Conference paper 2015

The effects of scenario-epistemic game approach on professional skills and knowledge among chemical engineering students

WK
Wun, Kho Pui
 HJ
Harun, Jamalludin Bin
ICEED 2014 - 2014 IEEE 6th Conference on Engineering Education
Conference · pp. 90-94
Abstract

This paper described the gap of the current pedagogy approaches that could not meet the increasing requirement for the 21st century engineers. This was because of inadequate chances for future engineer to develop their professional skills. The purpose of this study was to examine the effect of using scenario-epistemic game among chemical engineering students. This instructional approach stimulated the chemical engineering students towards acquisition of professional skills and knowledge. This study indicated as a new contribution to game-based learning where a framework that centering on professional skills and knowledge development is suggested. The outcome of dealing the scenario-epistemic game was beyond the sense of enjoyment and engagement. Therefore, effective 21st century chemical engineers can be produced. © 2014 IEEE.

Keywords

Author Keywords

professional skills Professional knowledge Game-based learning Instructional Approach 21st century engineer scenario-epistemic game

Index Keywords

Professional aspects Engineering education Education computing Students education Professional skills Engineers Game-based Learning professional knowledge Instructional approach scenario-epistemic game
Author Affiliations
Department of Education, Universiti Teknologi Malaysia, Johor Bahru, Johor, Malaysia
Funding & Acknowledgements
No funding information
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