doi: 10.18178/ijiet.2017.7.6.902
A Study of Self-regulated Learning in an Online Gaming Environment for Engineering Education
Gayatri Mehta1
,
Brett Kellerstedt2 ,
Jeanne Tunks2 ,
Kiran Sanagapaty3 ,
Alok Pal3 ,
Rani Deepika Balavendran Joseph3
- 1Electrical Engineering, University of North Texas, Texas, USA
- 2College of Education, University of North Texas, Texas, USA
- 3College of Engineering, University of North Texas, USA
Abstract
In this paper, we study the self-regulated learning aspect in an interactive open-ended game-like design environment. We used the interactive game UNTANGLED to conduct this study. This paper is focused on studying the effect of time breaks on the performance of game players and the quality of solutions players generate. Our results suggest that i) games should require a certain level of metacognition, so that players are expected to self-evaluate, self-direct, and self-select choices that lead to feasible solutions; ii) game should include motivational tools that aid in the movement through the material available in the game that leads to meaningful learning; and iii) games should enhance behaviors that lead to various strategies players can select from for decision making.
Keywords
- Engineering education
- games with a purpose
- mapping
- placement
- self-regulated learning
- STEM games
How to Cite
Gayatri Mehta, Brett Kellerstedt, Jeanne Tunks, Kiran Sanagapaty, Alok Pal, and Rani Deepika Balavendran Joseph, "A Study of Self-regulated Learning in an Online Gaming Environment for Engineering Education," International Journal of Information and Education Technology, vol. 7, no. 6, pp. 406-410, 2017. https://doi.org/10.18178/ijiet.2017.7.6.902
Copyright & License
Copyright © 2017 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).