Download PDFOpen PDF in browserA Gamified Pedagogical Method for Teaching Construction Scheduling through Active Exploration9 pages•Published: December 11, 2023AbstractPrevious studies have convincingly shown that active and collaborative instructions, coupled with effective means to encourage student engagement, invariably lead to better learning outcomes. However, despite significant potentials for experiential learning, standard educational programs in construction engineering and management are rigid systems that offer little opportunity for students to engage in active learning that can help them gain first-hand experience and guide them toward discovering solutions. This study aims to address this need by designing and empirically assessing the performance of a novel gamified pedagogical method that teaches construction scheduling through guided active exploration in a digital game environment. The proposed pedagogical approach and its game are designed based on the constructivism learning theory. A scenario-based interactive game, called Zebel, was developed using the Unity game engine. Using a series of pre- and post-assessment instruments, the proposed method was implemented and evaluated in a graduate-level course for construction planning and scheduling to collect empirical data. The outcomes indicated that the proposed pedagogy was able to successfully guide students with no background and prior knowledge in construction scheduling to discover the fundamental concepts and systematic solutions for the problems.Keyphrases: active exploration, construction scheduling, constructivism, gamified pedagogy In: Tom Leathem, Wes Collins and Anthony Perrenoud (editors). Proceedings of 59th Annual Associated Schools of Construction International Conference, vol 4, pages 317-325.
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