Below are the abstracts for Session 1 of the STEM Conference 2017
Session 1.1: The use of Game Enhanced Learning (GEL) to improve student engagement
Biological Sciences
Dr Louise Robinson University of Derby
Game Enhanced Learning (GEL) in education is becoming an increasingly popular way to support teaching or deliver concepts in new ways to increase engagement whilst encouraging a different form of creativity within the educational environment. GEL can be used in lecture theatres laboratories or set as revision to promote further study. In this session the similarities which already exist between games and education will be discussed and some key play mechanics (how games work) will be considered in relation to HE teaching. Ideas for gamifying teaching will be demonstrated with links to the development of ‘21st century’ skills.
Session 1.2: How are international STEM undergraduate students using digital technology to support their learning?
General
Professor Rebecca Strachan Ms Sanaa Aljabali Dr Alison Pickard Northumbria University
Digital technologies are widely used in education but do not always consider the student perspective. This study investigates how international STEM undergraduate students are using technology to support their learning inside and outside the classroom. The results from data analysis of a large survey and a set of individual student interviews demonstrate that students use technology in many ways to support their learning often showing a preference for technology that is outside the formal university systems. This suggests universities need to re-evaluate their approach to technology enhanced learning to ensure it is meeting student needs and addresses cultural differences.
Session 1.3: CYPHER: InteraCtive CrYPtograpHic Protocol TEaching and LeaRning
Computing
Dr Kashif Kifayat Liverpool John Moores University
Cryptography is an essential component of cyber security. However it is a challenging subject as demonstrated by the consistently lower marks achieved by students in comparison to other course modules. To enhance students’ understanding of cryptography we are developing the CYPHER platform. The platform provides interactive learning content such as visualisation and animation for popular cryptographic protocols. Case studies have been developed for protocols such as Kerberos PGP etc. which have been uploaded to YouTube. Using animations and gamification CYPHER provides a learning experience which enables students to gain an understanding of complex topics at their own pace.
Session 1.4: Enhancing engagement and performance through an integrated curriculum
Engineering and Materials
Mr Douglas Higginson Professor Gareth Neighbour Mrs Gordana Collier Oxford Brookes University
This paper will describe the concept of the integrated but explicit curriculum that has been developed at Oxford Brookes University Department of Mechanical Engineering and Mathematical Sciences to engage students with the full range of analytical business and practical skills that are part of the engineering profession that they aspire to join. It will present the design of the artifact as well as describing the activities staff have developed around the project to engage students to achieve their learning outcomes. The paper will conclude with an indication of the improved performance evidenced as a result of the project.
Session 1.5: Mixed Reality Mathematics interventions
Interdisciplinary
Dr James Hind Dr Laurice Fretwell Nottingham Trent University
Mathematics students struggle to relate functions to the geometries they represent. This project uses two Virtual Reality interventions to engage students with this aspect of their subject.
Firstly as an experiential learning tool to reconnect students with the geometry represented by the equations they are working on. This part then used 3D printing to create a real version of the virtual objects.
Secondly as a teaching tool to explain dimensional progression in multivariate graphing. Students were tasked with graphing in three dimensions. This was used as a basis for considering higher dimensional graphs.
Session 1.6: Evaluating student perceptions of using a game-based approach to aid learning
General
Dr Russell Crawford Dr Sarah Aynsley Keele University
Gamification in higher education has been gaining traction as a plausible and useful addition to the diversity of learning resources available to both teachers and students. We have invented a team game to help aid pharmacology learning in medical students. The aim of our current study was to determine whether a range of students who played our game perceived any benefit to learning supported in this way. We found that students perceived a wide range of positive benefits and we consider how best to capitalise on these perceived benefits.
Session 1.7: Delivering teaching material via the web
Physical Sciences
Dr Elaine Moore The Open University
Online activity examples
Online learning is now widespread but means different things to different people. It can be simply reading online (e-books) or videos of lectures or tutorials. This session will explore delivering teaching through a dedicated website. It aims to show how pedagogy can be used to inform the design and how interactivity can enhance the student experience. A variety of online activities will be demonstrated with their use within the online teaching text.
Session 1.8: Student engagement through problem-based learning: A contemporary “solution” for Higher Education?
Psychology
Mrs Helen Heaviside Dr Joanne Hudson Dr Andrew Manley Leeds Beckett University
Various sources identify a need to increase student engagement (Gibbs 2012; HEPI/HEA 2014) and help graduates develop critical analysis and self-reflection skills (Anderson et al. 2001). Problem-based learning (PBL) is one pedagogical method that can help satisfy these needs (Alhlfeldt et al. 2007; Dart 2009). This presentation will report the influence of PBL on engagement critical analysis and self-reflection of Level 6 and 7 Sport and Exercise Psychology (SEP) students. Within the presentation the application and outcomes of PBL sessions within two SEP modules will be outlined including results derived from observations video analysis and focus group interviews.
