Social and Behavioral Sciences, 2(2), 5242–5246.
Bulut, D., Samur, Y., & Cömert, Z. (2022). The effect of educational game design process on students’ creativity. Smart Learning Environments, 9(1), 1–15. https://doi.org/10.1186/s40561-022-00188-9.
De Grove, F., Mechant, P., & Van Looy, J. (2010). Uncharted waters? Exploring experts’ opinions on the opportunities and limitations of serious games for foreign language learning. in Proceedings of the 3rd International Conference on Fun and Games, pp. 107–115, Leuven, Belgium, September 2010.
Farber, M. (2020). Global perspectives on Gameful and Playful Teaching and Learning. IGI Global.
Greco, M., & Murgia, G. (2007). Improving Negotiation Skills Through an Online Business Game. Proceedings of the European Conference on Game Based Learning. Paisley, UK,. 97–104.
Greco, M., Baldissin, N., & Nonino, F. (2013). An exploratory taxonomy of Business Games. SIMULATION & GAMING, 44, https://doi.org/10.1177/1046878113501464.
Grimes, S., & Fields, D. (2015). Children’s media making but not sharing. The potential and limitations of child-specific DIY media websites for a more inclusive media landscape. Media International Australia, 154, 112–122.
Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational Researcher, 42, 38–43.
Honey, M., & Kanter, D. (2013). Design, make, play: Growing the next generation of STEM innovators. New York, NY: Routledge; 2013.
Kafai, Y. B., & Burke, Q. (2015). Constructionist gaming: Understanding the benefits of making Games for Learning. Educational Psychologist, 50(4), 313–334. https://doi.org/10.1080/00461520.2015.1124022.
Mayer, R. E. (2014). Computer games for learning. MIT Press.
Mayer, R. E. (2020). Cognitive foundations of game-based learning. In J. L. Plass, R. E. Mayer, & B. D. Homer (Eds.), Handbook of game-based learning (pp. 83–110). The MIT Press.
Rachman-Moore, D., & Kenett, R. (2006). The Use of Simulation to improve the effectiveness of training in Performance Management. Journal of Management Education, 30(3), 455–476.
Ruggiero, D., & Green, L. (2017). Problem solving through digital game design: A quantitative content analysis. Computers in Human Behavior, 73, 28–37.
Van Eck, R. (2006). Digital game-based learning: it’s not just the digital natives who are restless. EDUCAUSE Review, vol. 41, no. 2, pp. 16–30, 2006.
Vos, N., Van der Meijden, H., & Denessen, E. (2011). Effects of constructing versus playing an educational game on student motivation and deep learning strategy use. Computers & Education, 56, 127–137.
Walfisz, M., Zackariasson, P., & Wilson, T. L. (2006). Real-time strategy: Evolutionary game development. Business Horizons, 49(6), 487–498.
Rodríguez, R-L. (2022). Engaging future engineers: The case study of a serious game implementation - education and Information Technologies. Retrieved October 10, 2023, from https://link.springer.com/article/10.1007/s10639-022-11279-y
Becker, K. (2017), Choosing and Using Digital Games in the Classroom: A Practical Guide, Calgary : Springer.
Khenissi, M-A, Essalmi, F., Jemni, M. (2015). Comparison Between Serious Games and Learning Version of Existing Games. Procedia - Social and Behavioral Sciences 191 ( 2015 ) 487 – 494.
Gamarra, M., Dominguez, A., Velazquez, J., & Páez, H. (2022). A gamification strategy in engineering education—A case study on motivation and engagement. Computer Applications in Engineering Education, 30(2), 472-482. https://doi.org/10.1002/cae.22466
Fabricatore, C., López, X. (2012). Sustainability Learning through Gaming: An Exploratory Study. Electronic Journal of e-learning, 10(2), 209-222.
Acknowledgements
There is no acknowledgment
Funding
There is no funding
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Competing interests
There is no competing interest.
Ethics approval
I approve of ethical concepts.
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Sellami, H.M. Sensitize engineers to serious games via scratch. Educ Inf Technol 29, 11077–11086 (2024). https://doi.org/10.1007/s10639-023-12264-9
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-023-12264-9