Patrick Felicia's research while affiliated with Waterford Institute of Technology and other places

... Arising due to their current use; It is seen that digital games that cause negative effects such as addiction, aggressive behaviors and health problems are not educational-purposed (Anderson et al., 2010;Gentile, 2011;Kuss, 2013). The studies state that the negative effects of digital games such as addiction and aggressive behaviors are exaggerated in educational-oriented use, and the positive effects they will provide in their use as educational tools are ignored (Bösche & Kattner, 2013). Therefore, teachers' awareness of non-educational digital game addiction may cause them to ignore or not distinguish the positive effects that may occur against educational digital games, have prejudices and negative thoughts, reduce their use in educational environments, and even not to use them. ...

... Digital games predominate serious games in the GBL literature and have been instrumental in the creation of new social and cultural worlds (Prensky 2003;Williamson et al. 2005). The use of non-digital games, such as board games, offer many of the same community interactions as digital games without requiring the use of computers, making them accessible to a wide variety of classrooms (Berland and Lee 2012). ...

... An A TC that implernents an adaptive learner model can be multimodal. Not only can it contain domain-specific knowledge and processes of numeracy, as in our examples, but it can also include embedded assessment of motivational states (Kickmeier-Rust et al., 2011) and even biofeedback or online measures of brain activity (Galan and Beal, 2012;Mostow et al., 2011). The increasing processing power of computers allows for an increasing number of variables or dimensions to be handled by the adaptive models. ...

... Furthermore, individuals with a disability and those with long-term physical, mental or intellectual impairments find it challenging to learn and this stops them from contributing to and participating in society (Leonardi et al., 2006(Leonardi et al., , p. 1220). The present review of studies on gamification's application in special needs education highlighted the technique's benefits for students, including support for their motivation, social interaction and achievement (e.g., Saridaki & Mourlas, 2013;Smith & Abrams, 2019;Tsai et al., 2020). ...

... However, on the one hand, realtime feedback from digital games can facilitate teaching by creating occasions for the teachers to provide explanations (Plump and LaRosa, 2017). On the other hand, it can also lead to minor conversations compared to traditional PBL, possibly affecting students' motivation (Toprac, 2011). The case of analog games could be different, also depending on the game category and specific design: some SGs are specifically proposed to foster conversations (Scurati et al., 2020). ...

... Atsevišķos terminos, piemēram, Individualized Learning 'individualizēta mācīšanās' (Shin, Norris & Soloway, 2011), Personalized Learning 'personalizēta mācīšanās', 'personalizētā mācīšanās' (Nair & Thian, 2020; AIDJ, 2020), Differentiated Learning 'diferencēta mācīšanās' (Tenon & Epler, 2020), Flipped Learning 'apvērstā mācīšanās' (Jansone- Ratinika et al., 2020) latviešu valodā būtu jālieto lietvārds mācības vai mācīšana, jo individualizēšanu, personalizēšanu vai diferencēšanu veic pedagogs. ...

... It can help motivate students and encourage students' participation (Visch, Vegt, Anderiesen, & Van der Kooij, 2013). Researchers have proved that this encourages critical and strategic thinking (Che Pee, 2011), engages students (Che Pee, 2011;Figueroa-Flores, 2016), and enhance learning retention (Jabbar & Felicia, 2016). One of the game-based applications that have been doing round proving its effectiveness is an online gamification tool called Kahoot!. ...

... In experimental settings, the same authors determined that an experimental group with game playing experience experienced improvement in cognitive ability and short-term memory. Felicia and Pitt (2009) reported that digital games have implicit educational benefits. They allow players to develop cognitive and motor skills, which in turn assist in the improvement of students' mathematics skills. ...

... On the other hand, it is extremely difficult to develop such well-designed game environments where players can fully immerse and utilize their knowledge in problem-solving (Fu et al. 2009). When educational media and digital learning environments put too much emphasis on content delivery, it is difficult to motivate learners to enjoy learning (Felicia and Pitt 2007). Thus, more and more educators and researchers are taking constructionist approach as an alternative to develop educational media and learning environments (e.g., Felicia and Pitt 2007;Wijers et al. 2008;Richard and Kafai 2015;Tan and Kim 2015). ...

... The Stress Lessons seem to be most effective for girls and for adolescents who follow academic education. To improve the effectiveness for boys and vocational education students, the effect of the Stress Lessons might be improved by spreading the content over 4 or 5 sessions and/or include more game-based learning (de Witte & Haan, 2013;Driessen & van Langen, 2013;Schmitz et al., 2015). Schools should be aware that the goal of the Stress Lessons is for adolescents to gain more knowledge about stress and to become more aware of different ways in which stress can be experienced and not necessarily to reduce stress levels. ...