Exploring the Intersection of Game-Based Learning and Sustainable Education in Engineering: A Bibliometric Analysis
Resumo
This study conducts a bibliometric analysis on the use of Sustainable Game-Based Learning in Higher Education in Engineering. Research reveals growing interest in this field, with a progressive increase in publications over the years. It also determined the journals that publish the most frequently on the topic and the most frequently used keywords. Our findings indicate that the intersection of games, sustainability, and education is being explored as an effective pedagogical strategy in higher education in Engineering.
Palavras-chave:
Bibliometric Analysis, Educational Games, ESG P, Sustainability
Referências
Al-Azawi, R., Al-Faliti, F., and Al-Blushi, M. (2016). Educational gamification vs. game based learning: Comparative study. International journal of innovation, management and technology, 7(4):132–136.
Alves, E. (2013). Jogos sérios para ensino de engenharia de software. Master’s thesis, Faculdade de Engenharia de Universidade do Porto.
Berbel, N. A. N. (2011). As metodologias ativas e a promoção da autonomia de estudantes. Semina: Ciências Sociais e Humanas, 32(1):25.
Braghirolli, L. F. (2014). Aprendizagem por jogo computacional na engenharia de produção. PhD thesis, Programa de Pós-Graduação em Engenharia de Produção da Universidade Federal do Rio Grande do Sul.
De La Torre, E. M., Perez-Encinas, A., and Gomez-Mediavilla, G. (2022). Fostering sustainability through mobility knowledge, skills, and attitudes. Sustainability, 14(3):1349.
Didham, R. (2018). Education for sustainable development and the sdgs: Learning to act, learning to achieve. Policy brief; Advancing ESD policy, UNESCO global action program on education for sustainable development.
Gatti, L., Ulrich, M., and Seele, P. (2019). Education for sustainable development through business simulation games: An exploratory study of sustainability gamification and its effects on students’ learning outcomes. Journal of cleaner production, 207:667–678.
Gee, J. P. (2007). What Video Games Have to Teach Us About Learning and Literacy. Second Edition: Revised and Updated Edition. St. Martin’s Griffin, 2 edition.
Kirchherr, J. and Piscicelli, L. (2019). Towards an education for the circular economy (ece): five teaching principles and a case study. Resources, Conservation and Recycling, 150:104406.
Krath, J., Schürmann, L., and Von Korflesch, H. F. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior, 125:106963.
Martí-Parreño, J., Méndez-Ibáñez, E., and Alonso-Arroyo, A. (2016). The use of gamification in education: a bibliometric and text mining analysis. Journal of computer assisted learning, 32(6):663–676.
McGonigal, J. (2011). Reality Is Broken: Why Games Make Us Better and How They Can Change the World. Penguin.
Morán, J. (2015). Mudando a educação com metodologias ativas. Coleção mídias contemporâneas. Convergências midiáticas, educação e cidadania: aproximações jovens, 2(1):15–33.
Mundo, T. N. (2016). a agenda 2030 para o desenvolvimento sustentável. Recuperado em, 15:24.
Plass, J. L., Homer, B. D., and Kinzer, C. K. (2015). Foundations of game-based learning. Educational psychologist, 50(4):258–283.
Prensky, M. (2001). The Digital Game-Based Learning Revolution, chapter 1. McGraw-Hill.
Prince, M. (2004). Does active learning work? a review of the research. Journal of engineering education, 93(3):223–231.
Roemer, R. C. and Borchardt, R. (2015). Meaningful Metrics: A 21st-Century Librariant’s Guide to Bibliometrics, Altmetrics and Research Impact. Association of College and Research Libraries, Chicago, Illinois.
Romero-Rodriguez, L. M., Ramirez-Montoya, M. S., and González, J. R. V. (2019). Gamification in moocs: Engagement application test in energy sustainability courses. IEEE Access, 7:32093–32101.
Sutili, F. K. and Raineri, I. A. D. (2022). Metodologias ativas na formação do engenheiro do século xxi: desafios e reflexões. Olhar de Professor, 25:1–23.
Tejedor, G., Segalàs, J., Barrón, Á., Fernández-Morilla, M., Fuertes, M. T., Ruiz-Morales, J., Gutiérrez, I., García-González, E., Aramburuzabala, P., and Hernández, À. (2019). Didactic strategies to promote competencies in sustainability. Sustainability, 11(7):2086.
Van Eck, N. and Waltman, L. (2010). Software survey: Vosviewer, a computer program for bibliometric mapping. Scientometrics, 84(2):523–538.
Whalen, K. A., Berlin, C., Ekberg, J., Barletta, I., and Hammersberg, P. (2018). all they do is win: Lessons learned from use of a serious game for circular economy education. Resources, Conservation and Recycling, 135:335–345.
Xexéo, G. and Taucei, B. (2021). ENDO-GDC: Projetando jogos educacionais. In Minicursos da ERSI-RJ 2021 - VII Escola Regional de Sistemas de Informação do Rio de Janeiro, pages 154–203. SBC.
Alves, E. (2013). Jogos sérios para ensino de engenharia de software. Master’s thesis, Faculdade de Engenharia de Universidade do Porto.
Berbel, N. A. N. (2011). As metodologias ativas e a promoção da autonomia de estudantes. Semina: Ciências Sociais e Humanas, 32(1):25.
Braghirolli, L. F. (2014). Aprendizagem por jogo computacional na engenharia de produção. PhD thesis, Programa de Pós-Graduação em Engenharia de Produção da Universidade Federal do Rio Grande do Sul.
De La Torre, E. M., Perez-Encinas, A., and Gomez-Mediavilla, G. (2022). Fostering sustainability through mobility knowledge, skills, and attitudes. Sustainability, 14(3):1349.
Didham, R. (2018). Education for sustainable development and the sdgs: Learning to act, learning to achieve. Policy brief; Advancing ESD policy, UNESCO global action program on education for sustainable development.
Gatti, L., Ulrich, M., and Seele, P. (2019). Education for sustainable development through business simulation games: An exploratory study of sustainability gamification and its effects on students’ learning outcomes. Journal of cleaner production, 207:667–678.
Gee, J. P. (2007). What Video Games Have to Teach Us About Learning and Literacy. Second Edition: Revised and Updated Edition. St. Martin’s Griffin, 2 edition.
Kirchherr, J. and Piscicelli, L. (2019). Towards an education for the circular economy (ece): five teaching principles and a case study. Resources, Conservation and Recycling, 150:104406.
Krath, J., Schürmann, L., and Von Korflesch, H. F. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior, 125:106963.
Martí-Parreño, J., Méndez-Ibáñez, E., and Alonso-Arroyo, A. (2016). The use of gamification in education: a bibliometric and text mining analysis. Journal of computer assisted learning, 32(6):663–676.
McGonigal, J. (2011). Reality Is Broken: Why Games Make Us Better and How They Can Change the World. Penguin.
Morán, J. (2015). Mudando a educação com metodologias ativas. Coleção mídias contemporâneas. Convergências midiáticas, educação e cidadania: aproximações jovens, 2(1):15–33.
Mundo, T. N. (2016). a agenda 2030 para o desenvolvimento sustentável. Recuperado em, 15:24.
Plass, J. L., Homer, B. D., and Kinzer, C. K. (2015). Foundations of game-based learning. Educational psychologist, 50(4):258–283.
Prensky, M. (2001). The Digital Game-Based Learning Revolution, chapter 1. McGraw-Hill.
Prince, M. (2004). Does active learning work? a review of the research. Journal of engineering education, 93(3):223–231.
Roemer, R. C. and Borchardt, R. (2015). Meaningful Metrics: A 21st-Century Librariant’s Guide to Bibliometrics, Altmetrics and Research Impact. Association of College and Research Libraries, Chicago, Illinois.
Romero-Rodriguez, L. M., Ramirez-Montoya, M. S., and González, J. R. V. (2019). Gamification in moocs: Engagement application test in energy sustainability courses. IEEE Access, 7:32093–32101.
Sutili, F. K. and Raineri, I. A. D. (2022). Metodologias ativas na formação do engenheiro do século xxi: desafios e reflexões. Olhar de Professor, 25:1–23.
Tejedor, G., Segalàs, J., Barrón, Á., Fernández-Morilla, M., Fuertes, M. T., Ruiz-Morales, J., Gutiérrez, I., García-González, E., Aramburuzabala, P., and Hernández, À. (2019). Didactic strategies to promote competencies in sustainability. Sustainability, 11(7):2086.
Van Eck, N. and Waltman, L. (2010). Software survey: Vosviewer, a computer program for bibliometric mapping. Scientometrics, 84(2):523–538.
Whalen, K. A., Berlin, C., Ekberg, J., Barletta, I., and Hammersberg, P. (2018). all they do is win: Lessons learned from use of a serious game for circular economy education. Resources, Conservation and Recycling, 135:335–345.
Xexéo, G. and Taucei, B. (2021). ENDO-GDC: Projetando jogos educacionais. In Minicursos da ERSI-RJ 2021 - VII Escola Regional de Sistemas de Informação do Rio de Janeiro, pages 154–203. SBC.
Publicado
06/11/2023
Como Citar
UZEDA, Luiz Eduardo; PARREIRAS, Marcus; XEXÉO, Geraldo.
Exploring the Intersection of Game-Based Learning and Sustainable Education in Engineering: A Bibliometric Analysis. In: TRILHA DE EDUCAÇÃO – ARTIGOS COMPLETOS - SIMPÓSIO BRASILEIRO DE JOGOS E ENTRETENIMENTO DIGITAL (SBGAMES), 22. , 2023, Rio Grande/RS.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 683-694.
DOI: https://doi.org/10.5753/sbgames_estendido.2023.234167.
