|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|139017||2018||9 صفحه PDF||سفارش دهید||محاسبه نشده|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Procedia Manufacturing, Volume 21, 2018, Pages 429-437
Regarding the massive sustainability challenge mankind is currently facing, there is an indisputable need to implement sustainability as the key reference point into higher engineering education in order to prepare the stakeholders of tomorrow. This requires networked thinking on the part of the learner and increases the learning goalsâ complexity dramatically. The actual achieved learning outcomes are often evaluated by assessing factual knowledge in higher education. However, it has been shown many times that students choose the examination format for orientation when studying. Thus, the authors propose a gamified summative assessment approach that requires networked thinking to direct studentsâ learning efforts towards broad competency building. In a study with 25 students of a master engineering course, the effects of a gamified examination design are investigated.