Ruiz, Phelipe Viana (2023) Game-based learning in the teaching of civil construction techniques. PhD thesis, Universidade Estadual de Campinas, Brazil.
Abstract
In this scenario of rapid technological advancement, where students seek more dynamic and interactive educational methods, this thesis explores the applicability of Game-Based Learning (GBL) in teaching construction techniques, focusing on masonry execution. A digital pedagogical tool in the form of a game, named 'TécnicasPlay', was developed for this purpose. It aids students in learning the construction processes, from the acquisition of supplies and the use of tools and equipment to the interpretation of projects and technical standards, and the sequencing of activities. Thus, future professionals can understand the weight and consequences of their decisions, engaging students in challenges related to different construction techniques, set in a construction site environment. The analysis of the results in relation to existing literature strengthened the research's position within the field of GBL and civil construction. The connection with contemporary theories and practices helped to align the findings with a broader understanding of current construction and teaching techniques. This approach allowed the observation of students' perception of engagement and the value of the tool in the teaching process, with students recognizing this tool as a valuable resource to assist in their learning process and maintaining engagement with the content. The game was developed considering different student profiles, needs, and computational resources. Thus, a proposal was developed that engages and empowers students in the teaching-learning process, allowing them to experience in the classroom what they will encounter in their professional practice, exercising competencies demanded by today's construction market. The study presents an unprecedented integration of Game-Based Learning into technical training in civil construction, using a digital tool to simulate real construction site challenges and enhance professional training. This study highlights the positive impact of game-based learning on student perception, with 'TécnicasPlay' improving not only engagement but also the assimilation of construction techniques. This outcome emphasizes the role of GBL as a valid strategy, paving the way for future investigations and practical applications of construction techniques in the field of Construction Education.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Thesis advisor: | Gomes, Carlos Eduardo Marmorato and Fontanini, Patricia Stella Pucharelli |
| Uncontrolled Keywords: | building construction; civil engineering; masonry; game based learning; active learning |
| Index terms: | construction market, investigation, acquisition, active learning, professional practice, construction process, construction education, integration, classroom, building construction, construction site, strategy, paving, proposal |
| Subjects: | building construction, professional education, market analysis, transportation engineering, project planning, construction type, organizational analysis, management, professional development, work location, business, data collection methods, learning methods |
| Topics: | Education, Engineering Principles, Project Management, Organizational Design, Site Management, Construction Technology, Business Strategy, Information Management, Research Practice |
| Descriptive scope: | 3 PCA |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here