Abstracts – Browse Results

Search or browse again.

Click on the titles below to expand the information about each abstract.
Viewing 9 results ...

Kamardeen, I and Samaratunga, M (2020) DigiExplanation-driven assignments for personalising learning in construction education. Construction Economics and Building, 20(03), 103-123.

Marisa, A and Yusof, N (2020) Factors influencing the performance of architects in construction projects. Construction Economics and Building, 20(03), 20-36.

Oo, B L, Lim, B and Feng, S (2020) Early career women in construction: are their career expectations being met?. Construction Economics and Building, 20(03), 1-19.

Ruge, G and Mackintosh, L (2020) Facilitating reflective practice: developing built environment educators' capacity for teaching and learning. Construction Economics and Building, 20(03), 160-174.

Smallwood, J J and Allen, C (2020) The impact of a first-year orientation team building exercise. Construction Economics and Building, 20(03), 142-159.

Sospeter, N G, Rwelamila, P D and Gimbi, J (2020) Critical success factors for managing post-disaster reconstruction projects: the case of Angola. Construction Economics and Building, 20(03), 37-55.

Tews, T, Skulmoski, G, Langston, C and Patching, A (2020) Innovation in project management education: let's get serious. Construction Economics and Building, 20(03), 124-141.

  • Type: Journal Article
  • Keywords: serious games; gamification; game-based learning; simulation
  • ISBN/ISSN: 2204-9029
  • URL: http://doi.org/10.5130/AJCEB.v20i3.7040
  • Abstract:

    More educators use serious games (e.g., games where the primary objective is learning rather than enjoyment) to enhance learning due to benefits such as improved understanding and engagement. However, using serious games within project management education is not well understood. The aim of this research is to investigate project management serious games in higher education: i) determine the extent of gamification in PMI-accredited project management programs, and ii) survey university students about their experiences playing project management serious games. Two separate mixed-method studies reveal insights about serious games in higher education and where innovations may be leveraged. Traditional statistics were used to analyse quantitative data, and coding was used to analyze the qualitative data. The results from a global survey of ten PMI-accredited university programs suggest that serious games are embryonic but promising. A case study at one university reveals that students enjoy learning through games but caution against using games to formally assess students’ learning.

Ullah, F, Sepasgozer, S, Tahmasebinia, F, Sepasgozar, S M E and Davis, S (2020) Examining the impact of students' attendance, sketching, visualization, and tutors' experience on students' performance: a case of building structures course in construction management. Construction Economics and Building, 20(03), 78-102.

Zhang, S, Duan, H, Wei, T and Shane, G (2020) A review of university-enterprise-cooperation research in China: a quantitative perspective. Construction Economics and Building, 20(03), 62-77.