Problem-solving processes in an educational construction simulation game
The growing adoption of educational simulation games in construction pedagogy has significantly impacted student learning. One game, the Virtual Construction Simulator 4 (VCS4), has been found to support student learning of how to solve complex construction problems. However, further research is war...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Castronovo, Fadi [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2022transfer abstract |
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| Übergeordnetes Werk: |
Enthalten in: X-ray detectors in medical imaging - Spahn, Martin ELSEVIER, 2013, Amsterdam [u.a.] |
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| Übergeordnetes Werk: |
volume:52 ; year:2022 ; pages:0 |
| Links: |
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| DOI / URN: |
10.1016/j.aei.2022.101574 |
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ELV05792046X |
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| 520 | |a The growing adoption of educational simulation games in construction pedagogy has significantly impacted student learning. One game, the Virtual Construction Simulator 4 (VCS4), has been found to support student learning of how to solve complex construction problems. However, further research is warranted to evaluate the thinking processes that students engage while playing the game. This study examines those thinking processes by analyzing verbal protocols collected as students thought aloud while playing VCS4 game modules and resulting verbal protocols were coded to capture both cognitive and metacognitive operations. Patterns of thought revealed by this coding were then compared to the patterns expected based on the intentions of game design. The results show that students do generally exhibit the expected patterns. These findings support the claim that students engaged in complex higher-order thinking processes and skills, which evolved based on the types of construction projects. | ||
| 520 | |a The growing adoption of educational simulation games in construction pedagogy has significantly impacted student learning. One game, the Virtual Construction Simulator 4 (VCS4), has been found to support student learning of how to solve complex construction problems. However, further research is warranted to evaluate the thinking processes that students engage while playing the game. This study examines those thinking processes by analyzing verbal protocols collected as students thought aloud while playing VCS4 game modules and resulting verbal protocols were coded to capture both cognitive and metacognitive operations. Patterns of thought revealed by this coding were then compared to the patterns expected based on the intentions of game design. The results show that students do generally exhibit the expected patterns. These findings support the claim that students engaged in complex higher-order thinking processes and skills, which evolved based on the types of construction projects. | ||
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10.1016/j.aei.2022.101574 doi /cbs_pica/cbs_olc/import_discovery/elsevier/einzuspielen/GBV00000000001790.pica (DE-627)ELV05792046X (ELSEVIER)S1474-0346(22)00046-5 DE-627 ger DE-627 rakwb eng 530 VZ 610 VZ 44.90 bkl Castronovo, Fadi verfasserin aut Problem-solving processes in an educational construction simulation game 2022transfer abstract nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier The growing adoption of educational simulation games in construction pedagogy has significantly impacted student learning. One game, the Virtual Construction Simulator 4 (VCS4), has been found to support student learning of how to solve complex construction problems. However, further research is warranted to evaluate the thinking processes that students engage while playing the game. This study examines those thinking processes by analyzing verbal protocols collected as students thought aloud while playing VCS4 game modules and resulting verbal protocols were coded to capture both cognitive and metacognitive operations. Patterns of thought revealed by this coding were then compared to the patterns expected based on the intentions of game design. The results show that students do generally exhibit the expected patterns. These findings support the claim that students engaged in complex higher-order thinking processes and skills, which evolved based on the types of construction projects. The growing adoption of educational simulation games in construction pedagogy has significantly impacted student learning. One game, the Virtual Construction Simulator 4 (VCS4), has been found to support student learning of how to solve complex construction problems. However, further research is warranted to evaluate the thinking processes that students engage while playing the game. This study examines those thinking processes by analyzing verbal protocols collected as students thought aloud while playing VCS4 game modules and resulting verbal protocols were coded to capture both cognitive and metacognitive operations. Patterns of thought revealed by this coding were then compared to the patterns expected based on the intentions of game design. The results show that students do generally exhibit the expected patterns. These findings support the claim that students engaged in complex higher-order thinking processes and skills, which evolved based on the types of construction projects. Construction education Elsevier Simulation games Elsevier Problem-solving Elsevier Engineering education Elsevier Stepanik, Nicholas oth Van Meter, Peggy N. oth Messner, John I. oth Enthalten in Elsevier Science Spahn, Martin ELSEVIER X-ray detectors in medical imaging 2013 Amsterdam [u.a.] (DE-627)ELV016695070 volume:52 year:2022 pages:0 https://doi.org/10.1016/j.aei.2022.101574 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_70 GBV_ILN_164 GBV_ILN_300 GBV_ILN_2006 GBV_ILN_2008 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2016 GBV_ILN_2018 GBV_ILN_2180 44.90 Neurologie VZ AR 52 2022 0 |
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10.1016/j.aei.2022.101574 doi /cbs_pica/cbs_olc/import_discovery/elsevier/einzuspielen/GBV00000000001790.pica (DE-627)ELV05792046X (ELSEVIER)S1474-0346(22)00046-5 DE-627 ger DE-627 rakwb eng 530 VZ 610 VZ 44.90 bkl Castronovo, Fadi verfasserin aut Problem-solving processes in an educational construction simulation game 2022transfer abstract nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier The growing adoption of educational simulation games in construction pedagogy has significantly impacted student learning. One game, the Virtual Construction Simulator 4 (VCS4), has been found to support student learning of how to solve complex construction problems. However, further research is warranted to evaluate the thinking processes that students engage while playing the game. This study examines those thinking processes by analyzing verbal protocols collected as students thought aloud while playing VCS4 game modules and resulting verbal protocols were coded to capture both cognitive and metacognitive operations. Patterns of thought revealed by this coding were then compared to the patterns expected based on the intentions of game design. The results show that students do generally exhibit the expected patterns. These findings support the claim that students engaged in complex higher-order thinking processes and skills, which evolved based on the types of construction projects. The growing adoption of educational simulation games in construction pedagogy has significantly impacted student learning. One game, the Virtual Construction Simulator 4 (VCS4), has been found to support student learning of how to solve complex construction problems. However, further research is warranted to evaluate the thinking processes that students engage while playing the game. This study examines those thinking processes by analyzing verbal protocols collected as students thought aloud while playing VCS4 game modules and resulting verbal protocols were coded to capture both cognitive and metacognitive operations. Patterns of thought revealed by this coding were then compared to the patterns expected based on the intentions of game design. The results show that students do generally exhibit the expected patterns. These findings support the claim that students engaged in complex higher-order thinking processes and skills, which evolved based on the types of construction projects. Construction education Elsevier Simulation games Elsevier Problem-solving Elsevier Engineering education Elsevier Stepanik, Nicholas oth Van Meter, Peggy N. oth Messner, John I. oth Enthalten in Elsevier Science Spahn, Martin ELSEVIER X-ray detectors in medical imaging 2013 Amsterdam [u.a.] (DE-627)ELV016695070 volume:52 year:2022 pages:0 https://doi.org/10.1016/j.aei.2022.101574 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_70 GBV_ILN_164 GBV_ILN_300 GBV_ILN_2006 GBV_ILN_2008 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2016 GBV_ILN_2018 GBV_ILN_2180 44.90 Neurologie VZ AR 52 2022 0 |
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10.1016/j.aei.2022.101574 doi /cbs_pica/cbs_olc/import_discovery/elsevier/einzuspielen/GBV00000000001790.pica (DE-627)ELV05792046X (ELSEVIER)S1474-0346(22)00046-5 DE-627 ger DE-627 rakwb eng 530 VZ 610 VZ 44.90 bkl Castronovo, Fadi verfasserin aut Problem-solving processes in an educational construction simulation game 2022transfer abstract nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier The growing adoption of educational simulation games in construction pedagogy has significantly impacted student learning. One game, the Virtual Construction Simulator 4 (VCS4), has been found to support student learning of how to solve complex construction problems. However, further research is warranted to evaluate the thinking processes that students engage while playing the game. This study examines those thinking processes by analyzing verbal protocols collected as students thought aloud while playing VCS4 game modules and resulting verbal protocols were coded to capture both cognitive and metacognitive operations. Patterns of thought revealed by this coding were then compared to the patterns expected based on the intentions of game design. The results show that students do generally exhibit the expected patterns. These findings support the claim that students engaged in complex higher-order thinking processes and skills, which evolved based on the types of construction projects. The growing adoption of educational simulation games in construction pedagogy has significantly impacted student learning. One game, the Virtual Construction Simulator 4 (VCS4), has been found to support student learning of how to solve complex construction problems. However, further research is warranted to evaluate the thinking processes that students engage while playing the game. This study examines those thinking processes by analyzing verbal protocols collected as students thought aloud while playing VCS4 game modules and resulting verbal protocols were coded to capture both cognitive and metacognitive operations. Patterns of thought revealed by this coding were then compared to the patterns expected based on the intentions of game design. The results show that students do generally exhibit the expected patterns. These findings support the claim that students engaged in complex higher-order thinking processes and skills, which evolved based on the types of construction projects. Construction education Elsevier Simulation games Elsevier Problem-solving Elsevier Engineering education Elsevier Stepanik, Nicholas oth Van Meter, Peggy N. oth Messner, John I. oth Enthalten in Elsevier Science Spahn, Martin ELSEVIER X-ray detectors in medical imaging 2013 Amsterdam [u.a.] (DE-627)ELV016695070 volume:52 year:2022 pages:0 https://doi.org/10.1016/j.aei.2022.101574 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_70 GBV_ILN_164 GBV_ILN_300 GBV_ILN_2006 GBV_ILN_2008 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2016 GBV_ILN_2018 GBV_ILN_2180 44.90 Neurologie VZ AR 52 2022 0 |
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10.1016/j.aei.2022.101574 doi /cbs_pica/cbs_olc/import_discovery/elsevier/einzuspielen/GBV00000000001790.pica (DE-627)ELV05792046X (ELSEVIER)S1474-0346(22)00046-5 DE-627 ger DE-627 rakwb eng 530 VZ 610 VZ 44.90 bkl Castronovo, Fadi verfasserin aut Problem-solving processes in an educational construction simulation game 2022transfer abstract nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier The growing adoption of educational simulation games in construction pedagogy has significantly impacted student learning. One game, the Virtual Construction Simulator 4 (VCS4), has been found to support student learning of how to solve complex construction problems. However, further research is warranted to evaluate the thinking processes that students engage while playing the game. This study examines those thinking processes by analyzing verbal protocols collected as students thought aloud while playing VCS4 game modules and resulting verbal protocols were coded to capture both cognitive and metacognitive operations. Patterns of thought revealed by this coding were then compared to the patterns expected based on the intentions of game design. The results show that students do generally exhibit the expected patterns. These findings support the claim that students engaged in complex higher-order thinking processes and skills, which evolved based on the types of construction projects. The growing adoption of educational simulation games in construction pedagogy has significantly impacted student learning. One game, the Virtual Construction Simulator 4 (VCS4), has been found to support student learning of how to solve complex construction problems. However, further research is warranted to evaluate the thinking processes that students engage while playing the game. This study examines those thinking processes by analyzing verbal protocols collected as students thought aloud while playing VCS4 game modules and resulting verbal protocols were coded to capture both cognitive and metacognitive operations. Patterns of thought revealed by this coding were then compared to the patterns expected based on the intentions of game design. The results show that students do generally exhibit the expected patterns. These findings support the claim that students engaged in complex higher-order thinking processes and skills, which evolved based on the types of construction projects. Construction education Elsevier Simulation games Elsevier Problem-solving Elsevier Engineering education Elsevier Stepanik, Nicholas oth Van Meter, Peggy N. oth Messner, John I. oth Enthalten in Elsevier Science Spahn, Martin ELSEVIER X-ray detectors in medical imaging 2013 Amsterdam [u.a.] (DE-627)ELV016695070 volume:52 year:2022 pages:0 https://doi.org/10.1016/j.aei.2022.101574 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_70 GBV_ILN_164 GBV_ILN_300 GBV_ILN_2006 GBV_ILN_2008 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2016 GBV_ILN_2018 GBV_ILN_2180 44.90 Neurologie VZ AR 52 2022 0 |
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10.1016/j.aei.2022.101574 doi /cbs_pica/cbs_olc/import_discovery/elsevier/einzuspielen/GBV00000000001790.pica (DE-627)ELV05792046X (ELSEVIER)S1474-0346(22)00046-5 DE-627 ger DE-627 rakwb eng 530 VZ 610 VZ 44.90 bkl Castronovo, Fadi verfasserin aut Problem-solving processes in an educational construction simulation game 2022transfer abstract nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier The growing adoption of educational simulation games in construction pedagogy has significantly impacted student learning. One game, the Virtual Construction Simulator 4 (VCS4), has been found to support student learning of how to solve complex construction problems. However, further research is warranted to evaluate the thinking processes that students engage while playing the game. This study examines those thinking processes by analyzing verbal protocols collected as students thought aloud while playing VCS4 game modules and resulting verbal protocols were coded to capture both cognitive and metacognitive operations. Patterns of thought revealed by this coding were then compared to the patterns expected based on the intentions of game design. The results show that students do generally exhibit the expected patterns. These findings support the claim that students engaged in complex higher-order thinking processes and skills, which evolved based on the types of construction projects. The growing adoption of educational simulation games in construction pedagogy has significantly impacted student learning. One game, the Virtual Construction Simulator 4 (VCS4), has been found to support student learning of how to solve complex construction problems. However, further research is warranted to evaluate the thinking processes that students engage while playing the game. This study examines those thinking processes by analyzing verbal protocols collected as students thought aloud while playing VCS4 game modules and resulting verbal protocols were coded to capture both cognitive and metacognitive operations. Patterns of thought revealed by this coding were then compared to the patterns expected based on the intentions of game design. The results show that students do generally exhibit the expected patterns. These findings support the claim that students engaged in complex higher-order thinking processes and skills, which evolved based on the types of construction projects. Construction education Elsevier Simulation games Elsevier Problem-solving Elsevier Engineering education Elsevier Stepanik, Nicholas oth Van Meter, Peggy N. oth Messner, John I. oth Enthalten in Elsevier Science Spahn, Martin ELSEVIER X-ray detectors in medical imaging 2013 Amsterdam [u.a.] (DE-627)ELV016695070 volume:52 year:2022 pages:0 https://doi.org/10.1016/j.aei.2022.101574 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_70 GBV_ILN_164 GBV_ILN_300 GBV_ILN_2006 GBV_ILN_2008 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2016 GBV_ILN_2018 GBV_ILN_2180 44.90 Neurologie VZ AR 52 2022 0 |
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The growing adoption of educational simulation games in construction pedagogy has significantly impacted student learning. One game, the Virtual Construction Simulator 4 (VCS4), has been found to support student learning of how to solve complex construction problems. However, further research is warranted to evaluate the thinking processes that students engage while playing the game. This study examines those thinking processes by analyzing verbal protocols collected as students thought aloud while playing VCS4 game modules and resulting verbal protocols were coded to capture both cognitive and metacognitive operations. Patterns of thought revealed by this coding were then compared to the patterns expected based on the intentions of game design. The results show that students do generally exhibit the expected patterns. These findings support the claim that students engaged in complex higher-order thinking processes and skills, which evolved based on the types of construction projects. |
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The growing adoption of educational simulation games in construction pedagogy has significantly impacted student learning. One game, the Virtual Construction Simulator 4 (VCS4), has been found to support student learning of how to solve complex construction problems. However, further research is warranted to evaluate the thinking processes that students engage while playing the game. This study examines those thinking processes by analyzing verbal protocols collected as students thought aloud while playing VCS4 game modules and resulting verbal protocols were coded to capture both cognitive and metacognitive operations. Patterns of thought revealed by this coding were then compared to the patterns expected based on the intentions of game design. The results show that students do generally exhibit the expected patterns. These findings support the claim that students engaged in complex higher-order thinking processes and skills, which evolved based on the types of construction projects. |
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The growing adoption of educational simulation games in construction pedagogy has significantly impacted student learning. One game, the Virtual Construction Simulator 4 (VCS4), has been found to support student learning of how to solve complex construction problems. However, further research is warranted to evaluate the thinking processes that students engage while playing the game. This study examines those thinking processes by analyzing verbal protocols collected as students thought aloud while playing VCS4 game modules and resulting verbal protocols were coded to capture both cognitive and metacognitive operations. Patterns of thought revealed by this coding were then compared to the patterns expected based on the intentions of game design. The results show that students do generally exhibit the expected patterns. These findings support the claim that students engaged in complex higher-order thinking processes and skills, which evolved based on the types of construction projects. |
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