Oo, B L and Lim, B T-H (2016) Game-based learning in construction management courses: A case of bidding game. Engineering, Construction and Architectural Management, 23(1), pp. 4-19. ISSN 0969-9988
Abstract
Purpose - The game-based learning has been used very successfully in some areas of formal education. In construction management, there is an increased uptake of games in teaching and learning. Focusing on a bidding game, the purpose of this paper is to evaluate its ability in enhancing students' learning. The specific objectives are to: examine the effectiveness of the game as a teaching mechanism; explore students' learning experience, preference and motivation to participate in the game; and identify the relationship between game features and students' learning experience and overall satisfaction. Design/methodology/approach - This paper adopted a survey research design. A questionnaire survey was conducted in two universities in Australia, involving 100 students in the gameplay. Findings - The results show that the overall student feedback is positive with the vast majority of the students enjoying the learning experience. Students from both institutions have indicated their preference for group-based game sessions. However, the students have divergent opinions about the game incentive and motivation. It is found that there are significant correlations between some of the game features and students' learning experience and overall satisfaction. Practical implications - The bidding game clearly has potential for adaptation in construction bidding-related courses. Educators could consider incorporating the significant game features towards improving students' learning experience and overall satisfaction. Originality/value - Given there are limited studies that aimed at evaluating educational games, the student feedback in this research should facilitate more critical and reflective process for incorporating similar form of games in teaching construction management and bidding-related courses.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | teaching; higher education; games; learning; construction management; bidding |
| Index terms: | research design, satisfaction, effectiveness, motivation, bidding, learning experience, Australia, survey, methodology, preference, educational games, questionnaire, higher education, adaptation |
| Subjects: | project delivery, educational institutions, psychology, research design and methodology, performance management, data collection methods, educational technology, user focus, learning methods, research methods, Geography, decision-making and reasoning, bidding |
| Topics: | Education, Geographical Context, Human Resources, Project Management, Quality Management, Design Practice, Research Practice, Procurement |
| Descriptive scope: | 5 PCTEA |
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