Games as a Pedagogy for Teaching & Reinforcing Engineering Concepts to Learners
B. Hema Kumar1, R. Sundaramurthy2
1B. Hema Kumar*, Department of Electronics & Instrumentation Engineering, Pondicherry Engineering College, Puducherry, India.
2R. Sundaramurthy, Department of Electronics & Instrumentation Engineering, Pondicherry Engineering College, Puducherry, India.
Manuscript received on April 30, 2020. | Revised Manuscript received on May 06, 2020. | Manuscript published on May 30, 2020. | PP: 1817-1819 | Volume-9 Issue-1, May 2020. | Retrieval Number: A2733059120/2020©BEIESP | DOI: 10.35940/ijrte.A2733.059120
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Engineering learners often find traditional classrooms lectures more difficult to assimilate contents. Studies suggest that it will be difficult for learners to concentrate in class more than 15 minutes. Hence different pedagogy approaches may be required to make learners’ active participation inside class. Usage of games to actively engage learners is one of the excellent pedagogical approach. Incorporating games can help learners with an active environment in order to promoting learning by doing. Our proposed work is mainly focused on the modified implementation of casual & tailor-made games to teach and make undergraduate engineering learners’ participation active & stimulating in classrooms. Games were exclusively designed to suit the needs of the subject topic. Our work on the implementation of modified games in undergraduate engineering classrooms has proved that, learners actively participate in classroom sessions. This was validated by using T test and P test results and the repeatability was ensured by conducting the pedagogy for three consecutive years 2016 to 2019.
Keywords: Games, Pedagogy, Active Learning, Engineering.
Scope of the Article: Active Learning