This document discusses a study that investigates how game-based learning can contribute to student learning and academic achievement. Game-based learning incorporates educational content and game elements to engage and motivate students. It can develop cognitive skills and promote deliberate learning through goals, feedback, and problem solving. Studies show students using game-based learning scored higher on assessments than students not using it, with no differences between gender or ethnicity. Game-based learning brings play into the classroom, which trains cognitive abilities and helps students master educational content.
Fingers on the Screen: Game-Based Learning for Students with Intellectual Dis...eLearning Papers
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.
This research explores the rationale behind the utilisation of electronic games in education. A qualitative research sheds light on the students’ opinions and perceptions toward the use of serious games in-class. Semi-structured, face-to-face interview sessions among secondary school students suggest that they are acquiring relevant academic knowledge and competences, as the reap motivational and emotional benefits from these learning games. The students reported that their engagement with these games has improved their critical thinking and helped them make evaluative decisions to solve problems. Generally, students were capable of developing their interpersonal skills as they have actively collaborated in teams. On the other hand, there were a few students who were not perceiving the usefulness and the ease of use of playing serious games at school. This study postulates that the research participants possessed different skill-sets as they exhibited different learning abilities. In conclusion, this paper opens-up some avenues for future research in this field of study.
Fingers on the Screen: Game-Based Learning for Students with Intellectual Dis...eLearning Papers
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.
This research explores the rationale behind the utilisation of electronic games in education. A qualitative research sheds light on the students’ opinions and perceptions toward the use of serious games in-class. Semi-structured, face-to-face interview sessions among secondary school students suggest that they are acquiring relevant academic knowledge and competences, as the reap motivational and emotional benefits from these learning games. The students reported that their engagement with these games has improved their critical thinking and helped them make evaluative decisions to solve problems. Generally, students were capable of developing their interpersonal skills as they have actively collaborated in teams. On the other hand, there were a few students who were not perceiving the usefulness and the ease of use of playing serious games at school. This study postulates that the research participants possessed different skill-sets as they exhibited different learning abilities. In conclusion, this paper opens-up some avenues for future research in this field of study.
Discuss three changes evident in the twenty first century learner. Explain one implication of one of the changes for teaching and learning and one policy decisions. Using relevant examples explain, three ways in which integrating technology in teaching and learning will improve the quality of education for our students.
2014 joint research project between Microsoft Australia, Victoria Department of Education and Training and Victoria University investigating the impact of digital stylus enabled devices on learners at multiple levels in K-12
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.
Discuss three changes evident in the twenty first century learner. Explain one implication of one of the changes for teaching and learning and one policy decisions. Using relevant examples explain, three ways in which integrating technology in teaching and learning will improve the quality of education for our students.
2014 joint research project between Microsoft Australia, Victoria Department of Education and Training and Victoria University investigating the impact of digital stylus enabled devices on learners at multiple levels in K-12
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 Education Game - Using Gamification in the Classroom
Modern Classroom Education faces many unprecedented challenges and opportunities as a result of rapid developments in digital communication technologies since the birth of the Internet in the early 1990s. Since that time, the generation of students known as "Digital Natives" have been born into a world where desktop and home computers are commonplace, video games are available in homes as well as arcades and mobile phones are becoming ubquitous. As a consequence, for the first time in history, children have access to electronic devices which they can explore and interact with, sharing their experiences and problems with their peers.
This paper examines the impact of digital technologies on teaching roles and practices in the classroom and illustrates how the concept of "Gamification" can provide a modern day solution to traditional teaching best practices.
Here are various student engagement strategies: 1. Active Learning Techniques 2. Technology Integration 3. Flipped Classroom Model 4. Establishing a Positive Classroom Culture
Seminar on 21st Century Education Philosophy.pptxPatrickUchendu1
This presentation is targeted at educators (teachers and school owners) and education policy makers in disadvantaged parts of the world who are still struggling to catch up with the rest of the world in terms of the changes and innovations taking place in the field of teaching and learning. While recognizing the great technical odds that many schools face in the developing world, the presentation makes an attempt to provide stakeholders in the education industry with a simple set of teaching skills and techniques that can easily be adopted and integrated into the local environment with greater chances of success and improving the quality of teaching and learning. Among the techniques explored in this presentation include: competency-based learning, design thinking, problem-based learning, project-based learning, thinking-based learning, cooperative learning, gamification and the flipped classroom.
The use of “Game Based Learning” in schools and the classroom by teachers can have a measurable effect on teaching methods and student success in subjects like math, science, reading and languages. In the modern education system game based learning and brain training solutions have the potential to bolster teaching methods while educational games in the classroom are fast proving an invaluable tool to connect and engage students. Games in the classroom in any form have shown to increase student motivation through engagement.
Developing Curiosity And Responsibility Through Science Experiments In 7th Gr...Zawarali786
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اگر آپ تعلیمی نیوز، رجسٹریشن، داخلہ، ڈیٹ شیٹ، رزلٹ، اسائنمنٹ،جابز اور باقی تمام اپ ڈیٹس اپنے موبائل پر فری حاصل کرنا چاہتے ہیں ۔تو نیچے دیے گئے واٹس ایپ نمبرکو اپنے موبائل میں سیو کرکے اپنا نام لکھ کر واٹس ایپ کر دیں۔ سٹیٹس روزانہ لازمی چیک کریں۔
نوٹ : اس کے علاوہ تمام یونیورسٹیز کے آن لائن داخلے بھجوانے اور جابز کے لیے آن لائن اپلائی کروانے کے لیے رابطہ کریں۔
Instructional media functioning to deliver the lesson has a very important role. There are a lot of instructional media used in learning process; one of those is interactive multimedia. This study aims to find out students response toward game based interactive media as instructional media in elementary school. The method used in this study was descriptive qualitative. The sample in this study was 10 students 5th grade elementary school. The data collecting methods were interview, observation and questionnaire. The collected data were analyzed by using interactive analysis consist of data collecting, data reduction, data presenting and conclusion. The result of this study shows that the student gave a good response toward game-based interactive multimedia. The students like and support the use of game based interactive multimedia as instructional media. Students felt that it was easier to understand lesson because the lesson was delivered not only through text, but also picture, audio, video and animation. The game in interactive media make the student be entertained and active in learning process. It is suggested that the teacher cooperate with the expert in education technology to improve interactive multimedia as interaction media.
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
How Technology Can Be Used To Improve Education.pdfKyle Jarvis
While we frequently hear about the drawbacks of too much screen time and the risks associated with social media, we might not always hear about just the positive contributions that technology makes to our lifestyles, especially when it comes to learning.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
9. ● Gamebased learning and video games educate students on curricular content and
lessons.
● Gamebased learning engages and motivates students in a productive / meaningful way.
We hypothesize that:
1. Games and video games will help players learn and recall more academic content.
2. Gamebased learning will drive student activity; the students will learn more than
students learning with just a traditional method.
3. Gamebased learning and video games will educate students on curricular content and
lessons, while enforcing concepts studied within the classroom.
4. Gamebased learning will engage and motivate students in a meaningful way, making the
content more enjoyable and relevant to the learners.
Methods
This study will investigate the use of gamebased learning through a quasiexperimental
setup that investigates the effects of gamebased learning on student achievement and
engagement. A school in PseudoCity, US volunteers to participate. Forty subjects from two
classes of X graders will participate in the study. One class (n=19) will comprise the control
group, and the other class (n=21) will comprise the experimental gamebased learning group.
Both classes will receive a standard intelligence battery, i.e. the WoodcockJohnson Test of
Cognitive Abilities, and a brief questionnaire will be sent to their parents asking for personal
information such as age and ethnicity, at home activities such as time spent watching tv, playing
sports, video games, and so on, as well as the child’s general interests in school courses and
material.
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14. 14. Gentile, D., Swing, E., Lim, C., & Khoo, A. (2012). Video game playing, attention
problems, and impulsiveness: Evidence of bidirectional causality. Psychology of Popular
Media Culture, 1(1), 6270. doi: 10.1037/a0026969
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experience. Belmont, CA: Wadsworth, Cengage Learning.
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games. Current Biology, 22: 197206. doi: 10.1016/j.cub.2012.02.012
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www.dtso.org/jclub/20030825/Green_03.pdf
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15. 23. Linden, D. (2011). The compass of pleasure: How our brains make fatty foods, orgasm,
exercise, marijuana, generosity, vodka, learning, and gambling feel so good. New York,
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functions in older adults after nonaction video game training: A randomized controlled
trial. PLoS ONE 9(3): e92269. doi:10.1371/journal.pone.0092269
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change the world. New York, NY: The Penguin Group.
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er_survey.pdf
28. Moth, D. (2012). Gabe zichermann: Gamification isn’t about offering “free stuff,” it’s
about status.
https://econsultancy.com/blog/9720gabezichermanngamificationisntaboutofferingfr
eestuffitsaboutstatus#i.kq6q8519h0cu31
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