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This paper aimed to assess
the redirection of classroom instruction in selected engineering courses
towards greater learning interest and engagement of college students through
gamified problem-solving exercises (PSE) method of instruction. The study used the
descriptive–correlational and experimental methods. Fifty nine (59) Taguig City
University students were considered as respondents. The purpose of this study
was to assess the redirection of classroom instruction in
selected engineering courses towards greater learning interest and engagement
of college students through gamified PSE method of instruction, specifically: First, the current
status of the traditional classroom instruction in selected Engineering courses. Second, the respondents’
level of gaming experience in
terms of rules of competition, status recognition and rewards
motivation. Third, the respondents’
assessment on the conversion of the traditional PSE to gamified approach
relative to students’ learning interest and engagement. Fourth, the relationship
between the respondents’ level of gaming experience and their assessment on the
conversion of the traditional PSE to gamified approach. Fifth, the students’
performance under the traditional PSE in selected Engineering courses compared
to gamified approach as to seatwork, boardwork, quiz, and assignment. And sixth, the difference
in the students’ performance when grouped according to traditional and gamified
PSE.

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