Author(s): Maria Saridaki, Costas Mourlas.
Game-Based Learning in the special education classroom is still regarded with skepticism by educators, or has been used mainly as an extrinsic reinforcement.
Author(s): Aristidis Protopsaltis, sonia Hetzner, Dimitra Pappa, Lucia Pannese.
Serious Games and Formal and Informal Learning
The experience garnered from the eVITA project is used to explore the relation between Serious Games (SGs) and formal and informal learning.
The Language Campus: Role-Play in an eLearning EnvironmenteLearning Papers
Author: Paul Pivec.
Collaborative learning allows participants to exchange information as well as produce ideas, simplify problems, and resolve tasks. When using an e-learning platform in a collaborative environment, the teacher becomes an active partner, moderator and advisor in the educational process, as do the other learners.
Author(s): Aristidis Protopsaltis, sonia Hetzner, Dimitra Pappa, Lucia Pannese.
Serious Games and Formal and Informal Learning
The experience garnered from the eVITA project is used to explore the relation between Serious Games (SGs) and formal and informal learning.
The Language Campus: Role-Play in an eLearning EnvironmenteLearning Papers
Author: Paul Pivec.
Collaborative learning allows participants to exchange information as well as produce ideas, simplify problems, and resolve tasks. When using an e-learning platform in a collaborative environment, the teacher becomes an active partner, moderator and advisor in the educational process, as do the other learners.
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.
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.
2012 Fall Attendance Challenge PresentationGetSchooled
Want to learn how to use Nicki Minaj, Ne-Yo and gaming to boost your middle or high school’s attendance? Want it all for free? Then Get Schooled’s 2012 Fall Attendance Challenge is for you.
Digital games in education. Our students' experiences of society and culture are
increasingly digital and their futures will involve digital
workplaces. Their everyday lives are characterised by digital
play and online interaction and their futures will involve digital
workplaces, regardless of the career paths they follow.
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 is my slideshow for my ULearn11 breakout:
We have been using e-Portfolios with Year 1 to 6 students at Elm Park School since 2007 and shortly afterwards made the decision to use our e-Portfolios as our sole method of reporting to parents. During this presentation we will discuss our ongoing journey to implement e-Portfolios school-wide, our purpose behind the decision to start the journey, the successes and the challenges - warts and all! We’ll have a look at some e-Portfolios examples and share the professional development, resources, equipment and web 2.0 tools that we have found most useful to help us along the way.
We use KnowledgeNET’s Learning Journals at Elm Park School to create our e-Portfolios but this workshop will also be of interest to those using other applications.
Development of interactive instructional model using augmented reality based ...IJITE
The research aims to develop an interactive instructional model usingaugmented reality based on
edutainment to enhance emotional quotientand evaluate the model. Two phases of the research will be
carried out: a development and an evaluation of the model. Samples are experts in the field of IT, child
psychology, and 7th grade curriculum management. Ten experts are selected by purposive sampling
method. The obtained data are analyzed using mean and standard deviation.
The research result demonstrates the following findings:
1) The results of this research show that Model consists of 3 elements: IIAR, EduLA, and EQ. EQ is a
means to assess EQ based on Time Series Experimental Design using 2 kinds of tools; i.e. EQ Assessment
by programs in tablet computers, and EQ Assessment by behavioral observation.
(2The ten experts have evaluated the model and commented that the developed model showed high
suitability.
Karl Kapp - Identifying the “Learning” Elements in GamesSeriousGamesAssoc
Presenter: Karl Kapp, Co-Founder, 2K Learning
We know that under the right conditions, learning occurs in games…but learning doesn’t occur in all games—even ones intended to lead to learning. Why? What makes a game effective from a learning perspective? What elements lead to learning and what elements detract from learning? This decidedly unacademic presentation provides research-based recommendations and guidelines for creating a game that leads to positive learning outcomes. Learn the best method for including a game into a corporate or K-12 curriculum, discover the number one game feature that leads to impactful learning outcomes and uncover game elements that have been directly linked to learning. Find out how to use empirically-based guidelines to create the outcomes you want to achieve with your serious game.
Education in every country is very critical to each one of us. This project seeks to identify the problems associated with learning at the elementary level, and the highlights the effects of poor educational foundations have on children when they grow to learn at the advanced level. The project proposes the designing and implementing of an educational video game app that can assist children from ages 2 to 7 years in overcoming the challenges associated with poor educational foundation in most developing countries in Africa especially. This app is design by creating an intuitive mobile application that will aid in the understanding of basic concepts associated with learning and the ability for elementary school children to employ this in their respective everyday activities. The project is also designed to encourage children in the whole study process hence not making it boring but exciting and more fun for children as well. It also seeks to help parents’ teachers and guardians to track the progress of children who use the application and helps them know the needed support that they require to make each study session a success. The study incorporates a rigorous literature review that seeks to identify all the gaps associated with solving the problem. This project adopts the Scrum methodology. The scrum method is a simple adaptive framework to deliver working software in sprints. It has three main stakeholders the Product owner, scrum master and the team members. It uses two main artifacts namely the product backlog and the sprint backlog to guide the team during sprints. The study concluded that the use of educational video games in learning math and English by the children is helpful since the children can quickly grasp the concepts within very short period.
Designing for Change: Mash-Up Personal Learning EnvironmentseLearning Papers
Authors:Fridolin Wild, Felix Mödritscher, Steinn E. Sigurdarson.
Institutions for formal education and most work places are equipped today with at least some kind of tools that bring together people and content artefacts in learning activities to support them in constructing and processing information and knowledge. For almost half a century, science and practice have been discussing models on how to bring personalisation through digital means to these environments.
Social Software and the Establishment of Virtual Communities of Practice in t...eLearning Papers
Authors: Klaus Reich, Christian Petter, Kathrin Helling.
The concept of Communities of Practice can be seen as a central model that supports informal learning processes especially in workplace surroundings. Based on the assumption that Social Software tools and models are well suited to support collaboration within virtual networks, this paper aims to present and analyse the experiences made in the process of establishing Virtual Communities of Practice in small and medium-sized enterprises (SMEs) of the tourism sector in Europe (involving the application of Social Software tools).
Observing the e-Learning phenomenon: The case of school education. Analysing ...eLearning Papers
Author: Nikitas Kastis.
Over the past 25 years, the school sector has been the promising area for public policies and funding activities, as well as for commercial interests, to increase the availability of ICT in education.
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.
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.
2012 Fall Attendance Challenge PresentationGetSchooled
Want to learn how to use Nicki Minaj, Ne-Yo and gaming to boost your middle or high school’s attendance? Want it all for free? Then Get Schooled’s 2012 Fall Attendance Challenge is for you.
Digital games in education. Our students' experiences of society and culture are
increasingly digital and their futures will involve digital
workplaces. Their everyday lives are characterised by digital
play and online interaction and their futures will involve digital
workplaces, regardless of the career paths they follow.
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 is my slideshow for my ULearn11 breakout:
We have been using e-Portfolios with Year 1 to 6 students at Elm Park School since 2007 and shortly afterwards made the decision to use our e-Portfolios as our sole method of reporting to parents. During this presentation we will discuss our ongoing journey to implement e-Portfolios school-wide, our purpose behind the decision to start the journey, the successes and the challenges - warts and all! We’ll have a look at some e-Portfolios examples and share the professional development, resources, equipment and web 2.0 tools that we have found most useful to help us along the way.
We use KnowledgeNET’s Learning Journals at Elm Park School to create our e-Portfolios but this workshop will also be of interest to those using other applications.
Development of interactive instructional model using augmented reality based ...IJITE
The research aims to develop an interactive instructional model usingaugmented reality based on
edutainment to enhance emotional quotientand evaluate the model. Two phases of the research will be
carried out: a development and an evaluation of the model. Samples are experts in the field of IT, child
psychology, and 7th grade curriculum management. Ten experts are selected by purposive sampling
method. The obtained data are analyzed using mean and standard deviation.
The research result demonstrates the following findings:
1) The results of this research show that Model consists of 3 elements: IIAR, EduLA, and EQ. EQ is a
means to assess EQ based on Time Series Experimental Design using 2 kinds of tools; i.e. EQ Assessment
by programs in tablet computers, and EQ Assessment by behavioral observation.
(2The ten experts have evaluated the model and commented that the developed model showed high
suitability.
Karl Kapp - Identifying the “Learning” Elements in GamesSeriousGamesAssoc
Presenter: Karl Kapp, Co-Founder, 2K Learning
We know that under the right conditions, learning occurs in games…but learning doesn’t occur in all games—even ones intended to lead to learning. Why? What makes a game effective from a learning perspective? What elements lead to learning and what elements detract from learning? This decidedly unacademic presentation provides research-based recommendations and guidelines for creating a game that leads to positive learning outcomes. Learn the best method for including a game into a corporate or K-12 curriculum, discover the number one game feature that leads to impactful learning outcomes and uncover game elements that have been directly linked to learning. Find out how to use empirically-based guidelines to create the outcomes you want to achieve with your serious game.
Education in every country is very critical to each one of us. This project seeks to identify the problems associated with learning at the elementary level, and the highlights the effects of poor educational foundations have on children when they grow to learn at the advanced level. The project proposes the designing and implementing of an educational video game app that can assist children from ages 2 to 7 years in overcoming the challenges associated with poor educational foundation in most developing countries in Africa especially. This app is design by creating an intuitive mobile application that will aid in the understanding of basic concepts associated with learning and the ability for elementary school children to employ this in their respective everyday activities. The project is also designed to encourage children in the whole study process hence not making it boring but exciting and more fun for children as well. It also seeks to help parents’ teachers and guardians to track the progress of children who use the application and helps them know the needed support that they require to make each study session a success. The study incorporates a rigorous literature review that seeks to identify all the gaps associated with solving the problem. This project adopts the Scrum methodology. The scrum method is a simple adaptive framework to deliver working software in sprints. It has three main stakeholders the Product owner, scrum master and the team members. It uses two main artifacts namely the product backlog and the sprint backlog to guide the team during sprints. The study concluded that the use of educational video games in learning math and English by the children is helpful since the children can quickly grasp the concepts within very short period.
Designing for Change: Mash-Up Personal Learning EnvironmentseLearning Papers
Authors:Fridolin Wild, Felix Mödritscher, Steinn E. Sigurdarson.
Institutions for formal education and most work places are equipped today with at least some kind of tools that bring together people and content artefacts in learning activities to support them in constructing and processing information and knowledge. For almost half a century, science and practice have been discussing models on how to bring personalisation through digital means to these environments.
Social Software and the Establishment of Virtual Communities of Practice in t...eLearning Papers
Authors: Klaus Reich, Christian Petter, Kathrin Helling.
The concept of Communities of Practice can be seen as a central model that supports informal learning processes especially in workplace surroundings. Based on the assumption that Social Software tools and models are well suited to support collaboration within virtual networks, this paper aims to present and analyse the experiences made in the process of establishing Virtual Communities of Practice in small and medium-sized enterprises (SMEs) of the tourism sector in Europe (involving the application of Social Software tools).
Observing the e-Learning phenomenon: The case of school education. Analysing ...eLearning Papers
Author: Nikitas Kastis.
Over the past 25 years, the school sector has been the promising area for public policies and funding activities, as well as for commercial interests, to increase the availability of ICT in education.
Authors: Pedro Leão Ramos Ferreira Neto, Margarida Amaral.
This case study was conducted by the senior lecturer in charge of the Computer Architectural Aided Design (CAAD) course, with the support and active collaboration of Instituto de Recursos e Iniciativas Comuns da Universidade do Porto (IRICUP). CAAD is an optional course for fifth-year students at the Faculty of Architecture of the University of Porto (FAUP).
Author:Tapio Varis.
Modern European university traditions during the last 500 years face major challenges in the 21st century. During the Enlightenment and the spirit of Kant, the emphasis was on the logic of human rationality. The Humbold tradition during the 19th century promoted culture and civilisation, a holistic idea of human beings as the ultimate goal of higher education.
Distance training of teachers in a rural area in KenyaeLearning Papers
Author:Chiara Pozzi.
Globalisation has intensified and delocalised social relations at a worldwide level; it has connected “distant localities in such a way that local happenings are shaped by events occurring many miles away and vice versa. Local transformation is as much a part of globalisation as the lateral extension of social connections across time and space.” (Giddens, 1990)
Inclusive education: helping teachers to choose ICT resources and to use them...eLearning Papers
Authors: Vincenza Benigno, Stefania Bocconi, Michela Ott.
This paper looks at the issue of school inclusion by referring to the concept of Universal Access to Education. It focuses on the strong potential Information and Communication Technologies (ICT) provide to avoid any kind of discrimination among students. The paper also argues that teachers play a fundamental role in capitalising the opportunities offered by new technologies to support the full inclusion of all students in mainstream education systems.
Developing Serious Games: from Face-to-Face to a Computer-based ModalityeLearning Papers
Author(s): Ariadna Padrós, Margarida ROMERO, Usart Mireia.
This paper introduces a methodology for the design of a collaborative Game Based Learning (GBL) model, used here in the context of a finance course in an onsite learning context. In this paper we discuss three releases of the Finance Assets Game (FAG), the teacher-led face-to-face model, the paper-based model, and the computer-based model.
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.
A Study on the Effectiveness of Computer Games in Teaching and LearningIJASCSE
Games, especially computer games are becoming one of the tools of education. Nowadays, the usage of computer games as an educational tool has become a worldwide trend. An early assumption suggests that since the appeal of computer games can engage interest and motivation, thus it is a wise step to use computer games for the purpose of educating. This is because students often get bored with the learning process; therefore we need to find creative ways to teach them. Instead of the usual, dull lesson in class, educators are trying out new ways to attract the interest of students to focus the lessons and thus increase their understanding, with one of it using computer games. A lot of papers supported the idea of computer games being effective as an aid for students. Educators alike also agreed that it is one of the ways to gain students interest in their lessons. Before coming to the ultimate conclusion that computer games are a good choice, first of all we need to study carefully the effectiveness of using computer games as an educational medium. This paper aims to study the effectiveness of computer games in learning among students. Issues on the integration of computer games in formal education are and the current status of educational gaming in learning were reviewed in this paper. We focused on higher learning context which is for university students.
Games create engagement - the cornerstone of any positive learning experience. With the growing popularity of digital games and game-based interfaces, it is essential that gamification be part of every learning professional's toolbox. During this program, international learning expert Karl M. Kapp reveals the value of game-based mechanics to create meaningful learning experiences. Every learning manager, instructional designer, and trainer needs to be aware of the influence of this leading edge engagement technique.
PLAY (Participatory Learning and YOU!) is authored by Erin Reilly, Vanessa Vartabedian, Laurel Felt, and Henry Jenkins. It is an exploration of insights gained from our year-long work with elementary and secondary teachers from the Los Angeles Unified School District as they sought to develop a more participatory environment in their classroom.
This qualitative research explains the rationale behind the utilisation of mobile learning technologies. It involves a qualitative study among children to better understand their opinions and perceptions toward the use of educational applications (apps) that are available on their mobile devices, including smartphones and tablets. The researchers organised semi-structured, face-to-face interview sessions with primary school students who were using mobile technologies at their institution. The students reported that their engagement with the educational apps has improved their competencies. They acquired relational and communicative skills as they collaborated together in teams. On the other hand, there were a few students who were not perceiving the usefulness and the ease of use of the educational apps on their mobile device. This study indicates that the research participants had different skill-sets as they exhibited different learning abilities. In conclusion, this contribution opens-up avenues for future research in this promising field of study.
Gamification as an Instructional Strategy in Motivating and Improving the Aca...YogeshIJTSRD
Research is a 21st century skill to develop. The learning competencies must be well taught as the basic step prior to research paper writing. However, teacher delivered factual material thru rote memorization is often tedious and boring resulting to low retention of concepts and low MPS. In this pre experimental research, gamification was used as instructional strategy to motivate the students and to increase their academic performance. One hundred thirty two 132 students from 3 intact classes of General Academic Strand GAS and 97 students from 2 intact classes of Technical Vocational and Livelihood TVL were used as the subject of the games while convenience sampling was used to select the students to give feedbacks about the strategy. Pretest posttests questions were validated by three research experts while perception questionnaire was adopted from Alfabeto 2010 to gather the students’ feedback about the strategy. Pretest was administered at the onset of 2nd grading period and 3 weeks after, the posttest was administered. Results revealed that pretest MPS of both GAS and TVL did not meet expectations with 41.54 and 38.54 respectively while after the treatment, the posttest MPS revealed outstanding with 90.69 for GAS and very satisfactory for TVL with MPS of 85.45 . T test revealed that there were significant increase in the MPS of both GAS and TVL with a p value of 0.00. Meanwhile, GAS and TVL students found gamification as very much appealing and acceptable that made the lesson easy to understand and playful activities were very much interesting resulting to active participation. TVL students found it as very much meaningful and relevant to their real life while GAS found it much relevant and provides meaningful learning. The project’s implication is of two fold first conduct seminar workshop to develop research modules incorporating games as instructional strategy. Second incorporate games in teaching research learning competencies. Jennyvi H. Papellero "Gamification as an Instructional Strategy in Motivating and Improving the Academic Performance of Students in Practical Research 2" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd43737.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/43737/gamification-as-an-instructional-strategy-in-motivating-and-improving-the-academic-performance-of-students-in-practical-research-2/jennyvi-h-papellero
WP 2 ANALYSIS ON THE USE OF GAME-BASED LEARNING INITIATIVES: Success stories – compilation of game-based learning initiatives in adults’ education
EXECUTIVE SUMMARY
As part of the presentation “Inclusive educative gaming: a holistic view”, ViPi was presented on Friday 13 at 15.15 to 16.30 in room G2 Cailliau in the session “Video Games for Learning” at the Media and Learning event.
The event took place at the Flemish Ministry of Education Headquarters (Hendrik Consciencegebouw, Koning Albert II-laan 15, 1210 Brussels).
The ViPi KA3 LLL project (511792-LLP-1-2010-1-GR-KA3-KA3NW) has been partially funded under the Lifelong Learning program, subprogramme KA3 ICT. This presentation reflects the views only of the author(s), and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Educational video games are an enjoyable and engaging method of education for children of all ages. They can help children enhance their literacy, mathematics, science, and problem-solving abilities, as well as develop crucial life skills like cooperation and creativity.
Educational video games are more prevalent than ever in the digital age. There is an extensive selection of educational games for all types of devices, including computers, tablets, and mobile phones. This means that children can simultaneously learn and have joy regardless of their location
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.
Similar to Fingers on the Screen: Game-Based Learning for Students with Intellectual Disabilities (20)
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
Designing and Developing Mobile Learning Applications in International Studen...eLearning Papers
This paper reports on an international collaboration in which students from different universities designed and developed mobile learning applications, working together in interdisciplinary teams using social and mobile media. We describe the concept, process and outcomes of this collaboration including challenges of designing and developing mobile learning applications in virtual teams.
This paper reports on the current challenges the professional sector faces when going mobile. The report discusses the role of mobile devices in the workforce and addresses challenges like compatibility, security and training. It also provides a comprehensive review of the mobile landscape, and reviews current best practices in mobile learning.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
GGULIVRR: Touching Mobile and Contextual LearningeLearning Papers
The quest of today’s learning communities is to creatively uptake and embed the emerging technologies to maintain the pace of change, of learning content and platforms, while satisfying learners’ needs and coping with limited resources. As information is delivered abundantly and change is constant, education focuses on driving 21st century fluency.
Project GGULIVRR, Generic Game for Ubiquitous Learning in Interactive Virtual and Real Realities, initiates the study of ubiquitous learning, investigating mobile and contextual learning, challenging small devices with sophisticated computing and networking capacities, testing the pervasive internet and exploring intelligent tags.
The goal of project GGULIVRR is to present learning communities a framework enabling learners to practice and enhance 21st century skills while generating and playing mobile contextual games.
Project GGULIVRR entices learners to get in touch. To play the contextual game one needs to physically go to a ‘touchable’ location, where real objects are tagged with an intelligent tag. By touching a tag one gets in touch with the contextual content. Through playing and developing GGULIVRR games one meets other gamers and developers as the project format induces interdisciplinarity, inter-social and intercultural communication and collaboration empowering local people to unlock contextual content with a minimal technical threshold.
Reaching Out with OER: The New Role of Public-Facing Open ScholareLearning Papers
Open educational resources (OER) and, more recently, open educational practices (OEP) have been widely promoted as a means of increasing openness in higher education (HE). Thus far, such openness has been limited by OER provision typically being supplier-driven and contained within the boundaries of HE. Seeking to explore ways in which OEP might become more needs-led we conceptualised a new ‘public-facing open scholar’ role involving academics working with online communities to source and develop OER to meet their needs.
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Fingers on the Screen: Game-Based Learning for Students with Intellectual Disabilities
1. From the field
Fingers on the Screen: Game Based Learning for
Students with Intellectual Disabilities
Authors Game Based Learning in the special education classroom is still regarded with skepti-
cism by educators, or has been used mainly as an extrinsic reinforcement. This commu-
Maria Saridaki
nication presents a series of observations made by researchers and educators on the
msaridaki@media.uoa.gr
motivational impact of games in the educational experience of users with intellectual
Constantinos Mourlas
mourlas@media.uoa.gr disabilities.
Department of
Communication and Mass
Media Studies, University of 1. Intellectual disabilities and gaming: motivating the
Athens
demotivated
Students with intellectual disability or serious learning difficulties are often described as
Tags “slow learners” and cannot easily integrate in the normal curriculum. Moreover, most stu-
dents with ID present limited intrinsic motivation and seem dependent on extrinsic rein-
intellectual disability,
motivation, Game Based forcement such as rewards (or punishments), while overall lack of motivation and low self
Learning, special education esteem can cause these students to resist efforts to stimulate their interest in the learning
experience.
For many decades, the common attitude towards the motivational abilities of students with
ID has been to consider these students as unable to approach the typical logical reasoning
and for many decades the main focus regarding motivation, was extrinsic motivation, thus
rewards or punishment. However, according to Switztky (1995), researchers have demon-
strated over the past years that the efficiency of students with ID is the result of the interac-
tion between personality and internal-intrinsic motivation and sometimes the differences
between students with ID and without ID of the same age are actually based on the lack of
motivation and experience.
According to Kevin Durkin, videogames draw on various cognitive abilities and “young people
with developmental disorders appear to rise effectively to some of the cognitive challenges
the games present and may be motivated in these contexts to achieve levels of cognitive per-
formance that they do not manifest ubiquitously” (Durkin, 2010).
Until recently, gaming had been used in the special education educational environment al-
most solely for recreational purposes or purely as an extrinsic motivator. Over the past years,
serious games have been documented at the literature review as a highly motivational tool
especially for the demotivated users with low self esteem and special educational needs, as
well as a potential ally to the difficult task of the SE teachers (Saridaki et al 2009; Brown et al,
2005). Early studies of Malone and Lepper (1987) proposed the usage of digital games as an
educational medium, and proved that digital games enhance motivation and learning since
the user is more than willing to test his/her knowledge, apply them while gaming and learn
and assimilate new information while playing and having fun (Malone, 1980).
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2. From the field
Evidence of the motivational power of computer game playing During these interventions each educator documented in detail
can be found in a report by Standen et al (2006) of a study to the design and actual instructional GBL experience.
design a new navigational interface for people with intellectual
The majority of the educators stated that games seemed to
disabilities. The users in this study needed to use the device
increase the motivation of the students in participating in the
regularly over a period of eighteen months in order to complete
classroom and showing much more excitement in the educa-
a baseline evaluation and to test each version of the prototype.
tional process in general. When games were used in the class-
According to the researchers, this was easily achieved by allow-
room the majority of the students were excited to participate
ing them to play computer games specifically designed for the
and often show expressively on the screen their accomplish-
study.
ments during gameplay or tried to communicate with their fel-
Regarding students with intellectual disabilities, Digital Games low students pointing to the right direction or touching at the
under specific conditions seem to provide appealing human- screen the correct answer.
computer interaction methods in order to enrich the learning
The educators seemed confident in applying serious games in
process of the students, while helping to improve social relation-
their classroom as a new tool and the majority of the students
ships, raise the communication level and ease the integration
expressed an increase on their interest towards the educational
of new concepts that improve the learning process (Gonzalez,
subject especially if it was introduced through a game along
2005; Saridaki et al, 2009). However up till now the design and
with the classical method. They were also serious implications
usage of digital games as a motivational tool for students with
that they observed a motivational change towards the educa-
intellectual disabilities hasn’t been thoroughly documented.
tional subjects after using games of the same educational topic,
thus expressing an augmentation on their intrinsic motivation
2. Games as a motivational tool in the towards the educational subject. They characterized the gaming
educational experience of students with experience of the students as “highly motivated” and “engaging
ID: reports from field studies towards the educational content” (Saridaki et al, 2010).
We realized the motivational opportunities that could arise
However these implications required further testing and we
through game based learning after conducting a series of GBL
had the opportunity to test these observation in the European
applications’ projects in special education settings for a dura-
project Goal Net study, conducted a year after. Ten educators
tion of three years. During the EPINOISI R&D project1 that has
were asked to use specifically designed games with their stu-
been implemented by the Laboratory of New Technologies in
dents for three weeks and were questioned on the motivational
Communication, Education and the Mass Media of the Univer-
possibilities before and after the gaming interventions. Accord-
sity of Athens, and the European GOAL Net Project2, we were
ing to the vast majority of this small sample, the educators ex-
able to gather more data on the subject of educational motiva-
pressed their belief that games were a good way to introduce
tion and gaming.
various educational subjects and they were able to observe
The objective of the EPINOISI study was to realize a more than changes on the will of the students to participate in the class-
400 teaching hours specialized training program for primary, room and learn more about the educational subject as long as
secondary and special education teachers supporting students it was involved in the game. The educational content integrated
with mild intellectual disability (ID), on the subject of serious in a gaming scenario was much more intriguing for the students
games and new technologies. At the same time digital games- who seemed unwilling to participate during the classical educa-
based learning (GBL) material for ID students was developed tional method.
and tested within special classrooms, as part of practical semi-
The also pointed out that communication between the students
nars and hands-on activities. Each week the educators had to
was augmented during and after gameplay and that the teacher
design a game based learning educational intervention for their
should always make connections between the gaming subject
students according to different kind of curriculum activities.
and the educational subject during the classical teaching meth-
ods in order to succeed in creating a connection between in
1 http://www.media.uoa.gr/epinoisi/
game skills and curriculum knowledge or real life skills. It was
2 http://www.goal-net.eu
also mentioned in various occasions the during the lesson, or
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3. From the field
at their home, students would made various questions regard- Acknowledgements
ing the educational content (e.g. vocational training, road safety
etc) after having used a game of the same content. This research has been co-financed by the European Union (Eu-
ropean Social Fund – ESF) and Greek national funds through
During our studies it was observed that students with mild ID the Operational Program “Education and Lifelong Learning” of
and their educators preferred games with concrete storytelling the National Strategic Reference Framework (NSRF) - Research
rather than drill and practice games. According to our results, Funding Program: Heracleitus II. Investing in knowledge society
storytelling is an important factor in the experience of the user through the European Social Fund.
and simple drill and practice games seem less appealing and
successful than games with a concrete and interest storytelling. We would like to express our gratitude to all the educators and
At the same time games that offered personalization were char- students that have given us their valuable time and creative
acterized as more appropriate for our target group. assistance. We would also like to explicitly acknowledge the
support of the members of the scientific team of the EPINOISI
Project, as well as the researchers and partners of the Leonardo
3. Conclusions and Future Studies GOAL Net Project and especially Professor Michael Meimaris di-
According to the majority of the researches and case studies, rector of the New Technologies Laboratory in Communication,
games offer a judgmental free platform where peer disapproval Education and the Mass Media of the University of Athens and
is absent, failure is just a drive to repeat and try again, while Professor David Brown of Nottingham Trent University.
specifically designed adaptable games deal with academic edu-
cational material and everyday issues and difficulties such as
isolation, lack of parental attention, poor living conditions etc.
Until recently, digital games have been used in the classroom for
users with cognitive impairments as an external inducement.
However, even if it is widely recognized that games are impor-
tant in early learning, as education becomes more formal games
tend to be seen as just an “unserious activity” (Pivec, 2007).
According to our three years studies with various groups of
teachers and students with intellectual disability, we have ob-
served that games can be able to augment the intrinsic moti-
vation of students with intellectual disability towards learning
and classroom participation. The majority of the educators
characterized the GBL applications as highly engaging, motivat-
ing, communicative and exciting for the students that seemed
eager to participate and cooperate in order to play the game.
These qualities require further investigation in order to prove
that game based learning can or cannot be an intrinsic motiva-
tion tool and under which circumstances.
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4. From the field
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Gonzalez, J., L., Cabrera, M. (2006) Sc@ut DS: Sistema de Saridaki, M., Gouscos, D., Meimaris, M. (2010). Digital
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