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.
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.
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.
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.
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.
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.
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.
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.
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.
WP 2 ANALYSIS ON THE USE OF GAME-BASED LEARNING INITIATIVES: Success stories – compilation of game-based learning initiatives in adults’ education
EXECUTIVE SUMMARY
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
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.
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.
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.
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.
WP 2 ANALYSIS ON THE USE OF GAME-BASED LEARNING INITIATIVES: Success stories – compilation of game-based learning initiatives in adults’ education
EXECUTIVE SUMMARY
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
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.
As we move into the 21st century,
advances in information technology
are creating new possibilities for
using performance-based
assessments to measure learning.
Virtual guides: A Hybrid Approach to Immersive LearningDavid Fliesen
This Paper was presented at GameTech 2012 along with Cynthia Calongne, D.CS of Colorado Technical University about Virtual Guides blending the need for information with feedback and progress checks as learners perform learning activities within virtual world simulations and serious games.
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.
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.
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.
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.
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.
To explore the scope for this role we focused on the voluntary sector, which we felt might particularly benefit from such collaboration. We evaluated four representative communities for evidence of their being self-educating (thereby offering the potential for academics to contribute) and for any existing learning dimension. We found that all four communities were self-educating and each included learning infrastructure elements, for example provision for web chats with ‘experts’, together with evidence of receptiveness to academic collaboration. This indicated that there was scope for the role of public-facing open scholar. We therefore developed detailed guidelines for performing the role, which has the potential to be applied beyond the voluntary sector and to greatly extend the beneficial impact of existing OER, prompting institutions to release new OER in response to the needs of people outside HE.
Managing Training Concepts in Multicultural Business EnvironmentseLearning Papers
Companies that need training and development services increasingly often operate in a context that consists of more than just one country, language and culture. While business operations are becoming international, companies expect their service providers being capable of catering them where needed. Succeeding in a very complex multinational customer-tailored training project takes more than a good concept. The concept must be flexible so that when language and cultural changes vary from country to country they do not endanger the content to be delivered. There can be several localised versions of the training concept under simultaneous delivery. Challenge is how to manage the concept.
Reflective Learning at Work – MIRROR Model, Apps and Serious GameseLearning Papers
This report discusses the initial results of a 4-year FP7 research project that developed a theoretical model and worked on the creation and evaluation of a range of ‘Mirror’ apps based on our Mirror reflection model. The findings divulge how the apps and serious games can facilitate reflectionº at work, by empowering employees to learn by reflection on their work practice and on their personal learning experiences.
SKILL2E: Online Reflection for Intercultural Competence GaineLearning Papers
The project SKILL2E aims to equip students on international work placements with intercultural competences. The model proposes a double loop learning cycle in which a shared online diary using guided questions is used for reflection. Preliminary results illustrate how this collaborative approach is conducive to the development of intercultural competences.
Experience Networking in the TVET System to Improve Occupational CompetencieseLearning Papers
This paper aims at considering the development and strengthening of networks in (T)VET systems as a means of improving employability and mobility of workers, through a system where occupational competences, required by the Labour Market, described in terms of Learning Outcomes that can be assessed and validated in all different contexts (formal, non formal and informal) developed following quality standards, will be abreast with changes and innovations of the global context requirements, in order to respond to those shortcomings that limit the potential growth of countries with serious implications for the participation in global markets, job growth, economical and social stability.
Leveraging Trust to Support Online Learning Creativity – A Case StudyeLearning Papers
The insights shared through this article build on data collected in real life situations. The work described here attempts to understand how trust can be used as leverage to support online learning and creative collaboration. This report explores this understanding from the teacher perspective. It examines trust commitments in an international setting within which learners from different European countries collaborate and articulate their learning tasks and skills at a distance. This research endeavour aims to recognize both individual and group vulnerabilities as opportunities to strengthen their cooperation and collaboration. We believe that by understanding how to assess and monitor learners’ trust, teachers could use this information to intervene and provide positive support, thereby promoting and reinforcing learners’ autonomy and their motivation to creatively engage in their learning activities.
The results gathered so far enabled an initial understanding of what to look for when monitoring trust with the intention of understanding and influencing learners’ behaviours. They point to three main aspects to monitor on students: (1) their perception of each others’ intentions, in a given context, (2) their level of cooperation as expressed by changes in individual and group commitments towards a particular activity; and, (3) their attitudes towards the use of communication mediums for learning purposes (intentions of use, actual use and reactions to actual use).
Innovating Teaching and Learning Practices: Key Elements for Developing Crea...eLearning Papers
This paper looks at how to innovate teaching and learning practices at system level. It describes the vision for ‘Creative Classrooms’ and makes a consolidated proposal for their implementation, clarifying their holistic and systemic nature, their intended learning outcomes, and their pedagogical, technological, and organisational dimensions for innovation. ‘Creative Classrooms’ (CCR) are conceptualized as innovative learning environments that fully embed the potential of ICT to innovate learning and teaching practices in formal, non-formal and informal settings.
The proposed multi-dimensional concept for CCR consists of eight encompassing and interconnected key dimensions and a set of 28 reference parameters (‘building blocks’). At the heart of the CCR concept lie innovative pedagogical practices that emerge when teachers use ICT in their efforts to organize newer and improved forms of open-ended, collaborative, and meaningful learning activities, rather than simply to enhance traditional pedagogies, such as expository lessons and task-based learning.
A preliminary analysis of two existing cases of ICT-enabled innovation for learning is presented in order to show (i) how the proposed key dimensions and reference parameters are implemented in real-life settings to configure profoundly diverse types of CCR and (ii) to depict the systemic approach needed for the sustainable implementation and progressive up-scaling of Creative Classrooms across Europe.
Website – A Partnership between Parents, Students and SchoolseLearning Papers
The website developed by the 1.b class at the Augusta Šenoa elementary school is, first and foremost, a pioneering work stemming from cooperation among teachers and parents. The purpose of the website is to inform, activate, and involve parents, students and teachers who work in the classroom. Each activity is documented, giving insight into the everyday activities, and making the classroom visible and transparent to everyone. The project uses new technology (forum, gallery of student work, class mail), and enlists a partnership of parents, who made parts of the website.
Academic Staff Development in the Area of Technology Enhanced Learning in UK ...eLearning Papers
This paper reports on a study on staff development in the area of technology enhanced learning in UK Higher Education Institutions (HEIs) that took place in November, 2011. Data for this study were gathered via an online survey emailed to the Heads of e-Learning Forum (HeLF) which is a network comprised of one senior staff member per UK institution, leading the enhancement of learning and teaching through the use of technology. Prior to the survey, desk-based research on some universities’ publicly available websites gathered similar information about staff development in the area of technology enhanced learning. The online survey received 27 responses, approaching a quarter of all UK HEIs subscribed to the Heads of e-Learning forum list (118 is the total number). Both pre-1992 (16 in number) and post-1992 Universities (11 in number) were represented in the survey and findings indicate the way this sample of UK HEIs are approaching staff development in the area of TEL.
The Ageing Brain: Neuroplasticity and Lifelong LearningeLearning Papers
The role of adult education is becoming increasingly important in the framework of policies to promote lifelong learning. Adult participation in training activities, however, is still rather low, despite the incentives and initiatives aimed at allowing all citizens access
to education and training at all ages in their lives.
Participation tends to decrease concomitantly with increasing age: the major difficulty that elderly people have in learning is due to a deterioration of brain function, causing a progressive weakening of concentration, memory and mental flexibility. Today, advanced
researches in neuroscience show that brain ageing may be reversible: the brain
is plastic in all stages of life, and its maps can restructure themselves through learning experiences.
Checklist for a Didactically Sound Design of eLearning ContenteLearning Papers
The design of elearning content requires several areas of educational psychology to be
integrated. In order to enhance the design process, checklists can be used as a means of formative evaluation. We present a checklist for the design and formative evaluation of elearning modules.
It covers the content, segmenting, sequencing and navigation, adaptation to target audience,
design of text and graphics, learning tasks and feedback, and motivation. In the context of a project on designing elearning modules on renewable energies, this
checklist was successfully used for providing formative feedback to the developers.
The International Student and the Challenges of Lifelong LearningeLearning Papers
Although few people would oppose the view that lifelong learning is intended to be a positive experience, it should be borne in mind that an ageing student body might require the development of additional tools and skills for the online educator.
In this short paper we present two cases of challenges faced by international learners who brought with them into the learning environment some issues that were the product, not only of the age of the learner in question, but also of the geographical environment
in which they studied. The names of the learners have been changed.
Fostering Older People’s Digital Inclusion to Promote Active AgeingeLearning Papers
Within the framework of the European Year for Active Ageing and Solidarity between Generations, ECDL Foundation will partner with AGE Platform Europe to promote older people’s digital inclusion.
This collaboration involves the launch of an updated ICT training programme adapted to older people’s needs: a revised version of the ECDL Foundation’s accessible ICT training programme, EqualSkills.
eLearning and Social Networking in Mentoring Processes to Support Active AgeingeLearning Papers
Mentoring is a human resources development process often used to induct, introduce and guide staff into places of employment.
Training people on the job or using elderly people as mentors can be organised to address aspects like skill shortage in organisations, recruiting and retaining personal with the necessary knowledge and active involvement of older people. In this paper we present some aspects of mentoring, particularly the ICT support of such process and
give examples.
A Strategic Approach: GenAI in EducationPeter 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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Serious Games and Formal and Informal Learning
1. From the field
Serious Games and Formal and Informal Learning
Authors The experience garnered from the eVITA project is used to explore the relation between
Serious Games (SGs) and formal and informal learning. The eVITA project promotes and
Aristidis Protopsaltis
investigates pedagogy-driven innovation by defining and evaluating four different ped-
Serious Games Institute
agogical approaches. In addition, it aims to facilitate knowledge-transfer mechanisms
(UK)
that integrate Game Based Learning with intergenerational learning concepts. Within
aprotopsaltis@cad.coventry.
ac.uk the project framework, a set of games have been developed which aim to increase
European cultural awareness by conveying the cross-border experiences of older Eu-
Lucia Pannese ropeans, and the first part of the expert evaluation of the outcomes is presented here.
Imaginary srl – Innovation
Network Politecnico di
Milano (It)
lucia.pannese@i-maginary.it 1. Introduction
Dimitra Pappa The use of traditional games in education has a long standing tradition. Games always used
National Center for Scientific to be part of the human learning experience either in formal or in informal settings. Nowa-
Research “Demokritos” (Gr) days, Serious Games (SGs) have become both a growing market in the video games industry
dimitra@dat.demokritos.gr (Alvarez & Michaud, 2008; Susi, Johanesson & Backlund, 2007) and a field of academic re-
search (Ritterfeld, Cody & Vorderer, 2009) receiving attention from many diverse fields such
Sonia Hetzner
as psychology, cultural studies, computer science, business studies, sociology and pedagogy
Senior researcher, Friedrich- (Breuer & Bente, 2010).
Alexander-Universität
Erlangen-Nürnberg (De) The fact that people learn from digital games is no longer in dispute. Research (de Freitas,
sonia.hetzner@fim.uni- 2006; de Freitas & Neumann, 2009; Egenfeldt-Nielsen, 2005; Prensky, 2006; Squire, 2004;
erlangen.de Squire & Jenkins, 2003) has shown that serious games can be a very effective as an instruc-
tional tool and it can assist learning by providing an alternative way of presenting instructions
and content. Game based learning and serious games can promote student motivation and
Tags
interest in subject matter, enhancing thus the effectiveness of learning. Learning through
serious games, case games offers increased motivation and interest to learners through the role of “fun” in learn-
studies, informal learning, ing. Adding fun into the learning process makes learning not only more enjoyable and com-
evaluation pelling, but more effective as well (Prensky, 2002, p. 4). One of the main characteristics of
a serious game is the fact that the instructional content is presented together with fun ele-
ments. A game that is motivating makes learners to become personally involved with playing
it in an emotional and cognitive way. By engaging in a dual level, their attention and motiva-
tion is increased and that assists their learning.
There is credible research that suggests that today’s students have a different learning style,
enabled by gaming. Beck and Wade (2004) in their work examined a large number of young
professionals and found that their approach to learning was deliberately overlooking the
structure and format of formal education. They were extensively used trial and error, they
were welcoming contribution and instruction from peers, and they were emphasising on
‘just in time’ learning to fulfil their needs and complete their tasks. All of these skills are
considered essential in the modern world and serious games can assist towards developing
and practicing them.
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2. From the field
2. Serious Games in Education open-ended nor wholly directed but a hybrid of the two some-
thing Squire (2006, p. 53) have called “designed experiences”.
Serious Games are perceived as games that engage users in
activities other than pure entertainment. They involve goal To assess this kind of “fluency,” Squire (2006) suggests the use of
orientated tasks based either in real world or non-real world assessments that judge how well or not students identify prob-
scenarios and aim to improve the player’s motor and cognitive lems within a domain; how well they can assess solutions; what
skills. Most often they are used for corporate training, educa- kinds of conceptual understandings they develop; and how they
tion, problem solving, military training, health care, government communicate either verbally, written, visually, and “computa-
management, disaster management. Serious games are slowly tionally” (Squire, 2006). Furthermore, serious games can pro-
becoming a powerful tool in education (Torrente, Moreno-Ger, vide feedback in multiple formats the such as charts, graphs,
Fernández-Manjón & del Blanco, 2009). written, multimedia, synchronous and asynchronous peer feed-
back and assessments, and so on, that might be leveraged to
Whilst Serious Games (SGs) are increasingly becoming accepted
support learning in diverse settings. As such, games themselves
as a learning tool, the debate continues about what makes a
may be much better forms of assessment than traditional meth-
game effective and how it should be used. Making “intellectual-
ods in both formal and informal settings (Squire, 2006).
ly appropriate, challenging and enriching” games is considered
a key research challenge together with the integration of SGs Serious Games offer learning experiences that engage users
into the learning process (de Freitas, 2006). and, through the use of novel pedagogic approaches assists in
developing higher levels of cognitive thinking. Serious Games
Serious Games offer a range of benefits such as making users
can also incorporate data tracking to support assessment to
feel responsible for success according to their actions, match
high levels of detail and provide tools for self-assessment and
high-quality content and high engagement, turn mistakes into
analysis. Playing Serious Games, information and sensations ex-
learning elements avoiding the message that an error is some-
perienced remain strongly impress and let the player improve
thing that cannot be recovered, allow problem based learning,
perception, attention and memory, promoting behavior chang-
situated learning and make users feel more comfortable with
es through “learning by doing”. Serious Games allow situated
the exercise etc. SGs offer the ability to participants to assume
learning and make users feel more comfortable with the exer-
an active role in a situated and experiential learning process.
cise. In fact, internalize something you actively did is more sim-
For example, Squire (2007) referring to his personal experience
ple than learning during traditional frontal lessons, a so called
describes fifth-grade kids interacting as equals with computer
“passive learning”. Serious Games are useful in the learning be-
programmers from the Netherlands, improving their spelling
cause they represent a new way to learn exploiting the synergy
through this interaction, and before long they were scripting
between emotions and learning (Pappa et al., In Press).
their own sections of the game-participating in the design of a
new world. Furthermore, it is common practice nowadays for Despite the widespread use of commercial games and the in-
millions of children to learning history first informally through creased attention that the domain of games-based learning has
games and then formally through books and educational mate- received, strategies for supporting the more efficacious meth-
rial. ods of learning with games were uncertain until very recently.
In a study undertaken by de Freitas and Oliver (2006), tutors
It is also widely accepted that educational games can increase
were unsure which games to use, which context to use games
the attractiveness of learning, giving a powerful tool in the effort
and how they could be evaluated and validated. This work led
against de-motivation and dropouts, two issues largely affecting
to the development of conceptual frameworks that were subse-
academic performance and formal and informal learning in gen-
quently used for testing game-based learning. In particular the
eral. Moreover, Serious Games can help to connect specific con-
four dimensional framework proposed by de Freitas and Oliver,
tents and skills with a friendly environment, where the student
(2005) with its four dimensions of the learner, pedagogies used,
is able to play, probe, make mistakes, and learn (Gee, 2003; Van
the representation of the game itself and the context, allowed
Eck, 2006, 2007). More precisely, games employ strategies, such
researchers to evaluate serious games and to interrogate what
as differentiated roles, visualization of performance and just-in-
metrics and measures could be used both to validate game-
time feedback, to guide learning in ways that are neither wholly
based learning, and to support the learning design process. The
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3. From the field
eVITA approach was based on the four dimensional framework this case in the context of intergenerational learning and in for-
and it produced four different serious games, based on four dif- mal and informal learning.
ferent pedagogical approaches.
Most of what happens with technology outside the classroom 3. Formal and non-formal learning
was and still is according to Squire (Squire, 2007) ignored. He In the past diverse attempts were made to define formal, non-
(Squire, 2007) advocates that there is a need for mixed ap- formal and informal learning as well as to provide main indi-
proaches that combine instruction with well-designed feedback cators for their occurrence. The CEDEFOP glossary (Tissot, P.,
and scaffolding activities. More precisely, there is a need for 2000; Tissot, P., 2004) after intensive literature review in Europe
incorporating formative assessment practices into formal and defines as follows: formal learning consists of learning that oc-
maybe into informal learning. For doing so, it is necessary to curs within an organised and structured context (formal edu-
change classroom traditional activities and interactions among cation, in-company training), and that is designed as learning,
students and teachers (Bell & Cowie, 2001), to change the tra- formal learning may lead to formal recognition (certification).
ditional communication, and to give students more independ- Non-formal learning consists of learning embedded in planned
ence, activity and intentionality in their learning that go beyond activities that are not explicitly designated as learning, but
traditional intrinsic and extrinsic motivation (Bereiter & Scar- which contain an important learning element. Informal learning
damalia, 1989; Scardamalia, 2002). is defined as learning resulting from daily life activities related
to work, family, or leisure. It is often referred to as experien-
Serious games can be used as additional option to classroom
tial learning and can, to a degree, be understood as accidental
lecturing. The intention of serious games is to address new ways
learning.
of ICT based instructional design and at the same time to pro-
vide learners the possibility to acquire skills and competencies. According to these definitions we could place Serious Games
By means of serious games learners/players should be able to learning activities as non-formal learning activities. Although
apply factual knowledge, learn on demand, gain experiences in they are explicitly designed for learning, if well designed learn-
the virtual world that can later shape their behavioural patterns ing occurs as a side effect of gaming. The approach can be dif-
and directly influence their reflection, etc. (Pivec & Kearney, ferent, if we approach Serious Games as learning elements that
2007). can be integrated in multiple learning environments. In this way
Serious Games can be a part of formal, non-formal or informal
Squire (Squire, 2006, 2007) is arguing that instructional theory
learning settings. According to Colardyn and Bjørnåvold (2005)
approaches need to seek to explain how particular game-based
the different learning forms have to be approach in a two di-
approaches work within particular contexts. This is what eVI-
mensional framework: 1. Structure of the context 2. Intention
TA is ambitious of doing. By developing four different versions
to learn.
based on four different pedagogies, eVITA evaluates how these
four different approaches work within particular context and in
Intention to learn
Structure of the context Learning is intentional Learning is non-intentional
Planned learning activities Formal learning
Non-formal learning
Planned activities
(or contextual learning)
No planning Informal learning
Table 1: Definiting formal, non-formal and informal learning according to learning intention and structure of the context.
Source: Colardyn and Bjornavold (2005).
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4. From the field
Depending on the adopted perspective, Serious Games can be vide an open learning environment, supporting each individual
framed in different areas of the above table: If defined as an learning choice and learning-motivation. Serious Games does
independently running learning environment with integrate not restrain when, where and why learning occurs.
pedagogical elements such as didactical design, help, phases,
The American National Educational Technology Plan 2010 (short
assessment and feedback, social interaction applications, etc.
NETP) presents a model of 21st century learning powered by
Serious Games are aimed at intentional learning and usually
technology, with goals and recommendations in five areas:
embedded in planned learning activities. In this case we talk
learning, assessment, teaching, infrastructure, and productiv-
about formal learning. If we switch the perspective and observe
ity. The plan calls for engaging and empowering learning experi-
Serious Games as one possible didactical element of a more
ences for all learners. It wants to bring state-of-the art technol-
complex learning environment, which can be intentional (in the
ogy into learning to enable, motivate, and inspire all students,
educational context) but also non-intentional (purely gaming)
regardless of background, languages, or disabilities, to achieve.
and it can be planned (in the classroom) or non-planned (eve-
It leverages the power of technology to provide personalized
rywhere) as merely leisure activity. Then we can define Serious
learning instead of a one-size-fits-all curriculum, pace of teach-
Games as suitable elements in every type of learning. And this
ing, and instructional practices. Serious Games would fit per-
is one particular gain of Serious Games in education. Educa-
fectly in this educational plan.
tion is heading to a big change. The lines between formal and
informal, planned or unplanned learning are more and more Serious Games support students mobility, can be developed by
blurred, and mostly a shift to less formal education occurs. students and shared with others, allows students to participate
Sefton-Green (2004) mentions that the use of computer in and in social networks to collaborate and learn new things. Quoting
outside the classroom allow children and young people a wide the Executive summary of NETP (2010, p. 4): “Outside school,
variety of activities and experiences that can support learning, students are free to pursue their passions in their own way and
yet many of these transactions do not take place in traditional at their own pace. The opportunities are limitless, borderless,
educational settings, often synonymous for formal learning. In and instantaneous.” In this interpretation of future learning Se-
this contextual change Serious Games contain a great potential rious Games are definitely excellent knowledge buildings tools
to a) set clear pedagogical aims but at the same time b) pro- in every learning situation.
Source: “Model of Learning” NETP (2010, p. 27)
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5. From the field
4. The e-VITA experience however should be to balance the two, in order to create an
optimal experience and achieve a completely focused player
The e-VITA project (“European Life Experiences”) proposes
motivation in line with the theory of flow proposed by Csik-
an innovative and creative methodology for intergenerational
szentmihalyi (1996). Successful games are those that can bring
knowledge sharing and transfer (intergenerational learning),
players in a mental state of operation, in which they find them-
which combines storytelling and SGs. Intergenerational learn-
selves fully immersed in the game environment and compelled
ing, which refers to the sharing of information, thoughts, feel-
to explore and experiment further. According to Csikszentmiha-
ings and experiences between different generations. Typically
lyi (1996) the eight components that contribute to an optimal
this process is informal, taking place during regular everyday
experience are:
exchanges with older relatives and friends, but can also be pro-
moted through organised or planned activities (e.g. elderly peo- • Clearly defined goals
ple making lectures in schools, school children visiting nursing
• Concentration on task at hand
homes, reminiscence projects, etc).
• Merging of action and awareness
e-VITA, in addition to demonstrating the learning potential of
• An altered sense of time
SGs for the purposes of intergenerational learning, is also set
to highlight and investigate important aspects of games design. • Clear and responsive feedback
In particular, the project explores the pedagogic dimension of
• Balanced level of challenge and difficulty
SGs through the adoption of four differing approaches, imple-
mented and analysed in the form of four distinct SGs. Each has • A sense of control over the task at hand
the same learner, context, and representational medium, yet • A challenging task requiring skill to execute
the pedagogic underpinnings are varied so as to provide a basis
for comparative study. The four approaches include: In this light, three critical dimensions emerge in educational
games development. In line with the threefold nature of SGs
1. A narrative-based game which uses storytelling to achieve as: (a) IT products, (b) Games and (c) Learning Instruments, ef-
engagement and flow; in this respect it can be seen to fective SGs need to be (a) technically sound and easy-to-use IT
draw on oral history pedagogy (King & Stahl, 1990); products, (b) fun and engaging games and (c) effective learning
2. An experiential game, where the player is transferred into instruments that lead to the desired learning outcome.
the state of affairs faced by the narrator, and as such in-
The preliminary validation of the e-VITA prototype game (an ex-
fluenced by situative pedagogy;
periential game evolving around the adventures of a journalist
3. A puzzle-based game, wherein the player has to solve who has to write an article about the “East and West block” and
puzzles and overcome challenges in order to proceed, the times before the fall of the Berlin wall) involved a broad tar-
and finally; get group from several European countries (Spain, Portugal, Po-
land, Italy, Greece, UK), namely young people (school children
4. An exploratory game focused on increasing the learner’s
and young adults) interested in acquiring intergenerational and
zone of proximal development by directing them to web
intercultural knowledge by means of game playing. It featured
and other external material and resources in order to
a questionnaire-based evaluation that was complimented by in-
overcome the challenges or problems presented by the
formal interviews, during which users were asked to elaborate
game.
on their feedback/rating. The three analysis dimensions includ-
Overall, games represent a complex electronic medium, de- ed: technical solidity & usability, cognitive & affective aspects
signed to allow users to experience an artefact, a situation etc. and pedagogical aspects (achievement of learning outcome),
Setting up effective SGs is a complex task that requires meticu- yet particular attention was placed on usability issues and cog-
lous planning following a holistic examination of a number of nitive and affective aspects, namely on the game’s graphical de-
parameters. Often game design either focuses solely on the sign, navigation, story line etc, as well as on its ability to achieve
learning goal (e.g. on teaching a specific skill or procedure) thus player involvement and motivation, or to induce enjoyment and
giving player entertainment a lesser role, or accentuates the fun emotions (e.g. gratification). The transferring of factual knowl-
elements of game playing at the cost of learning. The purpose edge was also investigated.
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6. From the field
Overall the evaluation results were satisfactory. Some aspects perience and they believe the gaming experience improves the
of the game were criticised, yet all attributes have received a retention of new knowledge gained.
positive rating. For example this was the case with the game’s
Similarly, varying points of view were recorded among male and
“graphical design” and “navigation”. Among the critics some
female respondents. Based on the evaluation results it would
questioned the use of two-dimensional design which they char-
seem that the prototype game appeals more to female users.
acterised as “Old”, others the use of photographs, the design
More specifically, female gamers appreciate more look of the
of the characters, the use of colour, the lack of movement etc.
game and also have a more clear view of the game’s objectives,
Most users responded that they had no problem concentrating
appreciate more the instructions and feedback provided during
while enjoying the contents of the game. Yet the majority disa-
and at the end of the game, would be more motivated to seek
grees that “the activities proposed in the game were engaging
additional information after having played the game and also
and “kept interest alive”.
would be more willing to repeat the
experience compared to male users.
3,5
Figure 2 illustrates the major points of
3 deviation recorded.
2,5
These gender and age differences
2 20-
that are often evident in leisure gam-
20+ ing clearly stress the need to take
1,5
gender and age into consideration
1 during game design. This clearly dem-
0,5 onstrates that it is difficult to create
a game that appeals equally to all.
0
The patterns of game-play of the in-
If it was a free
feeling at ease
remember the
game content
game design is
practice on an
new things I
while playing
argument of
tended target group should be taken
easier to
is clear
attractive
into consideration during SGs design,
in order to achieve an optimal mix be-
tween education and entertainment.
Figure 1: Deviation on preference between under 20 and over 20
Some differences between age groups
(i.e. under and over 20 years old users)
and also between female and male re-
spondents were evident, while there
were no significant variations with re-
spect to the country.
Figure 1 illustrates the major points of
deviation between 20+ and 20- users.
Overall, it would seem that the proto-
type game appeals more to 20+ play-
ers, who feel more in command while
using the game, understand better the
content of the game and appreciate
more the way the different life situa-
tions are presented. Older users would
be more interested in repeating the ex- Figure 2: Differences on preference between males and females
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7. From the field
While SGs have a clear value for transmitting explicit, factual when some groups of the young target group were interviewed
knowledge, perhaps their greater strength relates to the trans- both in Italy and in Germany. Overall around 90 students were
ferring of tacit knowledge, skills, behaviours that can be embed- interviewed (Hetzner & Pannese, 2009), both teen-agers in the
ded in games. The purpose of SGs used in the context of inter- 14-18 years age group and university students (Pannese, Hall-
generational learning, is not only to engage/entertain younger meier, Hetzner & Confalonieri, 2009). This participatory ap-
generations of players, or convey practical or historical informa- proach already underlined several aspects, like the difference in
tion about past decades, but rather to immerse players in this expectations which vary quite substantially between the teen-
era and allow them to experience the life of older generations. ager groups and the university students, although again this
In this light it would be difficult for many users to put into words difference is reduced, once teen-agers are able to focus on se-
what they have learning by playing this game. rious games as alternative learning means to some more “clas-
sical” or “formal” approach, which they consider boring and
5. Conclusions: Challenges in design and definitely non-entertaining. Making them imagine that informal
approaches like gaming could be introduced in their formal cur-
development of games for formal-
ricula and lessons, makes them much more flexible and able to
informal learning
accept compromise as well as it reduces their expectations. This
The Games are normally by their intrinsic nature a means for in- was definitely the case when discussing the gaming interface
formal learning, although they can be used in formal settings as in the above mentioned focus groups. While to them a game
well as for self-regulated learning. Independently on how they interface must definitely be a high sophisticated 3D, especially
might be used, there are several challenges that designers and for males, when considering an informal learning approach,
developers of serious games must face, some pertaining more they would “surrender” accepting 2D, simple interface. Univer-
to the learning aspect, some more to the gaming aspect and sity students on the other hand tend to have expectations that
some others to technological and implementation details. are more similar to the teachers’ ones: they concentrate much
more on the contents and on the engagement that is induced by
To sum up the most frequent challenges the following can be
interesting and sometimes surprising, new information. Teach-
listed:
ers definitely concentrate on contents that must be in line with
• matching users’ expectations topics that they teach in formal lessons and need some certain-
• matching trainers’ expectations ty that no bias was introduced for narrative or engagement rea-
• finding balance between learning & fun/engagement sons. They envisage some games that can guarantee a flexible
use for them, a meaningful experience for the learners, some
• finding a form suited for self-learning but also for introduc-
cross-discipline content to work on students skills and enable
tion in a training programme at the same time to guarantee
them to bridge gaps between one subject and another. These
freedom of use
gaps are sometimes even provoked by formal lessons, when
• giving enough guidance without taking the challenge away each teacher considers their subjects and no exercise allows
and without interfering with the narrative and the game some critical thinking about connections between different top-
play ics and subjects. The point in this context is definitely reflection
• how to give meaningful feedback that can be triggered through the gaming experience. As Watt
• how to make it a meaningful experience (2009) puts it, it is the intended result of playing the game that
• how to involve the emotional side of the learner defines it as serious, not the playing activity itself.
• how to consider gender-dependent aspects Interestingly enough, most of the expectation to have fun and be
• being close to context (no bias in the content to introduce active must be used and enhanced by teachers: it is the way to
narrative aspects) introduce the informal factors in the formal setting that makes
• graphical appeal every feedback and the whole experience meaningful and that
allows to maximize context-bound reflection and thus situated
We will not enter in technological details here, but we will re- learning. Very much of the learning outcome depends on the
flect about and investigate some of the challenges that emerged overall experience set up around and with the game, turning
already from the 2 focus groups held during the e-VITA project, game play into a social activity. This is true within a group or in a
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8. From the field
classroom but also in self-regulated learning with online group To conclude, there is no unambiguous answer to the challenges
dynamics and social online interaction around the game. This while confronting with the creative experience of conceiving a
social phenomenon can be observed even with simple exam- serious game: everything must carefully de designed and de-
ples (not even serious games) in Facebook, like FarmVille for veloped according to the specific use that will be done of the
example. serious game, of the target group, their skills, preferences, ex-
perience with these tools, the experience of the teacher and
At the same time, the core role of the teacher is determining
the role that informal methods will take up in formal learning
if a good balance between fun and learning can be reached.
settings. Probably the reason for this is, as Watt (2009) puts it,
Obviously the serious game itself must already contain some
that serious games research nowadays is facing the same chal-
valid learning elements as well as some engaging aspects but
lenges that HCI (Human-Computer-Interaction) was facing 15
the whole experience can be changed or even reversed accord-
years ago.
ing to the specific use of the game and its context of use. This
again brings us to another challenge: how much guidance must
be given inside the game and how much can or should be given
around it by the teacher? Or again: how much can be delegated
to peer-to-peer supporting and teaching? This has to do once
more with meaningful feedback as well: in order to be mean-
ingful, feedback should again probably be adaptive to the spe-
cific user/player and his or her specific competences or level of
expertise (Bente & Breuer, 2009). On the one hand feedback
must be given within the game play (without disturbing or inter-
rupting this) and as part of the game, which means that careful
attention must be given by learners to details of dialogues or
happenings that should unveil what other characters think, how
they perceive the player’s actions or how the dynamics of the
action change. On the other hand a final, explicit feedback must
be given, which allows analyzing every decision, behaviour and
consequence during the game play.
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9. From the field
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