Tuesday, June 23
6:15-6:30 PM
Room 4

Well Played: Assessing Knowledge of Economics Concepts and Increasing Student Engagement using Game Design Methodology

Full Paper: Live Presentation ID: 56479
  1. aaa
    Shweta Kailani
    Texas A&M University
  2. Lawrence McNeil
    Bowie State University
  3. Jasmine Zenn
    Texas A&M University

Abstract: The use of game design methodology (GDM) within college classroom settings has significantly increased within the past decade. As instructors continue to embrace the active teaching and learning mindset, many have utilized GDM in an effort to enhance the agency of students. This paper is a case study of the implementation of a game design project within an undergraduate economics classroom. It is written as a step-by-step framework that instructors can utilize to create their own environment for effective student game design. With the support of GDM and by allowing students to take ownership of their learning, the goal of the project was to improve students’ ability to apply economic concepts through the development of innovative games. To facilitate this goal, students were provided with a robust action plan that included detailed game design documentation, concept maps, and completion rubrics, all of which are thoroughly discussed in the paper. Student sentiment regarding the impact of the project on their learning of the economic concepts was very positive, as well as their degree of class interest and engagement.

No presider for this session.


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