(1) Dr. Pauline Rooney presented research on students' attitudes towards serious games for learning at the Irish Symposium on Game-Based Learning in June 2012.
(2) The research found that while a majority of students felt games could make learning easier, some students saw games and education as conflicting due to gender differences and prior gaming experience.
(3) The study challenges the assumption that all students will embrace serious games and highlights needs and perceptions that should be addressed when introducing serious games.
A brief overlook of video games and their use for education. Included in the presentation are drawbacks, the power of reading, and tangential learning through video games.
Keynote speaker - Professor Kevin Durkin: Interactive technologies and develo...Karel Van Isacker
Keynote speaker - Professor Kevin Durkin: Interactive technologies and developmental disorders: Differences, needs and rewards
Interactive Technologies and Games (ITAG) Conference 2015
Health, Disability and EducationDates: Thursday 22 October 2015 - Friday 23 October 2015 Location: The Council House, NG1 2DT
A brief overlook of video games and their use for education. Included in the presentation are drawbacks, the power of reading, and tangential learning through video games.
Keynote speaker - Professor Kevin Durkin: Interactive technologies and develo...Karel Van Isacker
Keynote speaker - Professor Kevin Durkin: Interactive technologies and developmental disorders: Differences, needs and rewards
Interactive Technologies and Games (ITAG) Conference 2015
Health, Disability and EducationDates: Thursday 22 October 2015 - Friday 23 October 2015 Location: The Council House, NG1 2DT
Students Information Literacy_2010_personal researchClaudio Laferla
This Research was done in 2010 with students of Secondary Schools (10-15yrs).
This Research shows that Gen Y students lack in Information Literacy skills.
Toys, play and games : Y1 ICT, Lecture 5Miles Berry
• ICT Capability
• Exploratory play with ICT
• Programmable toys
• Game based learning
SESSION TASK
• Creative challenge – illustrate ‘The Internet’ through a painting. Post it up to BlogFolio and add a reflective comment.
• Play with one of the progtammable toys or video games discussed during the session. Post a reflection to your blog, focussing on what children might learn through this or similar technology.
FOLLOW-UP ACTIVITY
• Read Williamson (2009) and discuss the place of commercial off-the-shelf (COTS) computer games in primary education.
• You might like to spend at least some of the summer break playing one or two computer games; if so, blog about your experience, focussing on the learning that takes place whilst playing.
• Please make sure you have completed all directed task work for Year 1 and that your blog is completely up to date.
Peter Shea - Serious Games in Higher Education: Problems and PotentialSeriousGamesAssoc
Presenters:
Peter Shea, Director of the Office of Professional Development, Middlesex Community College
Nikki Boots, Instructional Technologist, Harvard University
Jim Grenier, Associate Director of The Center for Teaching, Learning and Technology Innovation, Mass Bay Community College
Despite the large body of research which supports the use of serious games and simulations in a variety of knowledge domains, sg/s have not made a significant impact in higher education. In this presentation, three professional instructional designers will discuss the reasons why higher education is a difficult market to break into, but also why and where there are signs of hope.
Students Information Literacy_2010_personal researchClaudio Laferla
This Research was done in 2010 with students of Secondary Schools (10-15yrs).
This Research shows that Gen Y students lack in Information Literacy skills.
Toys, play and games : Y1 ICT, Lecture 5Miles Berry
• ICT Capability
• Exploratory play with ICT
• Programmable toys
• Game based learning
SESSION TASK
• Creative challenge – illustrate ‘The Internet’ through a painting. Post it up to BlogFolio and add a reflective comment.
• Play with one of the progtammable toys or video games discussed during the session. Post a reflection to your blog, focussing on what children might learn through this or similar technology.
FOLLOW-UP ACTIVITY
• Read Williamson (2009) and discuss the place of commercial off-the-shelf (COTS) computer games in primary education.
• You might like to spend at least some of the summer break playing one or two computer games; if so, blog about your experience, focussing on the learning that takes place whilst playing.
• Please make sure you have completed all directed task work for Year 1 and that your blog is completely up to date.
Peter Shea - Serious Games in Higher Education: Problems and PotentialSeriousGamesAssoc
Presenters:
Peter Shea, Director of the Office of Professional Development, Middlesex Community College
Nikki Boots, Instructional Technologist, Harvard University
Jim Grenier, Associate Director of The Center for Teaching, Learning and Technology Innovation, Mass Bay Community College
Despite the large body of research which supports the use of serious games and simulations in a variety of knowledge domains, sg/s have not made a significant impact in higher education. In this presentation, three professional instructional designers will discuss the reasons why higher education is a difficult market to break into, but also why and where there are signs of hope.
The aim of this study is to assess the use of MinecraftEdu in classroom practice analyzing the outcomes and
attitudes of all members of the educational community through a quasi-experimental approach. The research
presents three dimensions oriented to assessing the use of this application in a didactic unit “History and
Architecture” compared through statistical inference (t-student) to a control group that develops the same unit
with slides and traditional expositional methods. The second dimension values the attitudes of teachers, students
and parents regarding the implementation of video games in formal education using descriptive analysis and
nonparametric statistical inference through the Jonckheere-Terpstra test and the Kruskal-Wallis test, which
allows each group ranks to be compared. The third dimension analyzes interactions in a virtual learning
environment related to the implementation of MinecraftEdu. Although there are no significant improvements
regarding academic outcomes and some parents hold negative attitudes, it is noteworthy that the majority of the
sample considered that MinecraftEdu is fun, enhances creativity, develops discovery and is a good application
for creating and exploring immersive historical environments.
Patrice Chazerand, Secretary General, ISFE leads a discussion as part of the Industry Forum at the Game Based Learning 2009 Conference entitled "Theory, market research and real life: A case study in game based learning."
Learning Through Play, The Old School WayLucinda Rush
Poster presentation at the Virginia Library Association Conference on October 23, 2014. This poster introduces new ideas for instructional design using game structures that students are already familiar with to teach information literacy concepts. It is well documented that millennials enjoy learning through collaboration with peers and self-exploration in a fast-paced, technology rich environment, and game-based instruction can be a great way to engage them in the classroom. While millennials are comfortable with technology and enjoy learning through video and web-based games, it is difficult for libraries with limited resources to compete with the expectations that students have based on their lifelong experiences with high-tech video games. Examples of non-technology based games that have been effective with undergraduates are provided. Specifically, a case study that the presenter conducted, of creating an innovative Candy Land based game to teach information ethics will is described. Student responses and assessment of student learning is shared.
Literature Review: Commercial Video Games In Classroom EducationMax Lieberman
This is a review of the literature concerning the use of commercial video and computer games in classroom education. Though focused primarily on academic research published in peer-reviewed journals, the review is supplemented by information available in non-peer-reviewed studies, unpublished academic papers, news stories and other venues. This review is structured to address several key points regarding the pedagogical use of video games. The first section briefly summarizes some of the arguments for the educational use of video games. The second section examines the evidence that commercial games—games created and sold primarily as entertainment products—have pedagogical advantages over games created by educators. The third section describes ways that commercial games are used to teach in the classroom. Finally, the fourth section identifies patterns in the literature and points out opportunities for useful further research. While historical perspectives on this question are interesting, this review focuses primarily on literature from the past ten years.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
3. “Digital natives”
“Net generation”
Immersed in digital
technologies/social
networking
Claims that they have different learning
styles/skills/habits:
◦ Expect participatory, sensory-rich environments (Oblinger
2008)
◦ Oriented to visual media
◦ Prefer learning-by-doing (Bennett et al. 2008)
◦ Prefer bite-size, chunked information (Conole 2010)
◦ Effective multi-taskers (Prensky 2001)
◦ Function best when networked
◦ Adept at social networking via multiple modes (Oblinger &
Oblinger 2005)
3
4.
Claims that students no longer respond to
traditional instruction (Prensky 2001)
Serious games viewed as mechanism for engaging
students, meeting their needs and expectations.
But is this the case?
4
5.
Most focuses on school children: reveals
mixed picture:
◦ Not all are technologically literate / game players
(Bourgonjon et al. 2010, Bekebrede et al. 2011)
◦ Preference for games as leisure pursuit (Sandford et
al. 2006)
◦ Perceived as inappropriate for HE (Graham 2007).
Most lit on HE demonstrates assumption that
students will embrace serious games.
5
6.
Investigated students’ attitudes as part of larger case
study which explored implications of in-house
approach to design/ development/ implementation of
serious games in HE.
Led to development of “Serious Gordon”
6
7.
Serious Gordon piloted with 37 undergraduates.
Data sources:
◦ Field observation during pilot (myself and colleague)
◦ Online survey (post game-play)
◦ Semi-structured focus group interviews
Cross-tabulations conducted across survey and
qualitative data to identify significant trends.
Qualitative data analysis techniques:
◦ Categorical aggregation
◦ Direction interpretation (Stake 1995)
◦ Constant comparison method (Glaser and Strauss 1967)
7
9. Age
Majority aged
18-22 yrs
Familiarity with PCs/gaming:
•
Over 75% familiar/very familiar with computers
•
Almost 84% had played video games previously
•
Most were not “gamers” (73%): i.e. they did not play
computer/video games at least “a few times per week”
•
All gamers were male
9
10. “Playing computer/video games is a waste of time”
YES: 19%
All female
NO: 81%
*Overwhelmingly positive attitude towards game
play*
10
11. “I think that learning food safety through
playing computer/video games is a good
idea”
YES: 83.7%
NO: 16.3%
• Majority non-gamers (so
negative impact of lack of prior
gaming experience
• No gender link (contradicting
previous research)
11
12.
Consensus that it would be easier to learn via
games:
“you can do stuff
◦
◦
◦
◦
more engaging/interactive/motivating
more visual
appealing alternative to lectures
fun
“You start off and you want to get
to the next level..... you want to
get to the end of it and see the
final outcome.
yourself instead
of sitting there
listening”
“If you can visualise
what you’re learning
it’s a lot easier.
“keeps you entertained
for a while”
“good for a bit of relief”
12
13.
Three key findings:
(1) Link between gender & reasons underlying
students’ antipathy towards serious games
(2) Conflicting perceptions of play and educational
processes
(3) Difficulties reconciling notions of interactive
game play with traditional pedagogical
expectations
13
14. For those against serious games:
Males: tended to regard games as leisure activities
only (& majority were non-gamers)
Females: lack of gaming experience led to fears of
disadvantage
Reinforces Bourgonjon (2010) who linked gaming experience
with positive attitudes towards serious gaming (mediated by
gender).
But also shows that one does not need to be a gamer to hold
view that gaming is inappropriate for learning purposes.
14
15.
Some females, although disinterested in leisure
gaming, embraced it when it had an educational
purpose.
Shows gender differences in perspectives on the
purposes of gaming (unmediated by gaming
experience).
Perhaps unsurprising when we consider previous
studies on gender-based perceptions of ICTs
(Colley 2003)
◦ Males: playful, exploratory approach to ICTs.
◦ Females: utilitarian approach, use tools to assist
with particular tasks.
15
16.
Games and education as dichotomous pair
Education =
SERIOUS
Games =
FUN
Games undermine seriousness of content.
Inappropriate for HE.
“...a classroom environment should probably be a classroom
environment and taken seriously because it is serious issues that are
being dealt with ...”
Terminology: Difficulties reconciling the
term “game” with serious purposes.
I: “Would you like the idea of using computer games to learn.. if they
were designed specifically for your course? []”
S: “Not so much games, computer programs.”
16
17.
Difficulties reconciling notions of interactive
game play with traditional conceptualisations
of formal education.
Belief that traditional, didactic model of
education is most effective way to learn at
third level.
“You couldn’t really learn a whole syllabus on just a
game. You’d have to have a list or whatever at the
end... like a list of questions or a bit of information, or
a handout.”
17
18.
Majority show positive attitude towards serious
games.
However today’s students are not a homogenous
group.
◦ For minority, conflicting perceptions of game play and
educational processes – often mediated by gender
and/or prior gaming and educational experience – may
constitute a barrier.
Challenges tacit assumptions that today’s HE
students will embrace serious games.
Highlights needs and perceptions that should be
addressed when introducing serious games to
the HE classroom.
18
20.
Bennett, S., Maton, K., Kervin, L. (2008) The 'digital natives' debate: A critical review of the
evidence. British Journal of Educational Technology, 39 (5) 775-786.
Bourgonjon, J., Valcke, M., Soetaert, R., Schellens, T. (2010) Students' perceptions about the
use of video games in the classroom. Computers & Education, 54 (4) 1145-1156.
Bekebrede, G., Warmelink, H.J.G., Mayer, I.S. (2011). Reviewing the need for gaming in
education to accommodate the net generation. Computers & Education, doi:
10.1016/j.compedu.2011.02.010.
Colley, A. (2003) Gender differences in adolescents' perceptions of the best and worst aspects
of computing at school. Computers in Human Behaviour, 19 (6) 673-682.
Conole, G. (2010) Stepping over the edge: the implications of new technologies for education.
In: M. J. W. Lee and C. McLoughlin (eds) Web 2.0-based Elearning: Applying Social Informatics
for Tertiary Teaching. Hershey: IGI Global
Graham, S. (2007) Re-playing history: The Year of the Four Emperors and Civilization IV. The
Higher Education Academy. Available from:
http://www.heacademy.ac.uk/hca/resources/detail/re_playing_history [Accessed 5 November
2008].
Oblinger, D. (2008) Growing up with Google: what it means to education. Emerging
Technologies for Learning Volume 3. Coventry: BECTA. Available from:
http://partners.becta.org.uk/index.php?section=rh&rid=13768 [Accessed 11 September
2008].
Oblinger, D. and Oblinger, J. (2005) Is it age or IT: First steps toward understanding the Net
Generation. In: D. Oblinger and J. Oblinger (eds) Educating the Net Generation. EDUCAUSE.
Available from: http://www.educause.edu/educatingthenetgen [Accessed 25 June 2008].
Prensky, M. (2001) Digital Game-Based Learning. New York: McGraw-Hill.
Sandford, R., Ulicsak, M., Facer, K., Rudd, T. (2006) Teaching with games: Using commercial
off-the-shelf computer games in formal education. Bristol: Futurelab. Available from:
www.futurelab.org.uk/download/pdfs/research/TWG_report.pdf [Accessed 12 November
2008].
20