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This paper connects the technological practice of activity monitor gaming to the Next Generation Science Standards (NGSS) science and engineering practice of “analyzing and interpreting data,” and to the foundational constructionist idea of personal meaning. In our larger study, eighth-grade students, ages 12–14, wore physical activity monitor devi...
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Gamification is an umbrella term which denotes a series of instructional activities which use game elements in nongame settings. Under this definition, there are various categories of gamification-based applications for learning, including serious educational games (SEGS), serious games, and educational simulations. This is the first of a two-part...
This design-based research study examines the design process of a VR game-based learning unit through a research-practice partnership (R-PP) between a university and a middle school. The data sources include 700 minutes of design meeting recordings, the lesson plan, design artifacts, and researchers' reflection notes. The preliminary findings showe...
The knowledge of deep learning experts, the cultivation of high-order thinking and the input of emotions are the goals pursued by current education. Game-based learning refers to the use of appropriate tools to build games to support student learning. This approach provides learners with powerful contextual and real-world questions that effectively...
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Through a literature review, we explore fantasy in serious games, the function of fantasy, and what contributes to fantasy. This research firstly regards fantasy as a game characteristic, focusing on the definition of fantasy in games. We find two directions: Mental activities and Artifacts. We construct a taxonomy of fantasy from multiple aspects....
Citations
... The Internet, together with education professionals and the family, should offer teenagers the tools needed to learn, think and question information. Digital literacy is a learning process that requires training and dedication [7]. Reading on-line news in a critical and constructive manner is essential for an informed and engaged citizenry, but they need to be taught and trained. ...
Information and Communication Technologies have led to a new way of life and, in particular, of socialization. The objective of this study is to analyse the image social media disseminate of news taken from digital newspapers, based on the opportunities and drawbacks attributed to smartphone use by teenagers. An essentially qualitative methodology was used, on a sample of 1704 news items published in digital newspapers. The results and conclusions show that smartphone use by teenagers improves development of their digital competence, presents new academic opportunities (through gamification or mobile learning) and provides them with digital tools for school and leisure. The widespread drawbacks reflect the effects of the device on the deterioration of health (dependence, stress, psychosocial problems) and emotions, thereby succinctly affecting academic performance. A noticeable increase of positive news about smartphones was published in the major newspapers in December, while that on its negative effects, in September.
... Many educational models have been explored to determine their impact on student learning in the STEM disciplines. e importance of "doing science" has been well-established as an experience that fosters learning gains among students [22]. One form of experiential learning that has gained popularity in science education is known as inquiry-based learning. ...
Science literacy, and specifically the understanding of scientific practices, has been identified as an important outcome for college students. Educational researchers have investigated various instructional strategies in search of effective methods for fostering students’ understanding of scientific practices. One such instructional practice that can be implemented in large-enrollment science courses is authentic inquiry. To explore the effects of authentic inquiry projects on students’ learning of scientific practices, we analyzed qualitative data from a student survey over several semesters of an introductory ecology course. The qualitative data gave insight into the mechanisms which influenced students’ learning and skill acquisition. Qualitative results support the finding that the authentic inquiry project contributed to students’ learning of scientific practices, and students identified several aspects of the inquiry project that contributed to their interest and learning. Findings of this study contribute to filling the research gap on the relationship between scientific practices and students learning and can be useful for instructors seeking practical strategies for implementing authentic inquiry into their large-enrollment science courses.
... In addition to this, new generations of students perceive the internet as a natural way to learn (Choudhury & Pattnaik, 2020). Other characteristics would be the course design (Lee, Yoon, & Lee, 2009;Olasina, 2019) the quality of the materials used in classes (Vershitskaya et al., 2020;Carter & Hagood, 2019;Rengel, Pascual, Íñiguez, Martín, & Vasallo, 2019;Edmundson, 2006) and the set of skills that teachers might adopt to develop e-learning on their students (Semradova & Hubackova, 2016); also, with the implementations of new innovative strategies on this modality such as the flipped classroom (Strelan, Osborn, & Palmer, 2020), gamification (Torres-Toukoumidis, Ramírez-Montoya, & Romero-Rodríguez, 2019) or the active teaching methods (Pološki & Aleksic, 2020), e-learning becomes a suitable modality for distance courses, just as society is nowadays demanding (García-Peñalvo, 2020). ...
In this research, collaborative learning was compared in four versions of a distance course, identified as V1, V2, V3, and V4, each designed with various learning strategies. This study aimed to achieve the following objectives: 1) Compare the level of collaborative learning obtained from a distance course over time. 2) Compare the level of collaborative learning obtained in the different versions of a distance course. 3) Identify the elements that influenced collaborative learning over time. 4) Identify if the modifications in the strategies carried out in the distance course impacted the level of collaborative learning. The study design was of the non-experimental evolutionary type, with a trend and group comparison. The instrument was administered at the end of each version of the course. This instrument was named Constructivist On-Line Learning Environment Survey, or COLLES, whose dimensions measure collaborative learning in a virtual learning environment. The results showed that both Interactivity and Relevance dimensions had an upward trend during the duration of the research, while in comparing the versions of the course, V3 had the highest scores in the six dimensions of collaborative learning, in addition to this. The version had a significant impact on Interactivity, Relevance, and Peer Support dimensions. In general, all versions of the course had satisfactory results at the level of collaborative learning. However, it is concluded that, due to its structure and strategies used, V3 is the one that favored collaborative learning the most.
... The use of mobile devices in education has been a promising area of research for nearly two decades [38]. One of the most important functions of education is to use digital technology to help youngsters become self-sufficient and innovative, and thus benefit from the changing environment of the 21st century [39]. ...
The growth of ICTs has led to a new socialization model and a continuous dynamic flow of communication and information, wherein smartphones have become very popular with teenagers. This paper investigates what teenagers use smartphones for and the related intervention measures published in digital newspapers. A qualitative methodology was used to analyze 362 news items published in 53 Spanish digital newspapers. The results and conclusions indicate that teenagers use smartphones mainly for recreational purposes and sparingly for educational ones. The published intervention measures are primarily aimed at stimulating citizens’ reflections on the subject, in order to improve proper smartphone use by teenagers.
... In a complimentary line of work (Ching & Hagood, 2019;Ching et al., 2016), researchers describe learning experiences that bridge activity monitoring, games, and science education. Broadly speaking, the papers advocate for more research on the use of personally meaningful learning with wearable devices. ...
... These categories of resistance stem from a combination of factors that are a function of the device or the result of user error. Ching and Hagood (2019) analysis suggests that students' perceptions of "accuracy" often conflate errors with the device and human errors in data collection. However, longterm participation with the devices gave students experiences and examples to concretely discuss the source of the different errors. ...
... Another important perspective that emerges from Ching and Hagood (2019) is the use of constructionism to analyze student learning. Their analysis focuses on student knowledge generation and knowledge reformulation. ...
Background and Context
Sports and technology are often pitted as being at odds with one another. While there are several educational activities that make reference to sports we seldom see sports used as an authentic context for learning computing.
Objective
We describe the design of Data in Motion, a curriculum that considers the bi-directional opportunities for sports to improve learning of STEM and for STEM to help improve participants’ athletic performance.
Method
We implement Data in Motion as a five-day summer camp with 33 participants, grades 2–6. We observe the ways that the experience changes students’ perceptions of the connection between sports and technology through student surveys, observations and artifact analyses.
Findings
Across the pool of participants, we saw significant changes in the ways that students conceptualized the connection between technology and athletic performance. We also saw students who are not interested in sports demonstrate high engagement in the experience.
Implications
Practice-linked learning, specifically in the context of sports and technology, is a generative space for students to authentically explore interests in both disciplines. Researchers and practitioners should consider this intersection as a potential space to broaden modes of participation in computer science.
In the context of developments influenced by digitalization, as well as the crisis caused by the Covid-19 pandemic, and not most minor changes in employee demands on the working environment across all generations, new tools and concepts are being developed in the field of people management in order to sustain competitiveness. The main objective of the paper is to present results of research focused on a specific analysis of applying modern human resource management tools in entities operating in Slovakia with a focus on the maintenance and growth potential of their competitiveness in the European economic area. To meet this objective, particular data obtained through a questionnaire survey were statistically processed and 841 enterprises were contacted. Elements of playful principles (gamification), used in various human resource management tools, bring a positive effect both in saving resources and in qualitative outputs, which was the purpose of the research focus on identifying the existence of the so-called “aha effect”. Evaluations of formulated hypotheses as well as determination of whether there is a statistically significant dependence between the actual application in the enterprises and the degree of importance for their future in relation to individual tools and concepts in human resource management were carried out with the use of Spearman’s correlation test. The research results show that there is a strong positive and statistically significant dependence between the actual application of the analyzed tools and concepts in the enterprises and the perceived degree of their importance for the future competitiveness of the enterprises.
The sustainability challenges facing humankind make necessary the convergence of Science Education (SE) and Education for Sustainable Development (ESD). Science learning and ESD requires the adoption of student-centred transformative teaching methods that promote values and critical thinking. This article explores the role of citizen science (CS) as an educational tool that could contribute in such transformative teaching. Innovative ICT tools that enable teachers to more easily engage their pupils in CS-based activities tailored to their local environment and teaching objectives have been developed and implemented in eight case studies, involving 214 students and seven teachers from three schools in Greece, the United Kingdom, and Spain. The results showed that: a) the CS-based educational initiatives contributed to improving natural science learning and represented progress in the development and integration of students’ competencies for sustainability; b) the developed ICT tools increased students’ interest and motivation; c) versatile ICT tools and platforms for teachers’ co-working can contribute to the inclusion of CS in the curriculum and thereby to the inclusion of ESD in schools. We conclude that such educational initiatives can contribute to the convergence of SE and ESD and help students develop global skills, preparing them for 21st century sustainability challenges.
The use of serious educational games has the potential to increase student learning outcomes in science education by providing students with opportunities to explore phenomena in ways that vary from traditional instruction; yet, empirical research to support this assertion is limited. This study aimed to explore deeply what learning gains were associated with the use of three serious educational games (SEGs) created for use in secondary biology classrooms that partner teachers implemented during a 2-week curriculum unit. This longitudinal, mixed method study includes a control year, in which we examined how six highly qualified teachers taught students (n = 407) a 2-week curriculum unit addressing cellular biology without the SEGs, followed by 2 years in which the teachers integrated the SEGs into the curriculum unit with students (n =871). Data were collected from multiple sources, including a validated content pre- and post-test measure, embedded gameplay data, participant observation, teacher interviews, and focus groups. Quantitative findings showed significant learning gains associated with students who experienced the game condition during year 2, when compared with the control condition. During the replication year (year 3), learning gains increased again, compared with year two. Although the SEGs did not change between years 2 and 3, teachers were provided real-time access to students’ performance during gameplay. Thematic analysis of observation notes, teacher interviews, and student performance in-game identified four affordances teachers identified related to the use of serious educational games in their classrooms and the extended partnership model employed. Implications for researchers and game designers are discussed.
