DIGITAL GAMES AND SIMULATION EXPERIENCES OF TECHNOLOGY

TEACHER EDUCATION STUDENTS IN LEARNING CIVIL

TECHNOLOGY: NARRATIVE INQUIRY
1
Jalil E. Benito 2Sarah Namoco
University of Science and Technology of the Southern Philippines, Cagayan de Oro City
Correspondence Tel.: +63 965 718 7643 Email: [email protected]

ABSTRACT. This study explores the experiences of Technology Teacher Education (TTE) students at Mindanao State
University – Maigo School of Arts and Trades (MSU-MSAT) in using digital games and simulations in learning civil
technology. Utilizing a narrative inquiry approach, this research captures the detailed stories of students' interactions
with these digital tools, focusing on their benefits and challenges. Thematic analysis through direct content analysis
revealed key themes: (a) enhanced engagement, (b) skill development, and (c) technical challenges. The study
concludes with recommendations for optimizing the integration of digital games and simulations in TTE programs.

Key Words: Digital Games, Simulation experience, Narrative Inquiry.

were enrolled for the second semester of the 2023-

1. INTRODUCTION 2024 academic year at MSU-MSAT. Data were collected
The advent of digital games and simulations in through in-depth, semi-structured interviews, which
education has brought significant changes to the allowed participants to share their experiences in detail.
teaching and learning process, particularly in fields that Additionally, focus groups and classroom observations
require practical, hands-on experience such as civil were conducted to capture a comprehensive view of the
technology [1]. Digital games and simulations can interactions with digital games and simulations. Thematic
create immersive, interactive learning environments analysis was conducted using direct content analysis.
that enhance student engagement and understanding This involved coding the data into predefined themes
[2]. This study aims to investigate the experiences of
based on the research questions, followed by a detailed
TTE students at MSU-MSAT with these digital tools in
examination of these themes to uncover deeper insights
learning civil technology. Through a narrative inquiry
approach, the study provides in-depth insights into the and patterns in the participants' experiences [7].
benefits and challenges associated with the use of
digital games and simulations in this educational 3. RESULTS AND DISCUSSION
context. Integrating digital games in teaching civil
technology can significantly enhance student The findings of this study suggest that digital games
engagement and learning outcomes by providing and simulations can significantly enhance the learning
interactive and immersive experiences that mirror real- experience in civil technology education by providing
world scenarios [3]. These games can be utilized to engaging and interactive environments. However, the
simulate complex construction projects, allowing effectiveness of these tools is contingent upon addressing
students to apply theoretical knowledge in a virtual the technical challenges and ensuring that both students
environment that emphasizes problem-solving, critical and educators are adequately trained.
thinking, and decision-making[4]. By incorporating Following the conventional analysis approach, three
challenges that require students to plan, design, and (3) themes emerged in the data analysis.
execute civil engineering tasks, digital games can
facilitate active learning and immediate feedback, 3.1 Enhanced Engagement
which are crucial for mastering practical skills [5]. Participants consistently reported that digital games
and simulations significantly increased their engagement
The study aimed to explore the lived experiences of
in learning civil technology. The interactive nature of
the students with digital games and simulation as an
these tools made learning more enjoyable and motivated
alternative to learning Civil Technology.
students to invest more effort in their studies. The theme
of Enhanced Engagement emerged prominently in the
2. METHODOLOGY
study, highlighting how digital games and simulations
This study employs a narrative inquiry approach, significantly elevated the learning experience for
focusing on the personal stories and experiences of TTE Technology Teacher Education (TTE) students in civil
students. Narrative inquiry is a qualitative research technology. Participants consistently reported that the
method that allows for the exploration of complex, interactive nature of these digital tools made learning
contextualized experiences through the collection and more captivating and enjoyable compared to traditional
analysis of detailed personal accounts [6]. methods. The immersive environments created by digital
games allowed students to actively participate in
The study participants were forty-four (44) Bachelor simulated real-world scenarios, which fostered a deeper
in Technology and Livelihood Education students who understanding of civil technology concepts.
Students noted that the gamified elements, such as frequently disrupted the learning process. Students also
challenges, rewards, and progression systems, motivated expressed a need for more training to effectively use these
them to invest more time and effort in their studies. This digital tools.
increased engagement was not just limited to in-class
activities; students often found themselves exploring The theme of Technical Challenges emerged as a
additional resources and practicing skills outside the critical aspect in the study, revealing several obstacles that
classroom to improve their performance in the Technology Teacher Education (TTE) students
simulations. The competitive and collaborative aspects of encountered when integrating digital games and
many digital games also encouraged peer interaction and simulations into their learning of civil technology.
teamwork, further enhancing the learning experience [8]. Participants frequently reported issues such as software
glitches, hardware limitations, and insufficient technical
The immediate feedback provided by digital support, which often disrupted the educational process.
simulations helped students quickly identify and correct These technical difficulties not only hindered the seamless
mistakes, which reinforced learning and kept them execution of simulations but also led to frustration among
engaged. The ability to experiment with different students, detracting from the overall learning experience.
approaches in a risk-free virtual environment also For instance, instances of software crashes or lagging
contributed[9] to a more dynamic and interactive learning during simulations interrupted the flow of lessons and
process. Overall, the integration of digital games and required significant time to troubleshoot, thereby reducing
simulations created a more engaging and stimulating the time available for actual learning and skill
educational atmosphere, which helped maintain students' development.
interest and enthusiasm for civil technology. This
heightened engagement is crucial for effective learning, as Another significant challenge highlighted by the
it encourages active participation, sustained effort, and a participants was the compatibility of digital games and
deeper connection to the subject matter. simulations with existing hardware. Many educational
institutions, including MSU-MSAT, may lack the latest
3.2 Improved Skill Development computer systems or adequate infrastructure to support
Students noted that digital games and simulations high-end simulation software. Students reported that older
helped them develop critical skills required in civil computers struggled to run these applications smoothly,
technology. These tools provided realistic scenarios for leading to delays and reduced interactivity. This issue was
practicing problem-solving, critical thinking, and technical compounded by the variability in personal access to
skills in a safe and controlled environment. technology among students, creating an unequal learning
environment. Those with access to better hardware outside
The theme of Improved Skill Development emerged the classroom could practice more effectively, while
as a significant finding in the study, underscoring how others were limited by the institutional resources, leading
digital games and simulations can enhance the practical to disparities in learning outcomes.
and cognitive skills of Technology Teacher Education
(TTE) students in civil technology. Participants Moreover, the study underscored a notable gap in
highlighted that these digital tools provided a dynamic technical training and support for both students and
platform for practicing and honing various essential skills educators. Educators often felt underprepared to
in a controlled, risk-free environment. Digital simulations effectively incorporate digital games and simulations into
allowed students to engage with complex construction their teaching due to a lack of training and familiarity with
projects and technical tasks virtually, which closely the technology. This lack of proficiency resulted in
mimicked real-world scenarios[10]. This hands-on suboptimal utilization of the tools, with educators unable
practice was crucial for developing technical proficiency to fully exploit their potential to enhance learning[2].
in areas such as structural analysis, materials testing, and Students, on the other hand, needed more guidance and
project management. Students could repeatedly practice support to navigate these digital tools efficiently. The
specific tasks until they mastered them, something not absence of a dedicated technical support team to address
always feasible in traditional classroom settings due to these issues in real-time further exacerbated the situation,
resource constraints. The study revealed that digital games leaving both students and educators to troubleshoot
and simulations are powerful tools for developing a wide problems independently, often with limited success[11].
range of skills necessary for civil technology. By To address these technical challenges, the study suggests
providing realistic, engaging, and interactive learning the need for comprehensive training programs and robust
experiences, these digital tools not only reinforce technical support systems to ensure that both educators
theoretical knowledge but also prepare students for the and students can effectively leverage digital games and
practical demands of their future careers. simulations in civil technology education.

3.3 Technical Challenges

Despite the benefits, participants highlighted several 4. CONCLUSION
technical challenges. Issues such as software glitches,
hardware limitations, and inadequate technical support
 To maximize the benefits of digital games and solicitation of feedback from students regarding their
simulations in TTE programs, it is essential to invest in experiences with digital games and simulations can
reliable technology infrastructure and provide provide valuable insights into areas needing improvement.
comprehensive training for both students and educators. Analyzing this feedback and implementing necessary
Additionally, incorporating these tools into a standardized changes will help maintain the relevance and effectiveness
curriculum can help ensure their effective and consistent of digital tools in the curriculum. Engaging students in the
use. process of refining these tools can also foster a sense of
This study highlights the potential of digital games ownership and investment in their educational journey. By
and simulations to revolutionize civil technology addressing these recommendations, MSU-MSAT can
education by offering immersive learning experiences. enhance the integration and effectiveness of digital games
While technical challenges remain, the overall benefits for and simulations in their civil technology education
student engagement and skill development are substantial. program, ultimately improving student engagement, skill
Future research should focus on developing strategies to development, and overall learning outcomes.
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