Abstract:

The field of education has been constantly expanding to satisfy the society needs while integrating innovative practices that enhance student performance and satisfaction. On top of this, technological advancements have significantly influenced certain subjects, demanding a rapid evolution of courses and their methodologies. Technology-oriented and digitally-focused courses now require teachers with multidisciplinary expertise to design programs that combine theoretical backgrounds from several disciplines and including technological instruction. For example, a game programming course merges computer science, game development, and game design concepts using the appropriate software platform (e.g., Unity game engine). However, there are also topics that can be taught as part of the program without such combined knowledge. For instance, a game programming course might include basic programming concepts or fundamentals of digital storytelling. In addition, since specific technologies and frameworks emerge and evolve rapidly, there is a need for the technological instruction to be constantly upgraded. Keeping up with the industry demands can cause a detriment in the program quality and overall students’ satisfaction. Teaching methodologies such as project-based learning can be effective in such type of subjects, allowing students to freely explore and research with novel technologies that they have never been introduced to; while other methodologies such as the flipped-classroom can extend the lessons scope, but require more effort from the teacher. In this article, we propose a hybrid teaching methodology that allows teachers to prioritize program topics that strictly require multidisciplinary expertise while also including topics that can be taught without such expertise. This methodology combines elements of traditional teaching, inquiry-based learning, problem-based learning, teaching by instruction and aspects of the flipped classroom approach, where students take more responsibility for their own learning. With the proposed methodology, specific topics that meet certain conditions can be assigned to students, empowering them to take charge of their own learning experience and conduct workshops to their peers. This approach extends the educational objectives of the course while providing students multiple benefits. We evaluated the effectiveness of this methodology with first-year students in the Bachelor of Games and Entertainment program at Nord University during the programming 3D games course. Despite some limitations, preliminary results demonstrate its positive impact on student learning outcomes, participation, and motivation. By fostering independent exploration of selected topics and encouraging knowledge-sharing through workshops, this approach not only enhances learning outcomes and participation but also extends the course's core program objectives.

Keywords:

Teaching methodologies, Technology in education, Innovative practices.