What Can Be Learned From the Implementation of an Innovative Pedagogy With (Seemingly) Null Results?

• In Event: Sunday Roundtable Session 1:15 pm
  In Roundtable Session: Decision Making, Problem Solving, and Career Development in Engineering (Table 34)

Abstract

In this mixed methods study, educational researchers partnered with Engineering faculty to implement a novel game development pedagogy in an undergraduate class required for the major. Students worked in teams across the semester to develop a variety of games to teach players course content. Across the semester, we measured students’ perceptions of the learning environment, development of professional skills (like communication and time management) and motivation for the game development project. Initial test results indicated nothing statistically significant. But, paired with our end-of-semester focus groups, we found that our null results actually yielded important insight about implementation of the novel pedagogy and student goals for their own learning. We will compare these results to a subsequent semester after implementing changes.

Authors

• Justin Sabrowsky, Appalachian State University

• Alyssa Emery, Iowa State University