Table 4 Matrix for coded interview questions, n = 7
Research questions | Number of participants | Codes | Themes |
|---|---|---|---|
Views towards games for engineering education | 5 | Effective for learning Enhance visualisation Good for skills learning Experiential learning Project-based learning | Positive |
2 | Not better than existing pedagogies Faster to learn the existing way | Negative | |
Qualities expected of engineering educational games | 3 | Collaboration Competition Leaderboard | Motivation/Engagement |
3 | Clear objectives Progressive learning | Relevance | |
3 | Visual/aesthetically pleasing More than just for learning | Quality design | |
Views on games for assessment | 7 | Changes exam revision strategies Extra stress | Test anxiety |
Poor gaming skills might affect grades | Gaming skills interference | ||
Glitches and poor connectivity | Technical concerns | ||
1 | Depends on how it is introduced | Implementation practicalities |