Game-Based Learning, Synergies with Artificial Intelligence, and Educational Innovation in University Teaching of History and Multimedia Engineering

• Antonio Carrasco Rodríguez ^[1] ; Borja Navarro Colorado ^[1] ; Rafael Zurita Aldeguer ^[1] ; Héctor Torregrosa Peinado ^[1] ; M.ª Luisa López Pinel ^[1] ; Juan Pérez Llorca ^[1]
  1. [1] Universitat d'Alacant

     Universitat d'Alacant

     Alicante, España

     
• Localización: Redes de Investigación e Innovación en Docencia Universitaria: Volumen 2024 / coord. por Rosana Satorre Cuerda, Asunción Menargues Marcilla, Rocío Díez Ros, Neus Pellín Buades, 2024, ISBN 978-84-09-66090-2, págs. 47-62
• Idioma: inglés
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• Resumen

  • In the current context of higher education, integrating advanced technologies and innovative methodologies is essential for enriching teaching and learning processes. This study explores the pedagogical potential of narrative-based game learning (NGL) and generative artificial intelligence (GenAI) in university teaching of History and Multimedia Engineering. The project aims to evaluate how student-created narrative games, supported by GenAI tools, and playing narrative games designed by instructors, contribute to learning. The research involved students and faculty from the University of Alicante, utilizing tools such as Twine and Ren’Py for game creation, and surveys and personal feedback for evaluation. Results indicate a positive response from students towards the proposed practices, highlighting the appeal of narrative video games and the utility of GenAI in fostering motivation and learning. Conclusions emphasize the effectiveness of NGL and GenAI in transforming higher education, suggesting a path towards more dynamic, interactive teaching aligned with 21st-century demands. This study validates the effectiveness of these methodologies and provides a solid foundation for future research and applications in other educational contexts.