Can game-based learning techniques help teach economics in a stimulating and effective way during times of disruption?

Autorinnen und Autoren Philippe Masset; Jean-Philippe Weisskopf; Mélanie Bonvin; Sandy Ingram; Nicole Baudat
Institution(en) Ecole hôtelière de Lausanne; Haute Ecole d'Ingénierie et d'Architecture Fribourg; Institut et Haute Ecole de la Santé La Source
Zeitpunkt(e)/Zeitraum der Erhebung(en) ongoing study
Art der Stichprobe und Benennung der Personengruppe(n) und Anzahl

Higher Education

Fragestellung(en) der Befragung

The educational disruption caused by the Covid-19 outbreak represents a significant challenge for teachers all over the world. The situation requires adapting the organization of lectures and the learning style to a fully online distance-learning context. Distance-learning is very different from face-to-face learning, notably in terms of the interaction between teacher and students and among students, and complicates student engagement and participation. The paradigm of ’student-centered‘ education seems more challenging to maintain in this context.
In this study we want to analyze whether game-based-learning methods that have successfully been used in a face-to-face environment remain effective in the distance-learning setting, which has disrupted most educational institutions over the past year.



Diese Information wurde am 16. April 2021 aus dem Repositorium Airtable entnommen.

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