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Millennial interior design students' perceptions concerning game-based learning in a lighting design course.

机译：千禧一代室内设计学生对照明设计课程中基于游戏的学习的看法。

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摘要

The purpose of this research study was to assess the attitudes and perceptions of Millennial interior design students concerning game-based learning in a lighting design course. Research indicates Millennial students do not respond well to traditional lecture-based courses (Crittenden, 2002; Jones, 2012; Thaler, 2013). Several higher education disciplines, including interior design education, are modifying their teaching methodologies to accommodate Millennial learning styles (Prensky, 2001). Game-based learning is one of several teaching methodologies that may be effective in boosting Millennial learning (Jones, 2012; Skiba & Barton, 2006; Thaler, 2013).;To assess perceptions of Millennial interior design students who have participated in game-based learning experiences, a phenomenological study was conducted with interior design students enrolled in a junior-level lecture-based lighting design course within a four-year university located in northern Colorado. Each student enrolled in the lighting design course had the opportunity to play three games, which were developed specifically for a lighting design course by the course instructor. The instructor's goal was to "flip the classroom" in part through the implementation of game-based learning. Each of the three games developed by the instructor for the lighting design class were developed based on course content and modeled from the revised cognitive process dimension of Bloom's Taxonomy of Objectives. This taxonomy was designed to promote retention and transferability and six categories were developed as a result: Remember (retention), Understand, Apply, Analyze, Evaluate, and Create (all of which relate to transfer) (Anderson & Krathwohl, 2001).;Students were selected for the study based on their (1) enrollment in the lighting design course, (2) age and inclusion in the Millennial generation, and (3) participation in three educational games developed specifically for a lecture-based interior design course. Qualified participants completed a demographic survey and answered open-ended questions during focus group sessions. The data was analyzed using Interpretive Phenomenological Analysis.;Four major categories, with themes and subthemes, emerged from the findings of this study. The categories included: (1) perceptions concerning lecture-based courses, (2) perceptions of previous game-based learning experiences, (3) perceptions of game-based learning experiences in a lighting design course, and (4) strategies for creating effective game-based learning experiences. Themes and sub-themes emerged within each major category.;Themes from category one, perceptions concerning lecture-based courses, included (1) previous experiences with lecture-based courses, and (2) perceived strategies for improving lecture-based courses. In the second category, perceptions of previous game-based learning experiences, three themes emerged. These themes included (1) high school experiences, (2) college experiences, and (3) value of game-based learning based on previous experiences. Within the third category, perception of game-based learning experiences in lighting design, six themes emerged with related sub-themes. The six themes included (1) peer influences, (2) emotional and motivational factors, (3) retention of information, (4) game mechanics, (5) transferable skills learned from game-based learning, and (6) overall impressions of game-based learning. Within the fourth category, strategies for creating effective game-based learning experiences, three themes emerged with related sub-themes. These themes included (1) develop quality games, (2) implement games properly, and (3) post-game follow-up.;This study provides an exploratory foundation into the use of game-based learning for Millennial interior design students. Additionally, the study offered insight into students' perceptions of lecture-based courses, retention and transferability of information as a result of game-based learning, and student strategies for game-based learning. Understanding how Millennial interior design students perceive game-based learning can offer insights for interior design educators who may be interested in developing new curriculum in their lecture-based courses.
机译：这项研究的目的是评估千禧一代室内设计学生对照明设计课程中基于游戏的学习的态度和看法。研究表明，千禧一代的学生对传统的基于讲座的课程反应不佳（Crittenden，2002； Jones，2012； Thaler，2013）。包括室内设计教育在内的一些高等教育学科正在修改其教学方法，以适应千禧一代的学习风格（Prensky，2001）。基于游戏的学习是可能有效促进千禧一代学习的几种教学方法之一（Jones，2012; Skiba＆Barton，2006; Thaler，2013）.;评估参与基于游戏的千禧一代室内设计专业学生的看法在学习经验的过程中，对室内设计专业的学生进行了一项现象学研究，他们参加了科罗拉多州北部一所四年制大学的初级基于演讲的照明设计课程。每个参加照明设计课程的学生都有机会玩三款游戏，这是由课程讲师专门为照明设计课程开发的。讲师的目标是部分通过实施基于游戏的学习来“翻转课堂”。讲师针对照明设计课开发的三款游戏中的每一款都是根据课程内容开发的，并以经修订的Bloom的《目标分类法》的认知过程维度为模型。该分类法旨在促进保留和可转移性，因此开发了六个类别：记住（保留），了解，应用，分析，评估和创建（所有这些都与转移有关）（Anderson和Krathwohl，2001年）。根据（1）照明设计课程的入学人数，（2）千禧一代的年龄和年龄，以及（3）参加专门针对基于演讲的室内设计课程开发的三种教育游戏来选择学生。合格的参与者完成了一项人口统计调查，并在焦点小组会议期间回答了开放式问题。使用解释性现象学分析法对数据进行了分析。本研究的发现出现了四个主要类别，包括主题和子主题。类别包括：（1）对基于讲座的课程的看法；（2）对以前基于游戏的学习经验的看法；（3）在照明设计课程中对基于游戏的学习经验的看法；（4）建立有效的策略基于游戏的学习经验。每个主要类别中都出现了主题和子主题。第一类的主题是对基于讲座的课程的看法，包括（1）以前基于讲座的课程的经验，以及（2）改进基于讲座的课程的感知策略。在第二类中，对以前基于游戏的学习体验的认识出现了三个主题。这些主题包括（1）高中经历，（2）大学经历以及（3）基于先前经验的基于游戏的学习的价值。在第三类（照明设计中基于游戏的学习经验的感知）中，出现了六个主题以及相关的子主题。这六个主题包括（1）同伴影响力，（2）情绪和动机因素，（3）信息保留，（4）游戏机制，（5）从基于游戏的学习中学到的可转移技能以及（6）总体印象基于游戏的学习。在第四类，即创造有效的基于游戏的学习体验的策略中，出现了三个主题以及相关的子主题。这些主题包括（1）开发优质游戏，（2）正确实施游戏以及（3）赛后跟进。；本研究为千禧一代室内设计学生使用基于游戏的学习提供了探索性基础。此外，该研究还提供了有关学生对基于讲座的课程的理解，基于游戏的学习的信息的保留和传递以及学生基于游戏的学习策略的见解。了解千禧一代室内设计学生如何看待基于游戏的学习可以为可能对在其基于讲座的课程中开发新课程感兴趣的室内设计教育者提供见解。

著录项

  • 作者

    MacKenzie, Jessica R.;

  • 作者单位

    Colorado State University.;

  • 授予单位 Colorado State University.;
  • 学科 Design and Decorative Arts.;Education Pedagogy.;Education Higher.
  • 学位 M.S.
  • 年度 2014
  • 页码 156 p.
  • 总页数 156
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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