Does Gamer Personality Affect the Experience and Engagement of Architectural Engineering Sophomores in Fundamental Classes?

Ece Erdogmus, Ariel Kousgaard, Erica Ryherd, Sydney Brown

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Games as a part of teaching pedagogy are gaining popularity from K-12 to college education. Instructors of even traditional courses (without major online components) are utilizing online textbook resources, games, and videos. However, there is conflicting research regarding the benefits of these tools in comparison to traditional teaching methods. With the intention of improving student experience in a required and particularly challenging fundamental engineering course (Engineering Statics) in the Architectural Engineering (AE) Program at the University of Nebraska, the authors implemented some games and assessments. The guiding hypothesis of the study is that students choosing architectural engineering may be more visual or hands-on learners, and the high attrition rates in the first two years may be linked to the relatively dry fundamentals courses required in the AE curriculum. The young student struggles to understand the relationship of these courses with their desired occupation. However, the impact of the interventions to prove or disprove this hypothesis will necessitate a longer study to observe retention rates. The authors' secondary hypothesis is that different personalities, identified as one of the four established gamer types, may react to various teaching tools in contrasting ways and this may affect their experience and engagement in the class. This presentation will discuss the following questions and related findings: How do the different personalities react to new instructional trends? Are there correlations between the students' characteristics as a "gamer" to their academic success? Are there differences between Male and feMale engineering students regarding gamer types, gaming-related engagement, and success in this class?.

Original languageEnglish (US)
Title of host publicationAEI 2017
Subtitle of host publicationResilience of the Integrated Building - Proceedings of the Architectural Engineering National Conference 2017
EditorsJeffery S. Volz
PublisherAmerican Society of Civil Engineers (ASCE)
Pages24-38
Number of pages15
ISBN (Electronic)9780784480502
DOIs
StatePublished - 2017
EventArchitectural Engineering National Conference 2017: Resilience of the Integrated Building, AEI 2017 - Oklahoma City, United States
Duration: Apr 11 2017Apr 13 2017

Publication series

NameAEI 2017: Resilience of the Integrated Building - Proceedings of the Architectural Engineering National Conference 2017

Other

OtherArchitectural Engineering National Conference 2017: Resilience of the Integrated Building, AEI 2017
CountryUnited States
CityOklahoma City
Period4/11/174/13/17

ASJC Scopus subject areas

  • Civil and Structural Engineering
  • Building and Construction
  • Architecture

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    Erdogmus, E., Kousgaard, A., Ryherd, E., & Brown, S. (2017). Does Gamer Personality Affect the Experience and Engagement of Architectural Engineering Sophomores in Fundamental Classes? In J. S. Volz (Ed.), AEI 2017: Resilience of the Integrated Building - Proceedings of the Architectural Engineering National Conference 2017 (pp. 24-38). (AEI 2017: Resilience of the Integrated Building - Proceedings of the Architectural Engineering National Conference 2017). American Society of Civil Engineers (ASCE). https://doi.org/10.1061/9780784480502.003