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Graduate Skills and Game-Based Learning

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zelda.jpg

Published November 18, 2011 at 1000 × 288 in zelda.jpg

The Legend of Zelda - Copyright Nintendo

http://www.matthewbarr.co.uk/wp-content/uploads/2011/11/zelda.jpg

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Featured publications

Andrei, O., Barr, M., Nabi, S. W., & Morrison, A. (2025). Understanding Skill Transfer Between University and Workplace Through Reflective Practice: A Software Engineering Work-Based Learning Experience. Proceedings of the 30th ACM Conference on Innovation and Technology in Computer Science Education V. 1, 368–374. https://doi.org/10.1145/3724363.3729119

Barr, M., Andrei, O., Morrison, A., & Nabi, S. W. (2024). The Development of Students’ Professional Competencies on a Work-Based Software Engineering Program. Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1, 81–87. https://doi.org/10.1145/3626252.3630944

Barr, Matthew (2024) The design and delivery of work-based degree programmes: challenges and solutions. In: Barr, Matthew (ed.) Approaches to Work-Based Learning in Higher Education: Improving Graduate Employability. Routledge: London, pp. 5-23. ISBN 9781032803760 (doi: 10.4324/9781003496779-2)

Grande, V., Kinnunen, P., Peters, A.-K., Barr, M., Cajander, Å., Daniels, M., Lewis, A. N., Sabin, M., Sánchez-Peña, M., & Thota, N. (2022). Role Modeling as a Computing Educator in Higher Education: A Focus on Care, Emotions and Professional Competencies. Proceedings of the 2022 Working Group Reports on Innovation and Technology in Computer Science Education, 37–63. https://doi.org/10.1145/3571785.3574122

Barr, M., & Kallia, M. (2022). Why Students Drop Computing Science: Using Models of Motivation to Understand Student Attrition and Retention. Proceedings of the 22nd Koli Calling International Conference on Computing Education Research, 1–6. https://doi.org/10.1145/3564721.3564733

Barr, M., & Copeland-Stewart, A. (2021). Playing Video Games During the COVID-19 Pandemic and Effects on Players’ Well-Being. Games and Culture, 15554120211017036. https://doi.org/10.1177/15554120211017036

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