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Edutainment
- 1. EDUTAINMENT ADEROJU M . A.
- 2. Objectives of the Lesson You should be able to: 1. Define Edutainment 2. List and Describe the present Edutainment Types 3. Describe edutainment’s characteristic and properties 4. Describe edutainment’s usage in various forms of formal and informal education 5. State the advantages and Challenges of Edutainment
- 3. Definitions
- 4. Education and Entertainment Together Teaching is “an intentional interaction obeying the educational goals whose aim is to cause learning” Teaching is also intentional tutoring of studying and learning. Education, in turn, can be defined as “a human activity aiming at establishing prerequisites for humans’ versatile development and growth” Education is a “target-oriented development of personality
- 5. Learning means permanent changes in consciousness and action. Note that the permanent change must be caused by experience • Formal Learning • Non-Formal Learning • Informal Learning • Accidental Learning There are :
- 6. What is Entertainment? To be entertained is always a subjective experience. In the context of edutainment it is fruitful to grasp the entertainment in a broad sense. A pleasure or Positive experiences That a learner gets while going through an educational content For Radio and Television Programmes, entertainment refers to programmes that are enjoyable, amusing, relaxing, engaging, interesting, e.t.c Therefore Edutainment is all about how the audience FEELS
- 7. What is Edutainment? Edutainment refers to entertaining TV programs and computer software, which are primarily meant for educational purposes (Wallden & Soronen, 2004) This definition defined the concept as educational material utilizing entertainment methods and used via information technology Edutainment is a word that states a mix of entertainment and education or marriage of education and entertainment (Collace, 2006) The main purpose of this application is to support education with entertainment
- 8. What is Edutainment? Edutainment is defined as an application compounded with educational aims and measurements and providing learners with regarding the value of life, using resource and methods and having a good time with the way of creating and having experience (Aksakal, 2015) It is pointed that subjects containing entertainment attract consumers’ attention more and events making the consumers experience are more permanent and recollective Edutainment is defined as to encourage entertaining learning with the way of interaction and communication, exploring by creating learning awareness, trial and error (Shulman and Bowen 2001).
- 9. What is Edutainment? Edutainment is described as a type of entertaining which is designed with the aim of educate by including entertaining variety such as multimedia software, internet sites, music, films, video and computer games and TV programs in order to exhilarate in addition to educate (Colace and co, 2006) Edutainment is applied in order to teach learners how they should use their own knowledge, analyzing things that they learn, combining things that they perceive or evaluating things that they learn (Charsky, 2010).
- 10. Learning Theories Edutainment has been used as a classical formula in producing educational computer games which are based on LEARNING THEORIES since 1970s Robert Heyman from American National Geography Academic Union is the first person to suggest the idea of edutainment He called it ‘EDUCATION BY ENTERTAINING’ All teachers and instructors will approach teaching within one of the main theoretical approaches i.e. Theories of Learning As Online learning, technology-based teaching, and informal digital networks of learners evolve, new theories of learning emerge
- 11. Learning Theories Objectivism and Behaviourism Cognitivism Constructivism Connectivism
- 12. 1. Objectivism and Behaviourism Objectivists believe that there exists an objective and reliable set of facts, principles and theories that either have been discovered and delineated or will be over the course of time. This position is linked to the belief that truth exists outside the human mind, or independently of what an individual may or may not believe. Thus the laws of physics are constant, although our knowledge of them may evolve as we discover the ‘truth’ out there
- 13. Teacher believes that a course must present a body of knowledge to be learned The effective transmission of this body of knowledge becomes of central importance Lectures and textbooks must be authoritative, informative, organized, and clear An ‘objectivist’ teacher has to be very much in control of what and how students learn, choosing what is important to learn, the sequence, the learning activities, and how learners are to be assessed. The student’s responsibility is accurately to comprehend, reproduce and add to the knowledge handed down to him or her Objectivist approaches to teaching
- 14. Developed in 1920s, Behaviourist psychology is an attempt to model the study of human behaviour on the methods of the physical sciences, and therefore concentrates attention on those aspects of behaviour that are capable of direct observation and measurement. To a behaviorist, a certain stimuli would elicit a certain response The bond formed between a STIMULUS and RESPONSE will depend on the existence of an appropriate means of REINFORCEMENT at the TIME OF ASSOCIATION between stimulus and response. This depends on random behaviour (trial and error) being appropriately reinforced as it occurs – Operant Conditioning
- 15. Assignment Discuss the Classical and Operant Conditioning. Submit your assignment before next class
- 16. Belief that learning is governed by invariant principles, and these principles are independent of conscious control on the part of the learner High degree of objectivity in the way they view human activity, and they generally reject reference to unmeasurable states, such as feelings, attitudes, and consciousness Behaviourist emphasize on rewards and punishment as drivers of learning, and on pre-defined and measurable outcomes Behaviorist approaches to teaching
- 17. 2. Cognitivism Cognitivists believe that humans have the ability for conscious thought, decision-making, emotions, and the ability to express ideas through social discourse, all of which are highly significant for learning. Cognitivists therefore focus on identifying mental processes – internal and conscious representations of the world Cognitivists stress not only on the environment, but upon the way in which the individual interpretes and tries to make sense of the environment.
- 18. The most widely used theories of cognitivism in education are based on Bloom’s taxonomies of learning three important domains of learning – Cognitive (thinking) – Affective (feeling) – Psycho-motor (doing) Cognitivist approaches to teaching
- 19. Cognitivist approaches to teaching focuses on: COMPREHENSION, ABSTRACTION, ANALYSIS, SYNTHESIS, GENERALIZATION, EVALUATION, DECISION-MAKING, PROBLEM-SOLVING and CREATIVE THINKING focuses on: teaching learners how to learn, developing stronger or new mental processes for future learning Developing deeper and constantly changing understanding of concepts and ideas.
- 20. 3. Constructivism Constructivists emphasize the importance of consciousness, free will and social influences on learning Constructivist believes that the external world is interpreted within the context of that private world. Humans(learners) are essentially active, free and strive for meaning in personal terms. Every individual exists in a continually changing world of experience in which he is the center (Carl Rogers, 1969)
- 21. Constructivist approaches to teaching – Constructivists believe that learning is a constantly dynamic process. – Constructivist’ teachers place a strong emphasis on learners developing personal meaning through reflection, analysis and the gradual building of layers or depths of knowledge through conscious and ongoing mental processing. – From a constructivist perspective, brains have more plasticity, adaptability and complexity than current computer software programs. – Other uniquely human factors, such as emotion, motivation, free will, values, and a wider range of senses, make human learning very different from the way computers operate
- 22. 4. Connectivism it is the collective connections between all the ‘nodes’ in a network that result in new forms of knowledge. Knowledge in connectivism is a chaotic. It comes and go Knowledge in networks is not controlled or created by any formal organization Knowledge is created beyond the level of individual human participants, and is constantly shifting and changing (Siemens 2004)
- 23. In connectivism, a phrase like “constructing meaning” makes no sense. Connections form naturally, through a process of association, and are not “constructed” through some sort of intentional action. In connectivism, there is no real concept of transferring knowledge, making knowledge, or building knowledge. Rather, the activities we undertake when we conduct practices in order to learn are more like growing or developing ourselves and our society in certain (connected) ways.’
- 24. Principles of Connectivism Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Decision-making is itself a learning process.
- 25. Connectivist approaches to teaching The main purpose of a teacher appears to be to provide the initial learning environment and context that brings learners together Teachers help learners construct their own personal learning environments that enable them to connect to ‘successful’ networks Connectivists assume that learning will automatically occur through exposure to the flow of information and the individual’s autonomous reflection on its meaning. There is no need for formal institutions to support this kind of learning, especially since such learning often depends heavily on social media readily available to all participants.
- 26. Learning Theories that Supports Edutainment Objectivism and Behaviourism Cognitivism Constructivism Connectivism
- 28. 1. Taking a Role and Interaction students are assumed as consumers and it is thought that participation can be increased by including entertainment to students’ course content and materials The effort of including students in class activities of educator affects the result of learning Having a role in class activities and being in an interaction with educator and classmates affect student’s satisfaction level (Appleton – Knapp and Krentler 2006)
- 29. 2. Educational Broadcasts From the theoretical point of view, television’s educational programs are not considered as independent educational material but as supplementary material Moreover, programs are often viewed or pleasure, in passing, or for updating and recalling existing knowledge. Television’s educational programs can be divided into three categories based on their organizational teaching goals: – programs for those in school age are often meant to support formal learning, – programs to be alternatives for traditional formal learning which are tied to place and time and – programs to allure viewers to other forms of education and training
- 30. 3. Computer Edutainment Tutorials Simulation Drills Tests Educational Games eg. Maze, Adventure, Role-playing, Shooting, strategy, arcade etc. There are no clear research results indicating the effect of educational games. On the other hand, they are proved to improve learners’ motivation Educational computer software is typically designed for individuals
- 31. 4. Edutainment on the Internet Online education is the type of teaching and learning systems which Web-based systems are part of. Two major trends can be examined: tele-teaching and tele-learning systems that have their origin in video technology Web-based educational systems are asynchronous, i.e., they do not require simultaneous presence of the teacher and the students The users of WebCT can enjoy themselves through communicating with other users in discussion groups or in a chat room. In that case, the pleasure rises from the messages that the users have produced on their own and not from the ready-made content
- 32. 5. Interactive television the developers of adaptive educational software have focused on individualizing the content and presentation of educational broadcasts by adapting the parameters within which the learner or learners work. The viewers often complain that the current educational TV programs suffer from the following problems: unsuitable broadcasting times, the amount of detailed facts, tempo, and lacking introductory and concluding sections and others. Many of the common problems could be easily solved by digital television as users can select contents at their will or even record a content for future viewing
- 33. Edutainment Design approaches User-centered design (UCD) Learner-centered design (LCD)
- 34. User-centered design (UCD) A multi-disciplinary activity, which incorporates human factors, ergonomics knowledge and techniques with the aim of enhancing effectiveness and productivity, improving human working conditions, and counteracting the possible adverse effects of use on human health, safety and performance. Activities Involved includes – to plan the human centred process – to understand and specify the context of use – to specify the user and organisational requirements – to produce design solutions – to evaluate design against user requirements.
- 35. Learner-centered design (LCD) An approach that extends traditional user-centered design techniques. It is based on social constructivist theories of learning learner-centered design focuses on building software that supports learners as they engage in unfamiliar activities and learn about a new subject matter When producing interactive edutainment for any medium, learner-centered design is the advisable approach. the users are knowledgeable and motivated about their work tasks the learners are work novices trying to learn about a new domain through software and they aren’t often motivated UCD LCD
- 36. UCD and LCD Requirements Involving the target audience from the beginning of the design: After the target group or groups have been defined, the designers must get to know the group, especially its needs, motivations, attitudes, and usual procedures relating to the domain or task in question learning the subject matter main contexts in which the educational material will be used e.g., a classroom is quite a different environment compared with using the material alone at home. how to support the amusement of users without disregarding the educative side of the content Title of material should depict edutainment appearance of CD-ROM package, the front page of web based material, or the advertorial of a television program should be planned well because they constitute a first impression that is decisive when people determine if they are going to familiarize with the material
- 38. Learning aspects Learning can take place in the following these areas: cognitive (about knowing), affective (about attitudes and feeling), psychomotor (about doing) and collaboration.
- 39. Games The nature of learning supported by the use of games could be divided into following three types: Learning as a result of tasks stimulated by the content of the games. Knowledge developed through the content of the game. Skills arising as a result of playing the game. This last type of learning can be subdivided into direct and indirect learning. Skills developed by the games are dependent on pupils’ age but generally they were supposed to develop personal and social skills, cognitive skills (problem solving, deductive reasoning etc.) and knowledge of content.
- 40. Web-Quest WebQuest is the most famous form of web edutainment combining simulation games and web pages WebQuest tries to apply the basic idea of constructionism that the best way to learn is to do meaningful tasks
- 41. Different Learners with different Learning Styles Analytical Learner • An analytical learner prefers silent environment and concentrates on the tasks without breaks as long as they are done Holistic Learner • holistic learner likes to hear music when studying, and does several tasks simultaneously taking breaks from time to time
- 42. An auditory learner benefits from oral guidance and he learns by explaining things for himself in his mind. Remembers names better than faces A visual learner’s easiest way to learn is by looking at how the things are done. She remembers faces and makes notes about what she hears A kinesthetic learner learns best by doing and experimenting. Remembers what he has done, said or experience
- 43. Challenges for new learners and content When starting to plan a new edutainment material : the first questions to be asked are related to the goals of the material (‘why?’), its target group (‘to whom?’), how to teach and what kind of learning is expected (‘how?’), what is the content of the material (‘what?’), and in what way it is handled (‘what kind of edutainment?’).
Editor's Notes
- Formal learning takes place in education and training institutions, leading to recognized diplomas and qualifications and uses structured and organized learning situations. Non-formal learning takes place alongside the official systems of education and training and does not typically lead to formalized certificates. Non-formal learning may be provided in the workplace and through the activities of civil society organizations and groups (such as youth organizations, trades unions and sport clubs). Informal learning describes a lifelong process whereby individuals acquire attitudes, values, skills and knowledge from daily experience and the educative influences and resources in their environment, from family and neighbours, from work and play, from the market place, the library and the mass media (life as learning). Accidental learning happens when in everyday activities an individual learns something that she had not intended or expected.
- The pleasure can result not only from the entertaining and interesting content itself, but also from the satisfaction of getting problems solved (especially in games), the social interaction (relating to the content) with other learners, or progressing in learning, just to mention a few possibilities. In addition, material that is meaningful and motivating for the learners and relevant in their own life, often works as a great source of pleasure.
- Both behaviourist and some elements of cognitive theories of learning are deterministic, in the sense that behaviour and learning are believed to be rule-based and operate under predictable and constant conditions over which the individual learner has no or little control. However, constructivists emphasise the importance of consciousness, free will and social influences on learning. Constructivists believe that knowledge is essentially subjective in nature, constructed from our perceptions and mutually agreed upon conventions. According to this view, we construct new knowledge rather than simply acquire it via memorization or through transmission from those who know to those who don’t know. Constructivists believe that meaning or understanding is achieved by assimilating information, relating it to our existing knowledge, and cognitively processing it (in other words, thinking or reflecting on new information). Social constructivists believe that this process works best through discussion and social interaction, allowing us to test and challenge our own understandings with those of others. For a constructivist, even physical laws exist because they have been constructed by people from evidence, observation, and deductive or intuitive thinking, and, most importantly, because certain communities of people (in this example, scientists) have mutually agreed what constitutes valid knowledge. Constructivists argue that individuals consciously strive for meaning to make sense of their environment in terms of past experience and their present state. It is an attempt to create order in their minds out of disorder, to resolve incongruities, and to reconcile external realities with prior experience. The means by which this is done are complex and multi-faceted, from personal reflection, seeking new information, to testing ideas through social contact with others. Problems are resolved, and incongruities sorted out, through strategies such as seeking relationships between what was known and what is new, identifying similarities and differences, and testing hypotheses or assumptions. Reality is always tentative and dynamic. One consequence of constructivist theory is that each individual is unique, because the interaction of their different experiences, and their search for personal meaning, results in each person being different from anyone else. Thus behaviour is not predictable or deterministic, at least not at the individual level (which is a key distinguishing feature from cognitivism, which seeks general rules of thinking that apply to all humans). The key point here is that for constructivists, learning is seen as essentially a social process, requiring communication between learner, teacher and others. This social process cannot effectively be replaced by technology, although technology may facilitate it.
- Understanding of concepts or principles develops and becomes deeper over time. For instance, as a very young child, we understand the concept of heat through touch. As we get older we realise that it can be quantified, such as minus 20 centigrade being very cold (unless you live in Manitoba, where -20C would be considered normal). As we study science, we begin to understand heat differently, for instance, as a form of energy transfer, then as a form of energy associated with the motion of atoms or molecules. Each ‘new’ component needs to be integrated with prior understandings and also integrated with other related concepts, including other components of molecular physics and chemistry. Reflection, seminars, discussion forums, small group work, and projects are key methods used to support constructivist learning in campus-based teaching and online collaborative learning, and communities of practice are important constructivist methods in online learning Following this reasoning, education would be much better served if computer scientists tried to make software to support learning more reflective of the way human learning operates, rather than trying to fit human learning into the current restrictions of behaviourist computer programming.
- Another epistemological position, connectivism, has emerged in recent years that is particularly relevant to a digital society. Connectivism is still being refined and developed, and it is currently highly controversial, with many critics. In connectivism it is the collective connections between all the ‘nodes’ in a network that result in new forms of knowledge. According to Siemens (2004), knowledge is created beyond the level of individual human participants, and is constantly shifting and changing. Knowledge in networks is not controlled or created by any formal organization, although organizations can and should ‘plug in’ to this world of constant information flow, and draw meaning from it. Knowledge in connectivism is a chaotic, shifting phenomenon as nodes come and go and as information flows across networks that themselves are inter-connected with myriad other networks. The significance of connectivism is that its proponents argue that the Internet changes the essential nature of knowledge. ‘The pipe is more important than the content within the pipe,’ to quote Siemens again. Downes (2007) makes a clear distinction between constructivism and connectivism: ‘In connectivism, a phrase like “constructing meaning” makes no sense. Connections form naturally, through a process of association, and are not “constructed” through some sort of intentional action. …Hence, in connectivism, there is no real concept of transferring knowledge, making knowledge, or building knowledge. Rather, the activities we undertake when we conduct practices in order to learn are more like growing or developing ourselves and our society in certain (connected) ways.’
- or Siemens (2004), it is the connections and the way information flows that result in knowledge existing beyond the individual. Learning becomes the ability to tap into significant flows of information, and to follow those flows that are significant. He argues that: ‘Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity….Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database).’
- 2.1 Taking a Role and Interaction In theory, consumption is indicated as an experience deriving from interaction of subject (consumer or student) and object (product, an event, an idea, a person, a lesson etc.) in given context. They have examined a few studies about effective experiences and by determining the consumers’ reactions to this type of experiences the evaluated their point of view from taking a role in interaction to teaching by entertaining widely. Like in games, in education sector students are assumed as consumers and it is thought that participation can be increased by including entertainment to students’ course content and materials. Clarke who supports this idea emphasized that if students include learning theory and have a central role concordantly, they can be successful. The other researcher Wooldridge who has the same idea states that lessons which are made enjoyable with empiric learning theory combined with learning aims can convert into useful activities. According to Solomon, there are two important factors of every lesson in terms of student satisfaction: students and evaluating them in point of lessons. Based on traditional marketing model, every lesson is a service and every service need to meet its service provider. In this situation, service provider is an educator. Consumer/students evaluate a lesson to the extent of the experience which they obtain with service provider/educator and impression (Argan and Sever, 2010). The effort of including students in class activities of educator affects the result of learning. With the view of this, the result of learning is directly associated to supportive type class behaviors like participation. Even a student takes a part in others’ learning experiences (Curran and Rosen, 2006). Dallimore and co.(2006), class debates or having a role in class is named as active learning which is done to make students tied to class. Nunn (1996), mentioned about being valuable of taking role in a university level class because of presence of a positive relationship between active learning and taking part (Argan and Sever, 2010).. A research which supports this finding belongs to Curran and Rosen (2006). At the end of their researches, they emphasized that students use seven factors to evaluate the lesson. They remarked the importance of interaction in learning and teaching, character of educator, type of teaching, learning environment, pair factor (Argan and Sever, 2010).
- The use of games as a stimulus to associated work was mainly restricted to primary schools. But, for example, games with simulations corresponding to real world phenomena can be a starting point for general discussion. Games could be a better stimulus for learning, if teachers were more aware of the importance of games in pupils’ lives, and willing to have children contribute their expertise in these areas to the learning activity. Games vary as to the mount of content they contain which is of direct relevance to the school curriculum, but the amount is generally low. Even where the context seems to be relevant to curriculum content, its contribution to the child’s learning may be Very peripheral. The best game type seemed to be simulations. Problems in using games include lack of time to play a game, and illogical and too concise content
- . She learns one detail at a time and then constructs the whole picture. She is interested in details and remembers them easily. An analytical learner likes to work alone and prefers facts, but not teacher’s private experiences. She also prefers exactly set requirements and feedback and carefully disposed learning material. Off-line educational computer programs (for example, Elävää englantia) with linear presentations and multiple-choice questions suit an analytical learner well. Also educational television programs with concise portions, like in many language learning programs She first understands the entity and combines the new things to her own experiences. She also enjoys hearing other persons’ experiences. A holistic learner wants to see the material from different perspectives and she makes summaries of it. A holistic learner prefers learning environments whose tempo can be controlled. For example, chat channels related educational programs and educational television programs with a lot of interviews of specialists and other learners suit a holistic learner well.
- Repeating is essential in the learning processes of the auditory learner. She approaches and solves problems by speaking. The auditory learner keeps up with the times by listening to the radio and during her leisure time she willingly listens to music. For the auditory learner the educational radio and the language and skill programs of educational television suit well The kinesthetic learner keeps up with the times by glancing at papers and watching television news for a few minutes. Appreciates comfortable atmosphere and hobbies include some kind of sport. The kinesthetic learner benefits from simulation programs The visual learner follows daily news by reading papers and she spends her leisure time willingly by watching television and video films, going to movies and theatre. Straightening up the physical place is important to her. The visual learner enefits especially from educational television programs and animation programs including simulation demonstrations (such as medical virtual learning materials).