Experiences with an interactive boardgame that teaches elements of a basic automatic control course
Games are key pedagogical activities that engage students in problem-solving, critical thinking, and analytical ways of thinking. This paper introduces how we integrated Zendo, a game of inductive logic, into our teaching practices. To explore the impact, we collected the data from students in thei...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | Danish |
| Published: |
NTNU Open Access Journals
2025-03-01
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| Series: | Nordic Journal of STEM Education |
| Online Access: | https://www.ntnu.no/ojs/index.php/njse/article/view/5836 |
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| Summary: | Games are key pedagogical activities that engage students in problem-solving, critical thinking, and analytical ways of thinking. This paper introduces how we integrated Zendo, a game of inductive logic, into our teaching practices. To explore the impact, we collected the data from students in their active engagement with the interactive boardgame learning environment using a quantitative survey as well as an open-ended questionnaire where 16 students documented their in-context experiences, perceptions, and responses. We analysed the quantitative data through descriptive analysis while inductively coding the qualitative data to reveal the impact of the game on the students. The quantitative analysis showed a positive impact of the game on five different constructs related to learning, such as affective factors, collaborative learning, higher order thinking, and metacognition, while the qualitative data revealed four categories including low stake learning environment, collaboration and socio-cultural influences, awareness of own inductive learning, and inspiration for learning, supporting traditional approaches. These appeared to be aligned with the sociocultural perspective, based on the idea that social interaction plays a crucial role in learning. The collected experiences show that games may supplement traditional homework, providing a learning environment that triggers students’ cognitive (reflect and internalize) and social (interact and socialize) processes, an essential supporting element of learning. Through the lens of social culture, it not only enhances student engagement but also facilitates collaborative learning experiences. Additionally, within the framework of socio-constructivism, gamification serves as a powerful tool to foster active participation, social interaction, and the co-creation of knowledge among students.
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| ISSN: | 2535-4574 |