This document summarizes a paper that argues for using games and game elements in human rights education. It describes a human rights course at Utrecht University of Applied Sciences that includes an introductory lecture and a game called "youRight" to educate students about the UN Convention on the Rights of Persons with Disabilities. Research on the course found that the game increased student engagement with human rights topics and inspired further exploration, though more is needed to accomplish attitudinal change. The document advocates that games promote active, experiential learning and can change behaviors to support human rights approaches.
The document discusses new ideas in teaching literacy using digital technologies. It summarizes Dr. Sugata Mitra's experiments showing that children can effectively teach themselves using computers. The document also outlines several of Gee's principles of active learning, including incorporating multiple media types. Finally, it argues that digital learning engages students through information foraging, gathering, and sharing in ways that make learning joyful and relevant.
This study investigated the effects of a multiple intelligences supported project-based learning method versus a traditional instruction method on students' English achievement and attitudes. 50 5th grade students participated, with 25 in the experiment group taught with the project-based method focusing on different intelligences, and 25 in the control group taught traditionally. Pre and post-tests on achievement and attitudes were administered. The results showed the experiment group had more positive attitudes towards English and higher achievement levels compared to the control group taught traditionally.
Character building is usually being applied in everyday life at school and at home. It is expected that the character education is not only derived only from the teacher but also will be more attractive when it is included into the textbooks. In this literature study, the data were collected by analysing some research papers which relate to primary students’ visual knowledge and character building theory. The results show that character buildings could be included in the illustrations in elementary school textbooks using the students’ interest in illustrations. The illustration is drawn in the form of an overview of the positive values which touch children’s affective aspects. Hopefully, by cultivating the positive values, it will gradually form good character of the primary students.
The document discusses several learning theories and instructional design frameworks. It covers cognitive information processing theory, schema theory and cognitive load theory, situated learning theory, Gagne's theory of instruction, and motivation theories including intrinsic and extrinsic motivation. It also discusses cognitive load theory, situated learning, virtual learning environments, and technology-enhanced classrooms.
This document discusses representations of gender in media. It notes that men are typically portrayed as strong, powerful, sexually attractive, independent, and lacking emotion. Common male genres focus on dominant males, action, serious storylines, and male heroes. Traditionally, men are shown as isolated and not reliant on others. For women, common representations highlight beauty, physique, sexuality, emotions, and relationships. Women are usually secondary characters rather than the main focus, though some shows like Sex and the City position women as central. Beauty and appearance play a large role in portrayals of women.
La resolución establece normas y un cronograma para las Elecciones Generales y de Representantes ante el Parlamento Andino de 2016 en Perú. Precisa que se aplicará la Constitución, leyes electorales y varios reglamentos. Establece fechas límite como el cierre del padrón electoral el 12 de diciembre de 2015, el envío del padrón al JNE para su aprobación el 11 de enero de 2016, y el plazo para presentar candidaturas presidenciales y al Congreso hasta el 11 de enero de 2016.
This document appears to be a drawing of a turtle made up of the letter 'T'. The drawing takes up most of the page and consists of the letter 'T' written in rows to form the shape of a turtle's body and shell.
The document discusses new ideas in teaching literacy using digital technologies. It summarizes Dr. Sugata Mitra's experiments showing that children can effectively teach themselves using computers. The document also outlines several of Gee's principles of active learning, including incorporating multiple media types. Finally, it argues that digital learning engages students through information foraging, gathering, and sharing in ways that make learning joyful and relevant.
This study investigated the effects of a multiple intelligences supported project-based learning method versus a traditional instruction method on students' English achievement and attitudes. 50 5th grade students participated, with 25 in the experiment group taught with the project-based method focusing on different intelligences, and 25 in the control group taught traditionally. Pre and post-tests on achievement and attitudes were administered. The results showed the experiment group had more positive attitudes towards English and higher achievement levels compared to the control group taught traditionally.
Character building is usually being applied in everyday life at school and at home. It is expected that the character education is not only derived only from the teacher but also will be more attractive when it is included into the textbooks. In this literature study, the data were collected by analysing some research papers which relate to primary students’ visual knowledge and character building theory. The results show that character buildings could be included in the illustrations in elementary school textbooks using the students’ interest in illustrations. The illustration is drawn in the form of an overview of the positive values which touch children’s affective aspects. Hopefully, by cultivating the positive values, it will gradually form good character of the primary students.
The document discusses several learning theories and instructional design frameworks. It covers cognitive information processing theory, schema theory and cognitive load theory, situated learning theory, Gagne's theory of instruction, and motivation theories including intrinsic and extrinsic motivation. It also discusses cognitive load theory, situated learning, virtual learning environments, and technology-enhanced classrooms.
This document discusses representations of gender in media. It notes that men are typically portrayed as strong, powerful, sexually attractive, independent, and lacking emotion. Common male genres focus on dominant males, action, serious storylines, and male heroes. Traditionally, men are shown as isolated and not reliant on others. For women, common representations highlight beauty, physique, sexuality, emotions, and relationships. Women are usually secondary characters rather than the main focus, though some shows like Sex and the City position women as central. Beauty and appearance play a large role in portrayals of women.
La resolución establece normas y un cronograma para las Elecciones Generales y de Representantes ante el Parlamento Andino de 2016 en Perú. Precisa que se aplicará la Constitución, leyes electorales y varios reglamentos. Establece fechas límite como el cierre del padrón electoral el 12 de diciembre de 2015, el envío del padrón al JNE para su aprobación el 11 de enero de 2016, y el plazo para presentar candidaturas presidenciales y al Congreso hasta el 11 de enero de 2016.
This document appears to be a drawing of a turtle made up of the letter 'T'. The drawing takes up most of the page and consists of the letter 'T' written in rows to form the shape of a turtle's body and shell.
O documento descreve várias amizades improváveis entre animais de diferentes espécies, incluindo um elefante e um cão, uma girafa e uma avestruz, e um urso e um lobo. Muitas dessas amizades ocorreram quando os animais se conheceram em cativeiro ou quando um ajudou o outro em tempos de necessidade. O documento sugere que essas amizades mostram que os animais podem ser mais emocionalmente complexos do que se pensa.
Conselhos sobre saúde
Igreja Adventista do Sétimo Dia
Residencial Vale dos Sonhos - Goiânia - Brasil
Biblioteca Digital
Ellen Gould White (Ellen White)
La homofobia, lesbofobia y transfobia son formas de odio, rechazo y hostilidad hacia las personas homosexuales, lesbianas y transexuales. Las personas LGBT tienen los mismos derechos que todos los demás ciudadanos, pero todavía enfrentan discriminación y situaciones de abuso. Los sindicatos deben promover entornos laborales respetuosos e inclusivos para todas las orientaciones sexuales e identidades de género.
The document discusses Takaful, the Islamic alternative to conventional insurance. It begins with an introduction to Takaful and the differences between Takaful and conventional insurance. It then covers the history and evolution of Takaful over time, the different types of Takaful coverage, and Takaful models used worldwide. The document also addresses the target market for Takaful, challenges facing the Takaful industry, and prospects for growth in Turkey. It concludes with a discussion of operational aspects of the Takaful model and challenges that still need to be addressed.
This document describes a new type of battery that is safer and longer-lasting than current lithium-ion batteries. It works by using sodium ions rather than lithium ions to store and release energy. Sodium is more abundant than lithium, which could make the batteries more affordable to produce. The new batteries maintain most of the energy density of lithium-ion batteries and can charge and discharge thousands of times, potentially lasting much longer than current batteries in devices.
An intranet is a private computer network within an organization, while an extranet allows controlled external access for business purposes. The internet is a global mesh of interconnected public and private networks that people use every day for tasks like checking weather, finding routes, paying bills, communicating, researching health topics, cooking, and sharing photos. Before communicating, people establish rules like identifying the sender and receiver, communication method, language, and timing to ensure understanding. For data networks, factors like network quality, number of message handovers, message complexity and size can prevent successful communication if not controlled. Technology is enabling the consolidation of separate voice, video and data networks onto a single converged network platform. However, providing consistent quality for real-time
1) Packet-switched networks necessarily constrain throughput, introduce delays, and can lose packets due to processing, queuing, transmission, and propagation delays at each node along the transmission path.
2) The total nodal delay at each node equals the processing delay plus the queuing delay plus the transmission delay plus the propagation delay.
3) End-to-end delay is calculated by summing the total nodal delays across all nodes between the source and destination.
This document reviews research on gamification and learning. It begins by defining gamification and identifying its key elements. It then discusses three main areas of research: the impact of gamification on motivation, engagement, and learning outcomes. Regarding motivation, the research shows that extrinsic rewards can undermine intrinsic motivation, and gamification does not motivate all students equally. For engagement, factors like intrinsic motivation, customization, and novelty affect engagement over time. In terms of learning outcomes, some studies link gamification to improved problem-solving and emotions, but its effects depend highly on individual users. Overall, more customized and long-term research is still needed to fully understand gamification's impacts.
This document discusses serious games and learning theories. It provides background on definitions of serious games and how they are designed to have educational purposes beyond pure entertainment. It describes how early serious games were based on behaviorist models using rewards, while later games incorporate more experiential and socio-cultural pedagogical models. It also discusses challenges in assessing learning from serious games and how games can demonstrate complex interconnected issues.
Human rights are inherent to being human and include dignity, worth and respect for all. Promoting human rights through education is important so people learn to respect others. Education should be lifelong and involve all parts of society learning about dignity, understanding between groups, participation in society, and peace. The Universal Declaration of Human Rights and Convention on the Rights of the Child provide principles for human rights education. Techniques like discussion, role-playing and research help students apply human rights concepts critically and engage with real-world issues.
This document discusses the benefits of board games for education. It explores how board games can support academic learning as well as social and emotional development in children. Specifically, the document finds that board games allow children to develop skills like number sense, vocabulary, logic, and attention span. They also provide opportunities for social interaction, collaboration, and learning to take turns. The document concludes that board games can be aligned with the National Curriculum and used as educational resources in primary schools to support holistic child development.
This document summarizes a proposed cross-sectional study examining the influences of educational gaming on four age groups: elementary school, high school, college, and the workplace. It reviews literature on differing goals, audiences, motivations, methodologies, and environmental influences of educational games. The proposed study would measure self-efficacy outcomes from simulated real-life gaming experiences tailored to each age group, to better understand how motivations and methodologies impact varying audiences. Recommendations include using surveys before and after gameplay to calculate differences in potentials for learning across groups.
O documento descreve várias amizades improváveis entre animais de diferentes espécies, incluindo um elefante e um cão, uma girafa e uma avestruz, e um urso e um lobo. Muitas dessas amizades ocorreram quando os animais se conheceram em cativeiro ou quando um ajudou o outro em tempos de necessidade. O documento sugere que essas amizades mostram que os animais podem ser mais emocionalmente complexos do que se pensa.
Conselhos sobre saúde
Igreja Adventista do Sétimo Dia
Residencial Vale dos Sonhos - Goiânia - Brasil
Biblioteca Digital
Ellen Gould White (Ellen White)
La homofobia, lesbofobia y transfobia son formas de odio, rechazo y hostilidad hacia las personas homosexuales, lesbianas y transexuales. Las personas LGBT tienen los mismos derechos que todos los demás ciudadanos, pero todavía enfrentan discriminación y situaciones de abuso. Los sindicatos deben promover entornos laborales respetuosos e inclusivos para todas las orientaciones sexuales e identidades de género.
The document discusses Takaful, the Islamic alternative to conventional insurance. It begins with an introduction to Takaful and the differences between Takaful and conventional insurance. It then covers the history and evolution of Takaful over time, the different types of Takaful coverage, and Takaful models used worldwide. The document also addresses the target market for Takaful, challenges facing the Takaful industry, and prospects for growth in Turkey. It concludes with a discussion of operational aspects of the Takaful model and challenges that still need to be addressed.
This document describes a new type of battery that is safer and longer-lasting than current lithium-ion batteries. It works by using sodium ions rather than lithium ions to store and release energy. Sodium is more abundant than lithium, which could make the batteries more affordable to produce. The new batteries maintain most of the energy density of lithium-ion batteries and can charge and discharge thousands of times, potentially lasting much longer than current batteries in devices.
An intranet is a private computer network within an organization, while an extranet allows controlled external access for business purposes. The internet is a global mesh of interconnected public and private networks that people use every day for tasks like checking weather, finding routes, paying bills, communicating, researching health topics, cooking, and sharing photos. Before communicating, people establish rules like identifying the sender and receiver, communication method, language, and timing to ensure understanding. For data networks, factors like network quality, number of message handovers, message complexity and size can prevent successful communication if not controlled. Technology is enabling the consolidation of separate voice, video and data networks onto a single converged network platform. However, providing consistent quality for real-time
1) Packet-switched networks necessarily constrain throughput, introduce delays, and can lose packets due to processing, queuing, transmission, and propagation delays at each node along the transmission path.
2) The total nodal delay at each node equals the processing delay plus the queuing delay plus the transmission delay plus the propagation delay.
3) End-to-end delay is calculated by summing the total nodal delays across all nodes between the source and destination.
This document reviews research on gamification and learning. It begins by defining gamification and identifying its key elements. It then discusses three main areas of research: the impact of gamification on motivation, engagement, and learning outcomes. Regarding motivation, the research shows that extrinsic rewards can undermine intrinsic motivation, and gamification does not motivate all students equally. For engagement, factors like intrinsic motivation, customization, and novelty affect engagement over time. In terms of learning outcomes, some studies link gamification to improved problem-solving and emotions, but its effects depend highly on individual users. Overall, more customized and long-term research is still needed to fully understand gamification's impacts.
This document discusses serious games and learning theories. It provides background on definitions of serious games and how they are designed to have educational purposes beyond pure entertainment. It describes how early serious games were based on behaviorist models using rewards, while later games incorporate more experiential and socio-cultural pedagogical models. It also discusses challenges in assessing learning from serious games and how games can demonstrate complex interconnected issues.
Human rights are inherent to being human and include dignity, worth and respect for all. Promoting human rights through education is important so people learn to respect others. Education should be lifelong and involve all parts of society learning about dignity, understanding between groups, participation in society, and peace. The Universal Declaration of Human Rights and Convention on the Rights of the Child provide principles for human rights education. Techniques like discussion, role-playing and research help students apply human rights concepts critically and engage with real-world issues.
This document discusses the benefits of board games for education. It explores how board games can support academic learning as well as social and emotional development in children. Specifically, the document finds that board games allow children to develop skills like number sense, vocabulary, logic, and attention span. They also provide opportunities for social interaction, collaboration, and learning to take turns. The document concludes that board games can be aligned with the National Curriculum and used as educational resources in primary schools to support holistic child development.
This document summarizes a proposed cross-sectional study examining the influences of educational gaming on four age groups: elementary school, high school, college, and the workplace. It reviews literature on differing goals, audiences, motivations, methodologies, and environmental influences of educational games. The proposed study would measure self-efficacy outcomes from simulated real-life gaming experiences tailored to each age group, to better understand how motivations and methodologies impact varying audiences. Recommendations include using surveys before and after gameplay to calculate differences in potentials for learning across groups.
פדרו אנקארנקאיו: LUDI - טכנולוגיה ומשחק לילדים עם צרכים מיוחדים - מצגתBeitissie1
משחק חשוב להתפתחותם של ילדים, והוא מסייע לפיתוח מלוא יכולותיהם של ילדים עם מוגבלויות. LUDI היא רשת פן-ארופאית שבה נציגים מ - 27 מדינות מקיימים פעילות משותפת שמטרתה מחקר משחקים לילדים עם מוגבלויות. בהרצאתו מתאר פדרו אנקארנקאיו את מבנה הרשת, חשיבותה ופעילותה.
Pedro Encarnação: “LUDI”- Technology and Play for Children with DisabilitiesBeitissie1
The document summarizes a slide presentation given by Pedro Encarnação at the 6th International Conference on Disabilities in Israel in 2015. The presentation was about the LUDI COST Action, a pan-European network focused on studying play for children with disabilities. The network includes 27 countries and over 80 members organized into four working groups addressing topics like the relationship between disabilities and play, technologies to support play, contexts for play, and methods/frameworks to develop play. The long term goals of the network are to collect knowledge on play for children with disabilities and provide guidelines to support play through technology and intervention models.
This document discusses a study that investigated the use of a non-technological game called "Guess and Tell" to teach mathematical concepts of mean and mode to 8th grade students. The game was found to improve student achievement in mathematics equally for both male and female students. While variations existed in achievement levels between genders, they were not statistically significant. The study concluded that non-technological games can effectively improve student learning and are important for all students, regardless of gender.
This document summarizes research on participatory learning and play. It discusses how work and play are often seen as opposites, but play is important for learning. The research team developed five principles for participatory learning: creativity, co-learning, engagement, relevance, and connections across learning environments. The team implemented professional development programs and after school programs to test these principles. Teachers reported successes with and challenges to applying participatory learning in their classrooms.
Slides from talk at Interacting Minds Center, AU on Playful Education: http://interactingminds.au.dk/events/single-events/artikel/imc-seminar-talk-by-yishay-mor-and-rikke-toft-noergaard/
Impact of play based learning on the development.pdfvideosplay360
Play-based learning is a pedagogical approach that emphasises the use of play in promoting multipleareas of children’s development and learning. Free play and guided play are two types of play-basedlearning which guide early learning. The children acquire concepts, skills, and attitudes that lay thefoundation for lifelong learning through play pedagogies.
Development Game Edutainment Combined with Multimedia Learning to Improve Cog...EvaniaYafie
There is a growing body of evidence supporting the many connections between cognitive competence and game
edutainment. This article defines the cluster of concepts related to pretend game and cognition and briefly synthesizes the
latest research on the role of such play in children's cognitive and naturalistic intelligence. Edutainment games are a game
that includes rules, student guides in practice, awards as a form of appreciation. The combination of interactive multimedia
with edutainment games to reduce the weaknesses of each method and media. Multimedia learning can be used to explain
games in edutainment games so childreneasy to understanding the command, as well as can be used as media to increase
motivation and enthusiasm of children. Game edutainment game utilizes classroom and outdoor especially in the park so it
is expected to increase naturalistic intelligence. The purpose of this research is for the development of Edutainment Game
Combined with Multimedia Learning which has the level of validity, 2) to overcome the effects of Edutainment Game
Combined with Multimedia to Increase Cognitive and Naturalistic Intelligence At 5-6 Year Kindergarten. The research
method is research and development (R&D. The development model adopts the Borg and bile model. This research takes
place in TKNBI Tlogowaru Malang. Data analysis used is descriptive model for model validity test and t test to analyze
model affectivity. The results showed media and method with the level of expert media expertise of 89%, material experts
by 91%. The effectiveness test also shows a model of Combined Edutainment With Effective Multimedia Learning In To Improve Cognitive And Naturalistic Intelligence In 5-6 Year TK
- This document is a final report for a semester project completed by 5 students for an Industrial Design bachelor's program.
- The project aimed to create an immersive game that blends physical and digital elements to teach skills like collaboration and stakeholder thinking to players aged 14-18.
- After many iterations, the students developed Empyria, a strategic fantasy board game for 3-6 players where they take on roles of stakeholders in a fictional world and must solve crises through debate and strategy.
This document describes a study that applied De Bono's six thinking hats technique in an anti-bullying program for 6th grade students. The scenario involved students working in groups, each representing one of the thinking hats (white, red, black, yellow, blue) to analyze a story about bullying from different perspectives. They then presented their analyses. In a final activity, students worked creatively as the "green hat" to propose solutions to bullying. The program aimed to help students understand bullying, consider various viewpoints, and provide solutions. Student evaluations found the technique changed their behaviors and attitudes about bullying positively.
Larp in early childhood education_Tanja Lehto (Laurea UAS 2013)Tanja Lehto
How can live action role-playing games be designed for children ages 5 to 6? How take the developmental level and the educational environment into account when planning teaching materials for early childhood education environments?
These are some of the questions I had to ponder on my bachelor's thesis and here is a quick overlook on how I attempted to answer them.
Take a look at this article with a sample of research proposal PhD in mathematics, to get more samples like this visit site https://www.phdresearchproposal.org/creating-a-phd-research-proposal-in-mathematics/
This document discusses how video games can be incorporated into education. It begins by defining key concepts like game-based learning, serious games, and virtual worlds. It then explores the learning principles found in games, such as active learning, critical thinking, and feedback. The document examines ways that games can be used in schools, such as for teaching mathematics or foreign languages. It also discusses using games as the school curriculum, for example through role-playing games. The document concludes by considering ways to extend game-based learning through machinima, programming, professional learning communities, and things to consider like collaboration versus cheating.
This study explored the use of the educational video game MinecraftEdu in middle school classrooms. It analyzed student outcomes, attitudes of teachers, students and parents, and interactions on the virtual learning environment Edmodo. While student academic outcomes did not significantly improve and some parents had negative views, most students found MinecraftEdu fun, engaging, and a good way to explore and learn about history in an immersive virtual environment. The study used a quasi-experimental design to compare students who used MinecraftEdu to a control group, surveys to assess attitudes, and message analysis to study online interactions. Overall, the results suggest video games may enhance motivation and creativity even if they do not directly improve test scores.
Improving Students’ Motivation and Achivement Through Informal Cooperative Le...iosrjce
Purpose: the research was to improve students' motivation and achievement in social subject of class VII/C
Junior High School 5 Jombang by using informal cooperative learning model on “kar-karan” game. This action
research applied Hopkins design. It included as classroom action research that collaborate the researcher and
teachers.
Method: This research was designed in two cycles in which each cycle consisted of three meetings. The data
were collected by test, observation and rating scale.
Findings: The findings of the research revealed that there was an improvement of students’ motivation during
teaching and learning process. It showed that out of 36 students, 70% on the first cycle was motivated and
increased 90% on the second cycle. Moreover, there was an improvement of the students’ mean score from
Cycle 1 and Cycle 2. The mean of score in Cycle 1 was 77.08, while the second cycle was 83.61. It implied that
all students had achieved 75 as predetermined KKM. Likewise, this research is proposed to provide theoretical
and practical contributions to the teaching and learning of Social Science subject.
Significance: Theoretically, it is likely to be a new insight on the teaching of Social Science subject by using
“Kar-karan” Game. Practically, it is expected to be worthy for teachers in using this informal cooperative
model.
This document summarizes a survey on teachers' use of digital games in the classroom. The key findings are:
1) Most teachers learn about and start using games on their own or from other teachers, rather than through formal training. This shows that adopting digital tools remains teacher-led rather than institutionally supported.
2) There is a lack of common resources for teachers to find best practices for using games. Developers and teachers want better ways to discover appropriate games.
3) The author captured best practices on teachers' game use through interviews. Twelve patterns were identified, such as using roleplaying in literature class. The patterns are meant to be a starting point for an online community where teachers can share experiences.
Similar to Educating human rights by using game elements (20)
1. Educating human rights by using game elements
Author: Jeroen Knevel, HU University of Applied Sciences Utrecht & HU Research Centre for Social Innovation
The 6th
International Human Rights Education Conference is about teaching human rights. The
purpose of this convention is to protect and promote the right of people with disabilities to
participate equally in societal life. Implementation of the convention is a responsibility of the
national government. The Convention refers explicitly to three mechanisms: focal points,
coordination mechanisms and independent monitoring frameworks. Ministries, the parliament and
the courts should have a role in implementing and monitoring the Convention (UN 2012). In
relation to the process of implementation also educators bear responsibility to train their students
in accordance with the Conventions’ doctrine. Key is to raise awareness of the implications of the
Convention among students. One effective way of raising awareness and transferring knowledge is
achieved by engaging students actively by using games. At the Utrecht University of Applied
Sciences a social work course now includes an introductory lecture on human rights using objects
and a game that addresses the UN Convention on the Rights of Persons with Disabilities.
In educating human rights educators should not only want to transfer knowledge, but more
importantly, inspire students to change their behavior towards a more humans rights based
approach. Games are a way to change behavior. Furthermore, games are a means to ‘design
behavior’: “A game designer should be capable of seducing game players to demonstrate certain behavior.”
(Renger, 2015). The social work course on human rights will be explained in this paper. Besides,
with this paper I argue for using games and game elements in human rights education. The
argument encompasses the belief that teachers can be game designers and should be game
designers (see also Van Geffen, 2014). Using games and game elements should be part of their
didactic expertise.
Games
Games offer a wide range of opportunities for teaching a variety of subjects. They encourage
active and self-directed learning which has proven to promote better understanding of the subject
matters that are taught (Oprins & Korteling 2013; Oprins et al 2013). Within higher education
games should be defined as serious games, which means that “we are concerned with serious games in the
sense that these games have an explicit and carefully thought-out educational purpose and are not intended to be
played primarily for amusement. This does not mean that serious games are not, or should not be, entertaining”
(Abt Associates 2005, in Djaouti et al 2010). In addition Karl Kapp (2012) defines serious gaming
to what is so useful in teaching human rights in a classroom: “A player gets caught up in playing a game
because the instant feedback and constant interaction is related to the challenge of the game, which is defined by the
rules, which all work within the system to provoke an emotional reaction and, finally, result in a quantifiable
outcome within an abstract version of a larger system”. This larger system comprises a set of
interconnected elements that occur in the space of the game – inside or outside the classroom.
These elements can be playing cards, dices, tasks that need be fulfilled to earn points, the narrative
of the game, the players, the rules, unpredictability, competition, collaboration etcetera. Serious
gaming is helpful to explain abstract theory provided that the content corresponds to social reality
as much as possible. Visualization and game elements support the learning process as it promotes
engagement to the game and the content.
2. Didactics
Reflecting on social work teaching methods is necessary to monitor learning objectives, i.e.
whether student outcomes are accomplished and whether the educator has successfully taught the
material. Successful teaching requires knowledge about learning methods to which teaching
approaches and methods have to be adapted. Numerous research has demonstrated the effect of
several learning methods varying from passive learning methods to active learning methods.
Passive learning methods such as listening at lectures and reading literature are applied largely at
higher social work studies. Audio-visual aids in teaching are often added to the lectures to illustrate
theory or to present a case study, yet, it remains a passive learning method. Active learning
methods vary from group discussions, practice and teaching others – e.g. students teach each other
by organizing workshops. Edgar Dale (1969) developed a model that incorporates theories related
to instructional design and learning processes. Students generally retain information best by seeing
and hearing simultaneously (watching a demonstration), saying and writing (participating in a
hands-on workshop or classroom discussions, a role-play situation), and doing (simulation of a real
experience or going through the real experience). Edgar Dales’ model makes a case for what has
become known as ‘learning by doing’ or ‘experiential learning’. The model is a tool to help
educators make decisions about resources and activities to enhance learning.
Using games in the classroom contributes to the learning process. For example an abstract
challenge can be found in solving a case study based on real life experiences or having a debate
about human rights related topics. Discussions often elicit emotions among students especially
when there is difference of opinion. There is interactivity and feedback during discussions between
students and there is interactivity when small groups of students work together to solve a fictional
problem or a simplified problem from real life. There are rules for having a debate or a dialogue in
the classroom. Games however, embrace most, if not, all levels of active and passive learning
methods. Games contain all components presented in Edgar Dales’ model of ‘experiential
learning’: reading, hearing, seeing, saying, writing and doing.
Human rights course
The social work course at the Utrecht University of Applied Sciences includes a lecture about
human rights using object and a game entitled youRight. The content of the game has been
designed in collaboration with disability advocacy organizations, colleagues and students
themselves and consists of descriptions of everyday situations in peoples’ lives vis-à-vis human
rights and inclusive communities, statements for debate and quiz questions. Students are
encouraged to work in teams with capacity for competition between teams. The collaboration with
advocacy organizations is helpful in designing everyday situations which makes the content of
human rights less abstract and, consequently, easier to understand for students.
Introductory lecture
The course consists of an introductory lecture (approximately 45 minutes) on human rights and
the UNCRPD. Audio-visual aids such as objects and demonstrations of human rights cases using
elements of drama are part of this lecture. Theatrical presentations help to make abstract ideas,
which is characteristic of human rights, more concrete and lively. After the introduction the game
is played with all students (approximately 45 minutes). This game requires students to join in
group discussions, to experience practice (playing the game is a kind of surrogate of practice) and
to teach others by pitching their best approach to a real life case study.
3. Human rights game: youRight
The game that is used offers space for entertainment, experiment, learning
and transfer of knowledge. It helps students to get acquainted with the
content of the UNCRPD, to understand the philosophy of the UNCRPD
and to learn to think and act from a moral framework that is articulated in
the Convention. The focus of the game is put on interaction between
students, to let them get a sense of human rights and make them feel
inspired. Using games mostly enhances insights and accomplish attitudinal
change (Oprins, Bakhuys-Roozeboom, Visschedijk 2013; Wouters et al
2009). In case of the human rights game it enhances insight in human
rights and accomplishes an attitudinal change towards normative
professionalism (Ewijk, van & Kunneman 2013). If educators want
students and (future) social workers to act according to a human rights
perspective it requires more than merely a transfer of knowledge, it
requires awareness of the moral framework of social work and an
attitudinal change. Therefore the game first and foremost focuses on
raising awareness and inspiring students to further immerse themselves in
human rights issues outside the classroom.
Results
Many studies show that games and game simulations intensify the learning
experience (see Kapp 2012; Oprins, Bakhuys Roozeboom, Visschedijk,
2013). Research shows that students’ learning growth is especially found in
increased understanding and an improved attitude towards the subject
matter that is being taught and not so much in measuring knowledge.
Similar results were found in playing the human rights game at the Utrecht
University of Applied Sciences. Knowledge was not measured because this
was not the main concern of the course. However, engagement to the
human rights topic, inspiration and basic understanding of human rights
was mirrored by an increase in the number of essays students voluntarily
chose to write about human rights. Besides that, student evaluations of the
introductory lecture and the game showed high scores of appreciation (on
a zero to ten scale the average circles around 8,4). In addition to the
evaluation scores students added quotes such as: “I did not know human rights
could be this fun” and “it is both informative and entertaining”.
Conclusion
An introductory lecture and a game may not be enough to accomplish
attitudinal change of students. For that purpose the course itself is too
concise. Nonetheless, with the introductory lecture and subsequently
playing the game engagement was achieved and students got inspired by
human rights issues. Using game elements contributed to this result.
Further exploration of how games and game elements can be applied in
human rights education is needed because there is much to win in favor of
awareness-raising among students with regards to human rights.
The sequence of the game
After the introductory lecture
students form teams of three or
four. Each team is joining the
competition which is simply won
by crossing the finishing line the
first. To get there teams are
competing with each other in a
variety of assignments they need
to fulfill. When an assignment
has been completed correctly or
when a team has carried out the
task to the best, they will earn the
points. Number of points to be
earned is decided by throwing a
dice. The assignment is also
decided by rolling a separate dice.
The game comprises four
different assignments: true or not
true quiz questions for one team,
true or not true quiz questions
for all teams, case studies and
debates. Except the quiz question
for one team only, all the other
assignments are carried out by all
the participating teams
simultaneously. Consequently
more teams, if not all, can earn
points playing in one round
(assignment). This way all players
stay involved actively during the
game. Interaction and
collaboration within the teams is
stimulated as team members need
to discuss the case study and
decide on what solution they
believe is the best or is most
persuasive to win the
competition. For the debates
team members can help each
other in having the debate - who
is taking the leaders role.
Interaction between the teams is
clearly stimulated by having
debates, giving pitches, and the
task to judge who wins the debate
or the pitch round. By doing this
all teams stay involved in the
game constantly.
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This paper is presented at the 6th International Human Rights Education Conference on 17-19 December 2015 in Middelburg, The Netherlands. The
paper is a concise elaboration of the abstract entitled: Teaching about UNCRPD: youRight - a human rights game for higher education. The paper is
related to conference themes: (1) Current themes in human rights education, in particular subthemes:(a) The use of new media in human rights education;
(b) Education around specific themes, like childrens’ rights, women’s rights, rights of minorities and racial discrimination. (2) The practice of human rights
education, in particular subthemes: (a) The pedagogics of human rights education; (b) Human rights in higher education.
Contact: Jeroen.knevel@hu.nl
http://www.research.hu.nl/onderzoekers/jeroen-knevel