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... In particular, modding can be connected specifically to the "textual poaching" paradigm (Jenkins 1992;, where the audience repurposes a mass media product to suit their own needs. While mods can be created by individuals, such efforts are just as frequently team based, and even individual modders typically function within loose-knit communities of practice, what Gee (2013) calls passionate affinity spaces (PAS), that develop around the common interest in a particular game; such mutual assistance and exchange of knowledge is certainly necessary for modding, because the activity typically does not involve any financial benefits (Squire 2011;Gee 2013;Majewski 2018). ...
... This has even led some scholars to criticise modding as a way for corporations to effectively exploit the unpaid "playbour" of their fans for profit (Kücklich, 2005). This negative vision in turn also does not conform to the complexities of reality: research has shown repeatedly that the modders themselves exhibit active agency, engaging in modding not because they must, but because they have their own varied purposes in doing so (Squire 2011;Gee 2013, Majewski 2017, in the same way that Jenkins' "textual poachers" of an earlier generation cared little if their fan art helped a corporation popularise its franchise. Indeed, when modders are asked directly about their motivations, it becomes impossible to regard modders as an exploited underclass: most strikingly, when asked if they would like an opportunity to earn an income from their mods, modders and other fans all too often declare that mods should remain free (Majewski 2018). ...
... Especially total conversions, the most content-heavy type of mod, are always an uphill struggle. Given the academic optimism of the possibilities existing within passionate affinity spaces (e.g., Squire 2011;Gee 2013;Majewski 2018), perhaps the struggles of mods like The Deluge are worth documenting to somewhat curb this optimism. Even more so, this optimism might be cooled by an attempt to document the struggles of the many mods that are never completed, with the team failing or simply disbanding along the way. ...
... These games have clear learning outcomes where players can experiment with real-life scenarios in a risk-free environment (Malaka, 2014). We propose that through games with its characteristics, design and mechanics (Gee, 2005) and as a motivating pedagogical tool for learning we could enhance teaching and learning of complex subjects such as research methods. Since games allow students to engage in real-life experimental experience and use decision-making skills to resolve real-world problems in a safe environment (Slyman, 2018(Slyman, , 2022. ...
... A serious game, on the other hand, is defined as a mental challenge played on a computer with specific rules, using entertainment to achieve goals in government or corporate training, education, health, public policy, and strategic communication (Zyda, 2005). The reintroduction of fun has led to the concept of edutainment (Gee, 2005;Prensky, 2001). The common belief is that learners' interest in a subject increase through the enjoyment and rich experiences provided by the game. ...
... Our participants referred to the quizzing as being motivating which is in line with what a number of researchers have reinforced (Abt, 1966;Prensky, 2001;Gee, 2005;Vold et al., 2018;Haave and Vold, 2018;Slyman, 2018Slyman, , 2022. ...
Quizzes have been used for educational purposes for many years. Mainly it has been digital quizzes like Kahoot or ZippyGo. However, there is an ongoing debate on the security of students’ data. As the university cannot be responsible for what is stored in computers outside of Norway and at the same time paying attention to the General Data Protection Regulation (GDPR). The General Data Protection Regulation (GDPR) is a critical framework for data privacy across Europe, including the UK, Norway, and the EU (ICO, 2024). The GDPR came into force in 2018, agreeing data privacy laws across all member states. It applies to any organization processing personal data of individuals in the EU, regardless of the company's location. The regulation grants rights such as data access, correction, and deletion, and imposes strict penalties for non-compliance (ICO, 2024). As part of the European Economic Area (EEA), Norway implements the GDPR similarly to EU countries. The regulation applies to Norwegian businesses processing data of EU citizens, ensuring that data privacy standards are uniform across the region (Team, 2016; ICO, 2024). Therefore, utilizing digital games have become increasingly difficult. The students, however, are missing the gaming, and the lecturers are missing the opportunity to utilize games-based learning techniques. This leads the lecturer in the research methodology course to “Go Native” and turn to the “old style” analogue quizzing. However, previous research showed that students are not only engaged in the solving of the quizzes, but also, they engage in the development of the questions and answers for the quizzing, i.e. ‘co-creating’. This paper will present a pilot study of a paper-based quiz developed by university students, and their reactions from this. Through informal interviews, data was collected to establish how they felt about this “old school” quiz type of learning after having had several different digital tools for educational games. In this paper, and based on our previous research findings (from the informal interviews with the students), we will develop this further into a digital but low-tech version of a quiz game; it should be still both fun and educational.
... Um de seus usos é em jogos digitais e jogos. Gee (2003Gee ( , 2005 vinculou o uso de videogames com o ato de aprender. O acadêmico sustenta que a prática pedagógica tradicional, ainda em vigor, não aproveita o potencial dos jogos digitais e, por outro lado, não tem proporcionado uma aprendizagem de conteúdo real, já que está organizada só por áreas temáticas, por exemplo, Física, Matemática, História etc. Para o autor, os videogames têm potencial para uma aprendizagem mais significativa e ativa, visto que reúnem diferentes conhecimentos teóricos e abstratos no ato de jogar, isto é, aplicando tais conhecimentos na prática. ...
... Shortt et al. (2021) também demonstra, por meio de um estudo sistemático, os trabalhos que se realizou sobre o Duolingo. Como Govender e Arnedo-Moreno (2020), em Sataka (2019) discutimos quais são os elementos de gamificação presente no Duolingo, conforme os estudos de Kapp (2017) e Gee (2003, 2005. Utilizamos o aplicativo e, com base na nossa experiência de uso, escrevemos diários de campo, que geraram os dados para analisar a gamificação no aplicativo. ...
... Como discutido anteriormente, a literatura da área, como Gee (2003Gee ( , 2005 e Kapp (2017), aponta para o potencial de utilização da gamificação nos processos de ensino e aprendizagem, pois pode gerar compromisso e motivação. Por outro lado, o aplicativo Duolingo é uma ferramenta de uma empresa privada, que funciona a partir de algoritmos (LEFFA, 2016). ...
Nos últimos anos, tem-se estudado o uso de aplicativos no ensino e aprendizagem
de línguas na sociedade da informação e comunicação. Uma das plataformas mais
pesquisadas e utilizadas é o Duolingo, um aplicativo de uma empresa privada. Tal
plataforma on-line propõe-se a oferecer o ensino de diversas línguas, utilizando-se da gamificação, como apontado por diversos autores (DEHGANZADEH,Hossein,
DEHGANZADEH, Hojjat, 2020; GAVARRI, 2016; GOVENDER, ARNEDO-MORENO,
2020; LEFFA, 2016; PAIVA, 2017; SATAKA, 2019; SHORTT et al., 2021). Na literatura, a gamificação é conceituada como incorporação de elementos e a mecânica dos jogos para gerar motivação e comprometimento nas pessoas (GEE, 2005, 2003; KAPP, 2017). Nesse contexto, buscamos problematizar as relações existentes entre o aplicativo gamificado Duolingo para o ensino da língua espanhola e o capitalismo digital, a partir das considerações de Morozov (2018, 2020). Secundariamente, também analisamos as implicações e relações entre o aplicativos gamificados e a docência de espanhol como língua estrangeira no Brasil. Nos resultados, discutimos a gamificação como um elemento que agrega valor a um produto vendável, o ensino de línguas. Além disso, problematizamos o caráter de universalidade do conhecimento apresentado pelo aplicativo e a ausência do Estado, o que implica diretamente na desvalorização dos professores de espanhol como língua estrangeira no Brasil.
... Unlike other audiovisual products, videogames give the users agency (Gee 2005). When engaging with videogames' worlds and characters, the student/gamer is in charge of all of the actions, they can feel a sense of control that they can rarely find in the classroom (Gee 2005). ...
... Unlike other audiovisual products, videogames give the users agency (Gee 2005). When engaging with videogames' worlds and characters, the student/gamer is in charge of all of the actions, they can feel a sense of control that they can rarely find in the classroom (Gee 2005). This feature is probably the most important one as it makes videogames truly special. ...
... The complex dialogues and their subtitles are truly a key part of videogames as they offer authentic language in context, multiple choice dialogues, and they can also be replayed if needed. The context makes sure that students/gamers can understand the dialogues and words more easily, furthermore it also gives the words a situated meaning, that is, a meaning related to the situation (Gee 2005). Gee (2005) reports that people learn new words more easily when they can "hook them to the sort of experiences they refer to, that is, to the sorts of actions, images, or dialogues that the words relate to". ...
... Players can thus be seen as cocreators of the game, not just mere users. By playing the game, they shape the game's environment as much as it shapes them (Gee, 2005). However, similar to the real world, not all actions are available in all situations and to all players alike. ...
... However, similar to the real world, not all actions are available in all situations and to all players alike. Instead, players have to follow a specific set of rules and regulations, which they have to learn and master to succeed in the game (Gee, 2005). ...
... Players get to know the world by wandering through it and solving tasks (i.e., quests) (Gee, 2005;Zheng et al., 2015). Depending on the game, quests can be solved alone or in collaboration with other players. ...
This chapter summarizes and discusses the central results of the present study and embeds them once again into the theoretical framework. The discussion for each research question will be presented in a separate subchapter. In addition, further limitations of the present study, recommendations for future research, and implications for the educational setting will be discussed.
... Players can thus be seen as cocreators of the game, not just mere users. By playing the game, they shape the game's environment as much as it shapes them (Gee, 2005). However, similar to the real world, not all actions are available in all situations and to all players alike. ...
... However, similar to the real world, not all actions are available in all situations and to all players alike. Instead, players have to follow a specific set of rules and regulations, which they have to learn and master to succeed in the game (Gee, 2005). ...
... Players get to know the world by wandering through it and solving tasks (i.e., quests) (Gee, 2005;Zheng et al., 2015). Depending on the game, quests can be solved alone or in collaboration with other players. ...
The scientific field of second language acquisition (SLA), as it emerged in the 1970s, is concerned with the conditions and circumstances in which second and foreign language learning occurs. Although sometimes used synonymously, the terms second language and foreign language describe two different aspects: a second language refers to the official language within the country of residence, which is not a person’s mother tongue. This is, for example, the case for immigrant children who learn the language of their parents’ homeland before or while learning the language of their country of residence as a second language in school or kindergarten.
... Players can thus be seen as cocreators of the game, not just mere users. By playing the game, they shape the game's environment as much as it shapes them (Gee, 2005). However, similar to the real world, not all actions are available in all situations and to all players alike. ...
... However, similar to the real world, not all actions are available in all situations and to all players alike. Instead, players have to follow a specific set of rules and regulations, which they have to learn and master to succeed in the game (Gee, 2005). ...
... Players get to know the world by wandering through it and solving tasks (i.e., quests) (Gee, 2005;Zheng et al., 2015). Depending on the game, quests can be solved alone or in collaboration with other players. ...
The empirical evidence provided in Section 2.2 showed widespread ownership and use of modern technological equipment in Germany and Switzerland. While it might be tempting to think of the resulting media preferences and media use as a personal preference and an individual choice, data from media studies have repeatedly shown the influence of two social factors: gender and socio-economic background. The following chapter will introduce the theory of social (media) habitus and the concept of doing gender to explain how social disparity lines create a digital divide and still influence these media preferences and media habits.
... Players can thus be seen as cocreators of the game, not just mere users. By playing the game, they shape the game's environment as much as it shapes them (Gee, 2005). However, similar to the real world, not all actions are available in all situations and to all players alike. ...
... However, similar to the real world, not all actions are available in all situations and to all players alike. Instead, players have to follow a specific set of rules and regulations, which they have to learn and master to succeed in the game (Gee, 2005). ...
... Players get to know the world by wandering through it and solving tasks (i.e., quests) (Gee, 2005;Zheng et al., 2015). Depending on the game, quests can be solved alone or in collaboration with other players. ...
... Det er mange som ser dataspilling som en aktivitet som kan bygge bro mellom skole og fritid, grunnet hvor populaere dataspill er blant unge. James Paul Gee er en av forskerne som fremmer bruken av dataspill i skolen og mener at deres (elevenes) bruk av dataspill må sees som noe som inngår i en større sosial sammenheng, og er bestemt på at skolen kan laere mye av dataspillenes laeringsprinsipp (Gee, 2005). Gee mener at gode dataspill kan gi elevene muligheten til å løse oppgaver og håndtere utfordringer gjennom konkret erfaring, samtidig som de laerer ressursbruk og refleksjon over komplekse forhold som foregår i spillverdenen (Gee, 2014). ...
... James Paul Gee studerer hvilke styrker og muligheter dataspill kan ha og sammenligner dem ofte med andre «tradisjonelle» laeremidler og metoder (Gee, 2014). Han studerer også hvilke prinsipper for laering dataspill kan inneholde og kommer med tips til hvordan disse prinsippene også kan bli tatt i bruk i en undervisningssammenheng (Gee, 2005(Gee, , 2014(Gee, , 2016. I Norge har man en gruppe spillforskere som har posisjonert seg som sentrale innenfor studiene av spill i undervisningen. ...
... For eksempel bruker det amerikanske militaeret spill til å øve på hånd-og øyekoordinasjon (Squire, 2008). Forskningen belyser også hvordan en kan bruke ulike pedagogiske prinsipp når man skal bruke dataspill i undervisning, og hvilke forskjellige laeringsteorier som kan knyttes opp mot spillbasert laering (Gee, 2005;Plass et al., 2015). ...
... Previous studies have shown that educational video games help change learners' behavior by enhancing their motivation. Thus, users should actively attempt new modes of learning exemplified by educational video games to experience a more immersive and interactive learning experience (Gee, 2013) that enhances intrinsic motivation and facilitates learning. Furthermore, to reduce the adverse effects of video games, users should experience educational video games with a reflective and critical mindset, actively seeking out the value of the game content and its meaningful connections to real-world behaviors (Squire, 2008). ...
... Furthermore, to reduce the adverse effects of video games, users should experience educational video games with a reflective and critical mindset, actively seeking out the value of the game content and its meaningful connections to real-world behaviors (Squire, 2008). Additionally, users may apply transferable knowledge gained from games to real-world scenarios to promote their own behavior change and skill development (Gee, 2013). Finally, we encourage users to participate in discussions or communities to supplement the lack of motivation for cooperative behavior in single-player games. ...
This research studies the motivational factors used in educational video games through the lens of 6 C’s learning motivation model with text mining of the players’ reviews and comments. This research seeks to offer insight for game producers and educational institutions to investigate the effectiveness of these motivators for increasing player motivations and thus improving the quality of learning. Sentiment analysis and LDA topic modeling were used to analyze reviews of five selected video games on the Steam platform. The 6 C’s Learning Motivation Model guided text mining to analyze the motivational factors used in the games and how they contribute to user learning. The effectiveness of these motivational factors was discussed in conjunction with categorized text mining. Results show that the major motivation factors of educational games are ‘construction meaning’, ‘challenge’, and ‘control’ in the 6 C’s learning motivation model. Among them, users focus on whether the game’s content meets their interests and the construction of the educational meaning of the game. The advantage of control, a high degree of motivational factor in video games, may turn out to be a factor that leads to user churning when the game is not interesting or attractive enough. Previous educational game research seldom involved a large sample size for generalizable findings. In addition, this research extends the application of the 6 C’s learning motivation model to the digital educational gaming arena, providing a novel player-centric perspective. Based on the results, we provide recommendations and design considerations for educational game developers to enhance players’ experience and motivations.
... Estudos prévios sobre o uso de jogos na educação mostram como esses artefatos, quando bem construídos, podem potencializar e promover o desenvolvimento de letramentos e aprendizagem de conhecimentos diversos [GEE, 2005;MCGONIGAL, 2011;SYKES, REINHARDT, 2013;REIS, 2017;REIS, LINCK, 2019;REIS, GAZEN, 2020, SAVOTTINI;MATAR, 2017, ALVES;DE SOUSA, 2017, TRIBUCCI;MATTAR, 2017]. Entre os gêneros de jogos existentes, os Jogos de Realidade Alternativa (ARG) parecem ser uma alternativa para efetivar o seu uso em contextos educacionais, já que estabelece um limiar entre os mundos físico e digital sem demandar dispositivos e consoles de última geração para a resolução dos desafios propostos. ...
... A Figura 1 ilustra telas do jogo que exemplificam o redesign proposto visando a aplicação da filosofia TINAG. (2023) Dados iniciais da testagem demonstram que os desafios criados potencializam a imersão no jogador no ambiente real e imaginário, já que é preciso explorar os diferentes locais no campus para resolver os desafios do jogo, ao mesmo tempo que inserir-se no mundo de entretenimento do jogo. ...
Este artigo descreve uma proposta de redesign de um Jogo de Realidade Alternativa (ARG), elaborado durante a disciplina de Games e Gamificação no Ensino de Línguas, ofertado na Universidade Federal de Santa Maria. Trata-se de um estudo de caso, de abordagem qualitativa, com a intenção propor um redesign de um ARG educacional criado inicialmente por um grupo de alunos do curso de Letras/Inglês. Os resultados descrevem as alterações propostas para o redesign sendo efetivado na proposta de aplicativo que permite a resolução dos desafios de modo imersivo por meio do uso de smartphones.
... Students are also motivated to study related theory when they need to solve a practical gamification or system thinking challenge, which connects theoretical learning with solving practical tasks. This is learning just in time [33]. ...
... However, as discussed above, this assignment has also revealed new perspectives on the ways that system analysis and system dynamics can be applied in developing gamifications. Using system dynamics can create a better understanding of the real-world system developers will gamify and building simplified models or "fish tanks" [33] of a case can improve understanding of how the system functions in general. Using system dynamics simulations to thoroughly test a gamification can reduce time and money spent on user testing. ...
People spend a lot of time and energy playing videogames (Kapp in The gamification of learning and instruction: game-based methods and strategies for training and education. Pfeiffer an imprint of Wiley, San Francisco, 2012), and as a result, gamification has grown from a buzzword into a discipline. Since 2012, the authors have experimented with system thinking as a methodology for developing gamification and will present examples in this article. The primary objectives are to study how system thinking can be used to understand, design, develop and document gamifications, and how psychology and pedagogics can be integrated in the process to enhance the learning. This is an observational case study that gives examples of how students (i) use system thinking to understand and clarify the gamification case using system analysis and (ii) use system dynamics to simulate cases and predict user responses. Students begin system analysis once the gamification idea is developed and their goals and the case parameters are established, and it includes making casual loop diagrams, flow charts, and reference behavior patterns. Students then find and experiment with numerical data for the case and use system dynamics to simulate the gamification and predict the user results. The pedagogy is problem based and grounded in traditional problem-based learning and situated learning. This article shows how system thinking allows students and professionals to develop a deeper and more tangible understanding of the research materials and presumptions they have when engaging in any given gamification scenario. System thinking also provides tools to test research material and hypotheses in a more structured, manageable, and palpable way. Although we have discovered several ways system thinking can benefit gamification design, the research has also revealed new areas where system thinking could be explored further.
... Increased awareness of the educational advantages of video games as promoting interaction in the learning process has clearly been identified in literature (Golonka, Bowles, Frank, Richardson, & Freynik, 2014). Several researchers have urged the adoption of video games in education to exploit the potential merits of electronic gaming in learning (see for example, Crookall, 2002;Gee, 2003Gee, , 2004. Rogers (2016) advocated the place of video games as an effective tool for language teaching and learning. ...
... For example, Gee (2012) maintained that "good" electronic games comprise several design elements that strongly pertain to language learning. Intratat (2011) argued that digital games that are played in meaningful contexts are more conducive to better language learning, while a number of other researchers pointed out that gaming can contribute to language improvement regardless of educational setting and learners' level of proficiency (Gee, 2003(Gee, , 2004 Indeed, the fact that gaming can be seen as one of several extramural language learning activities has been shown by a number of researchers, who have highlighted its potential to effectively improve language learning (Ellis, 2008). Young et al. (2012) argued that massively multiplayer online video games, henceforth (MMOGs), can be utilized as a medium that facilitate exposure to authentic L2 learning environments that some other mediums and methods cannot provide. ...
The present study investigates the beliefs that EFL learners had regarding the impact of their long-term expo- sure to gaming on the development of their English skills. Utilizing a mixed-methods design, data were collected using a survey questionnaire that comprised 18 items and semi-structured oral interviews from 101 Saudi undergraduate students majoring in English Language and Translation at a public university in Saudi Arabia. The quantitative results reveal that participants have generally had positive learning outcomes from their accumulative gaming experiences, although accumulative gaming is seen to have greater potential for the development of receptive skills rather than productive skills in the target language. In particular, video games appear to foster learning and practicing of particular language skills and subskills, namely listening, speaking, reading, vocabulary, and pronunciation more than others. The qualitative findings provide further evidence of positive learning experiences of EFL due to gaming: the acquisition of new words encountered in gaming using learning strategies such as translation, enjoyment of the game as a salient, inherent factor that is conducive to learning as opposed to game difficulty as a hindering factor; and the possibility for video games based on adventure stories to activate the English learning mode. Last but not least, some advantages and obstacles pertinent to learning through the environment of massively multiplayer online video games (MMOG) were identified by learners.
... Como uma consequência do desenvolvimento das TD, surgem os jogos na modalidade multiplayer e sua proliferação tem despertado a atenção dos pesquisadores na área da aprendizagem (MATTAR, 2010;LEFFA, 2012;DUARTE, 2017), principalmente quando percebem que tudo aquilo que acontece durante o jogo é o que os professores gostariam de ver acontecer na sala de aula: motivação, interesse e aprendizagem. O jogo pode impulsionar o desenvolvimento de habilidades e conhecimentos, exigindo e obtendo do aluno empenho na execução da tarefa e uso de estratégias de aprendizagem, que incluem usos da negociação e o desenvolvimento da colaboração (GEE, 2005;LEFFA, 2012). Em muitos games, a meta só é alcançada se o jogador conseguir formar uma comunidade, cujos participantes se ajudem mutuamente, distribuindo incentivos, oferecendo apoio e compartilhando recursos. ...
... Nesse sentido, Gee (2005), em pesquisa sobre a relação entre letramentos, jogos e aprendizagem, elenca princípios de aprendizagem que podem ser encontrados em games, propondo seus usos para contextos educacionais, uma vez que, na sua concepção, a relação desses princípios com elementos do design dos jogos pode contribuir na inserção de sujeitos em práticas de letramentos. Stanley (2012) acredita que a gamificação da educação, com isso, tem sua origem na ideia de que a aprendizagem precisa se tornar divertida e significativa, novamente, e que estudantes irão ter melhor desempenho se forem encorajados a 'jogar' em vez de 'trabalhar' . ...
Robótica Educacional: Oficina de Arduino
... Virtual worlds are beginning to be seen as ideal vehicles for elearning as they are immersive spaces that allow for 3D modelling, simulations, role-play, creativity and active involvement by participants (Gee, 2007;Johnson & Levine, 2008). The term "immersion" encompasses "both the physical aspects of the environment and the psychological sense of being in the environment" (Dalgarno & Lee, 2010, p. 13). ...
What are educators' motivations for using virtual worlds with their students? Are they using them to support the teaching of professions and if this is the case, do they introduce virtual worlds into the curriculum to develop and/or expand students' professional learning networks? Are they using virtual worlds to transform their teaching and learning? In recognition of the exciting opportunities that virtual worlds present for higher education, the DEHub Virtual Worlds Working Group was formed. It is made up of Australian university academics who are investigating the role that virtual worlds will play in the future of education and actively implementing the technology within their own teaching practice and curricula. This paper presents a typology for teaching and learning in 3D virtual worlds and applies the typology to a series of case studies based on the ways in which academics and their institutions are exploiting the power of virtual worlds for diverse purposes ranging from business scenarios and virtual excursions to role-play, experimentation and language development. The case studies offer insight into the ways in which institutions are transforming their teaching for an unknown future through innovative teaching and learning in virtual worlds. The paper demonstrates how virtual worlds enable low cost alternatives to existing pedagogies as well as creating opportunities for rich, immersive and authentic activities that would otherwise not be feasible or maybe not even be possible. Through the use of virtual worlds, teaching and learning can be transformed to cater for an unknown future.
... Serious Educational Game (SEG) refers to an alternative learning methodology that applies game technology to primarily promoting players' learning along with gaining positive cognitive and affective experience during such a learning process [1]. Elements of challenge and learning within such a game construct activities for motivation and amusement [2]. SEG is also named in different terminologies such as game-based learning or educational games. ...
The ultimate goals of serious education games (SEG) are to facilitate learning and maximizing enjoyment during playing SEGs. In SEG development, there are normally two spaces to be taken into account: knowledge space regarding learning materials and content space regarding games to be used to convey learning materials. How to deploy the learning materials seamlessly and effectively into game content becomes one of the most challenging problems in SEG development. Unlike previous work where experts in education have to be used heavily, we proposed a novel approach that works toward minimizing the efforts of education experts in mapping learning materials to content space. For a proof-of-concept, we apply the proposed approach in developing an SEG game, named \emph{Chem Dungeon}, as a case study in order to demonstrate the effectiveness of our proposed approach. This SEG game has been tested with a number of users, and the user survey suggests our method works reasonably well.
... Gee (2007, s. 22), etkili öğrenme ilkeleriyle bütünleşen iyi video oyunlarının, "öğrenmenin bir parçası olsa da olmasa da okul içinde ve dışında öğrenme" konusunda bizi aydınlattığını öne sürmektedir. İnsan anlayışının bilgi depolamak ve soyut bilgileri deneyime uygulamak şeklinde yaygın olarak kabul edilen anlayışının aksine, Gee (2007) "insanların en iyi, ihtiyaçlarını karşılamalarını sağlayan bir deneyimi hayal edebildiklerinde (canlandırdıklarında) düşündüklerini ve anladıklarını" savunmaktadır (s. 24). ...
Oyun, çocuklar için en iyi öğrenme aracıdır. Çocuklar sadece dil öğrenmek
için okula gitmezler. Onlar için temel motivasyon kaynağı eğlenerek öğrenmektir.
Bu kitap çocuklara yabancı dil öğretiminin temellerini, teorik altyapısını, çocuklarla
kullanılabilecek birçok pratik oyun ve etkinlikleri ve bu oyun ve etkinliklerle
ile ilgili öğretmen adaylarının görüşlerini içerir.
Türkiye’de yabancı dil öğrenenlerin büyük çoğunluğunun İngilizce öğrendikleri
düşünüldüğünde kitap daha çok İngilizce öğretilirken dikkat edilen yöntem,
teknik ve aktiviteleri içerir. Ana dil gelişiminde de faydalı olabilecek tüm bu
teorik bilgiler, oyunlar ve etkinlikler; okul öncesi, ilkokul ve ortaokul seviyelerinde
yabancı dil öğretimi için kullanılabilir. Kitap akademisyenler ve öğretmen
adayları için de birçok teorik bilgi ve pratik uygulamaları bünyesinde barındırdığından
önemli bir kaynak niteliğindedir.
... Gee's principles (see Gee, 2005) encapsulate a profound understanding of learning and its intersection with video games and digital media. Gee crafted a set of principles that illuminate the transformative power of games as tools for meaningful and immersive learning experiences. ...
The TUNED project aims to improve the knowledge and skills of educators by applying pedagogical strategies from learning science, such as self-regulated learning and scaffolding. We intend to impact different levels of education: the first-level target is educators in higher educational institutions (HEIs), including professors, lecturers and teachers in initial teacher education (ITE). Training these educators will directly affect the second-level target: HE students and school teachers who take in-service training and lectures of ITE. Finally, the third-level target is students in the schools who will benefit from the new methods applied by teachers. In this way, we can trigger a domino effect that will improve training and teaching at every level of education. As our first step, this guidebook aims to help teachers, particularly in a higher education context, where online and blended learning methods are most commonly used, by providing theoretical and practical implications and frameworks to facilitate students’ self-regulated learning in distant learning contexts. We hope this guidebook will provide readers with insights into effective scaffolding to enhance pupils’ regulation skills and tips for exploiting the benefits of digital learning to create better online/blended learning experiences.
... [2] This form of project engagement represents the most straightforward approach-a role-playing game wherein participants assume specific roles, such as literary figures (e.g., a project focusing on the life and works of W. Shakespeare) or fictional characters simulating social or business interactions (e.g., The British Parliament project). [3], [4] In such projects, the framework is initially outlined but remains flexible until the completion of the task and the attainment of the final outcome. Project-based activities are particularly pertinent in the later stages of education (10th-11th grades). ...
Our encounter with employing project methodology in our endeavors has demonstrated that despite students encountering initial challenges, it stands as a potent innovative tool. Through multimedia instructional resources, intrinsic motivation, and enhanced group cohesion, its effectiveness is apparent. Keywords project-based learning, simulation, digital resources Аннотация Наш опыт использования проектной методологии в наших начинаниях показал, что, несмотря на то, что учащиеся сталкиваются с первоначальными трудностями, она остается мощным инновационным инструментом. Благодаря мультимедийным учебным ресурсам, внутренней мотивации и усилению групповой сплоченности его эффективность очевидна. Ключевые слова проектное обучение, моделирование, цифровые ресурсы. In today's modern landscape, where information and computer technologies have become ubiquitous across various domains, their integration into education has become imperative. This paper explores the utilization of Information and Communication Technology (ICT) in English language instruction. The primary aim of incorporating ICT in this context is to enhance motivation for learning the subject by transforming the learning experience into a less monotonous, more personalized, and autonomous endeavor, thereby making it more engaging for students. We will examine the potential of multimedia tools such as interactive whiteboards, computers, video projectors, and the Internet within the framework of project methodology. "...within the confines of the traditional classroom structure, the project methodology seamlessly integrates into the learning process without altering the prescribed curriculum outlined by educational standards for the foundational level.
... Outro ponto a destacar é o reconhecimento dos estudantes quanto ao uso do jogo e o quanto este os estimulou a buscarem conhecer mais o idioma em questão. Portanto, talvez devido ao princípio "agradavelmente frustrante" de Gee (2005), que afirma que os estudantes, apesar das adversidades, perceberam que era possível aprender uma língua estrangeira através de jogos on-line, sentindo-se, a todo momento, motivados por estarem usando algo presente constantemente em suas vidas. ...
The present research aimed to analyze the contributions of Duolingo and IMVU to the ludopedagogical practices in the teaching and learning of Spanish Language through the reports of students and a teacher from the first year of high school in a private institution. Twelve students and one Spanish language teacher participated in the research. For data collection, we used a sociodemographic questionnaire with five questions and a structured questionnaire with nine questions. The analyses were performed according to the proposed objective based on the reports of the students and the teacher. The results show that the students report that the use of Duolingo and IMVU contributes to the strengthening of the learning processes of writing and speaking in Spanish language classes. Therefore, the use of games and digital applications is considered an important tool for teaching Spanish language in high school.
... enemy). Number Muncher game showcases an educational game with learning and gaming elements that make it fun and motivating [6]. In addition, by playing an educational game, players can repetitively play a game level (learning tasks as the mission objective) he failed. ...
Assessment of a player's knowledge in game education has been around for some time. Traditional evaluation in and around a gaming session may disrupt the players' immersion. This research uses an optimized Random Forest to construct a non-invasive prediction of a game education player's Memorization via in-game data. Firstly, we obtained the dataset from a 3-month survey to record in-game data of 50 players who play 4-15 game stages of the Chem Fight (a test case game). Next, we generated three variants of datasets via the preprocessing stages: resampling method (SMOTE), normalization (min-max), and a combination of resampling and normalization. Then, we trained and optimized three Random Forest (RF) classifiers to predict the player's Memorization. We chose RF because it can generalize well given the high-dimensional dataset. We used RF as the classifier, subject to optimization using its hyperparameter: n_estimators. We implemented a Grid Search Cross Validation (GSCV) method to identify the best value of n_estimators. We utilized the statistics of GSCV results to reduce the weight of n_estimators by observing the region of interest shown by the graphs of performances of the classifiers. Overall, the classifiers fitted using the BEST n_estimators (i.e., 89, 31, 89, and 196 trees) from GSCV performed well with around 80% accuracy. Moreover, we successfully identified the smaller number of n_estimators (OPTIMAL), at least halved the BEST n_estimators. All classifiers were retrained using the OPTIMAL n_estimators (37, 12, 37, and 41 trees). We found out that the performances of the classifiers were relatively steady at ~80%. This means that we successfully optimized the Random Forest in predicting a player's Memorization when playing the Chem Fight game. An automated technique presented in this paper can monitor student interactions and evaluate their abilities based on in-game data. As such, it can offer objective data about the skills used.
... Individuals who play these games need to solve riddles, defeat enemies, advance to new levels, and complete the game in the end. Gee (2005) claims that learning through an enjoyable way is more successful than simply memorizing things and not practicing them. ...
With the development of computers and the introduction of information technology, humanity paved the way for new ways to improve itself in various social, natural, and scientific fields such as entertainment, engineering, and medical developments. Video games in the past, due to their lack of narratives and images, were no more than black and white moving objects on a screen. However, as games have become more complicated in terms of gameplay and story, they have also become spectacular sources of firstly passive, but subsequently increasingly active linguistic involvement. In recent decades, video games in the field of language learning have received a lot of attention. These games provide limitless opportunities for language acquisition. Games are interactive in the sense that there is a relationship between the player and the game itself. The game reacts to the player’s activity, and the gamer reacts to the game. The games give the players the impression that their actions are co-decided and that the world they are in is co-created by them, not just by the game designers. Because each player’s actions and decisions vary, so does the game’s path. Students can be motivated to learn a language by using the appropriate tools and games if video games are interesting and rewarding. The game’s instant feedback depending on the player’s actions also aids with motivating. The following study will focus on how effectively video games can be used inside or outside the classroom environment. The study focuses mainly on pupils from the 10th and 11th classes. Students already have experience with playing video games in some forms. Their play style and attitude can highlight on the positive and negative effects of video games being used inside or outside the classroom. The participants for the study were chosen randomly with the help of a hyperlink, and the proper questionnaire was forwarded to them. The sharing of the hyperlink was controlled by the researcher. The results indicate a positive effect of using video games on language development of students. However, it is important to emphasize the dangers of using not just only video games, but the internet itself as well.
... It does not look at the potential of using games in an educational setting in general (cf. Squire, 2011;Gee, 2013) but more specifically focuses on how developers up until now have dealt with media literacy in these games. As such, what our research presents is a comprehensive overview of existing media literacy games specifically showing which topics are more prevalent as well as which competencies are over-and underrepresented in the main goals of these games. ...
Media literacy is considered one of the key competencies to acquire in the 21st century. With games being recognized as having a large potential to train and educate, a wide range of games focusing on media literacy related topics such as fake news games, digital privacy, personal media habits, and practical media skills have sprung up over the years. All claim to foster media literacy skills and competencies. This begs the question how these games generally frame and understand media literacy, what competencies and skills they actually focus on, and through which game design choices. This paper thus asks: how media literacy games are designed to foster media literacy? Taking the Dutch Media Literacy Competencies Model as a departure point, we answer this question using a thematic analysis of 100 media literacy games and formal analysis of a smaller heterogeneous sample consisting of 12 games. We present a series of key findings involving the prominent presence of certain topics and competencies in the dataset, as well as prevalent design choices, allowing for a discussion of the current landscape of literacy games and underlying competencies and future potential for development.
... Furthermore, the overview of the progress so far is located here. Tutorial and help are located directly in the game flow according to the "performance before competence" recommendation (Gee, 2007) and can be called up again at any time via the escape menu. Due to the proximity to the curriculum and the division into individual chapters, with opportunities for practice and experimentation, it can be used directly. ...
... Na intenção de explorar esses novos sistemas e contextos de interação de aprendizagem que são possibilitados pelos jogos, pensamos que é papel do professor em sala de aula (re)criar cenários educacionais que imitem os jogos, explorando seus elementos de design e estratégias, a fim de propor atividades motivadoras (ERENLI, 2013) e significativas para que os alunos possam realmente praticar o uso de uma língua, ao engajar-se dentro dessa nova cultura de ensinar e aprender (GEE, 2005;REIS;GOMES, 2015;GOMES, 2017). ...
Pesquisas na área de Educação e Linguística Aplicada apontam o crescimento de estudos sobre jogos digitais no Brasil. Em contrapartida, os estudos que discutem opções metodológicas sobre como orientar o ensino tendo por base os jogos digitais são limitados e pouco explorados. Assim, este trabalho apresenta orientações práticas para a produção de material complementar ao uso de jogos digitais para o ensino de línguas. Esta pesquisa reporta um estudo de caso realizado com alunos do curso de Letras/Inglês de uma universidade pública. Nessa prática, utilizamos e testamos estágios de elaboração de propostas práticas, os quais compreendem: a seleção e análise; a exploração prática dos jogos; e a elaboração das atividades didáticas. Os dados confirmam a aceitabilidade da proposta por parte dos participantes e por fornecer subsídios pedagógicos para os futuros professores selecionarem e elaborarem atividades para o ensino de línguas com o uso de jogos digitais.
... The player focuses on the end goal to save the princess rather than on the mistakes and failures. Gee [115] among many others [116,117] hypothesizes that well designed games incorporate failure as part of learning. Games "allow players to take risks that might be too costly elsewhere, like classrooms, where failure is often seen as an end result [118]". ...
This chapter will explore considerations for the adoption of grading contracts with the possible addition of the mechanics of game design, game-based learning, or gamification. The motivation for this approach is to ensure equity and inclusion in the classroom by creating a compassionate environment to enhance student engagement and learning. When introduced in the appropriate way, teachers can track students’ progress without the imposition of the added stress and fear that conventional assessment practices engender. Sometimes referred as “ungrading,” the adoption of these strategies prioritizes the progress of each individual student and re-envisions learning as a series of achievements that students complete and level-up to take on a series of successive challenges based on previous accomplishments not unlike the playing of a video game. If virtual reality can be called an empathy machine, a well-crafted video game is a learning and engagement machine. In other words, the magic “sauce” of video games is that players put in untold hours and effort to learn new skills and are rewarded by the sense of mastery and achievement.
... The player focuses on the end goal to save the princess rather than on the mistakes and failures. Gee [115] among many others [116,117] hypothesizes that well designed games incorporate failure as part of learning. Games "allow players to take risks that might be too costly elsewhere, like classrooms, where failure is often seen as an end result [118]". ...
This book provides theoretical answers, applied methodological models, and didactic experiences that seek to reflect and analyze the potentialities and challenges of the active learning concept in STEAM disciplines and social sciences education. It also contributes to the understanding, intervention, and resolution of contemporary social problems and to the United Nations Sustainable Development Goals through the design, implementation, and evaluation of educational programs that incorporate integrated active learning as one of its explanatory axes.
... Realist aspects also involve stimulating a desire in the player to create a personal avatar [68,67] as a reflection of themselves [78]. It reinforces the user's sense of relevance in the game and immersive learning [79]. ...
Featured Application
A metric to evaluate gaming and educational features of already developed serious games. This model can also guide the design of new serious games.
Abstract
Serious games have to meet certain characteristics relating to gameplay and educational content to be effective as educational tools. There are some models that evaluate these aspects, but they usually lack a good balance between both ludic and learning requirements, and provide no guide for the design of new games. This study develops the Gaming Educational Balanced (GEB) Model which addresses these two limitations. GEB is based on the Mechanics, Dynamics and Aesthetics framework and the Four Pillars of Educational Games theory. This model defines a metric to evaluate serious games, which can also be followed to guide their subsequent development. This rubric is tested with three indie serious games developed using different genres to raise awareness of mental illnesses. This evaluation revealed two main issues: the three games returned good results for gameplay, but the application of educational content was deficient, due in all likelihood to the lack of expert educators participating in their development. A statistical and machine learning validation of the results is also performed to ensure that the GEB metric features are clearly explained and the players are able to evaluate them correctly. These results underline the usefulness of the new metric tool for identifying game design strengths and weaknesses. Future works will apply this metric to more serious games to further test its effectiveness and to guide the design of new serious games.
This thesis deals with the topic of the influence of prior experience with video games on the navigation of digital game-based learning environments. In particular, this thesis will focus on the DGBL environment Minecraft Education, using a qualitative study with the help of the “Think-Aloud-Method” to identify problem-categories that occur in Minecraft Education lessons for learners without previous experience with videogames. The problem-categories "Unclear goals and tasks", "Movement", "Orientation", "Identification of interactive elements" and "Knowledge of in-game actions and options for action" were identified, which occurred during the interventions. This work is the first to classify problems of learners without previous experience with videogames in the DGBL environment Minecraft Education. Subsequently, design recommendations are given according to the identified problem-categories, which should help to make future Minecraft Education-lessons inclusive. In order to demonstrate the practicability of the given recommendations, a prototypical lesson is also presented, which takes into account the identified problem-categories and integrates the design-recommendations into the structure of the lesson.
Thus, the work provides new theoretical insights into the design of DGBL environments on the
one hand and practice-oriented recommendations for the implementation of inclusive design in
Minecraft Education-lessons on the other.
En el presente trabajo se presenta un breve esbozo de los referentes teóricos que
avalan la pertinencia del uso de elementos de los juegos durante las clases de
Cálculo Diferencial e Integral de la carrera Ingeniería Civil de la CUJAE como
mecanismo para generar las condiciones para un desarrollo integral de la
personalidad y una mejora de los resultados académicos. Además se presenta un
ejemplo de la incorporación de elementos de los juegos al diseño de una clase
práctica relacionada con el tema de la graficación de funciones de una variable real,
así como la explicación de su impacto en la dinámica grupal.
En el contexto actual la Universidad Tecnológica de La Habana, Cujae, se encuentra inmersa en un proceso de actualización de los planes de estudio de todas las carreras en todas sus modalidades. Por tanto, la Universidad pone especial interés en la adopción de cambios en el Proceso de Enseñanza-Aprendizaje (PEA) de cada carrera teniendo en cuenta las condiciones y necesidades actuales de la sociedad cubana, el modelo de formación profesional de cada especialidad y previendo un mayor nivel de integración de las Tecnologías de Información y Comunicación (TIC). En este sentido, el juego está siendo cada vez más valorado como una forma efectiva de transmitir conocimientos, desarrollar habilidades, capacidades y educar en valores en los estudiantes de la Educación Superior. En el presente trabajo se presentan algunas consideraciones relativas al diseño de juegos que pudieran ser útiles a los profesores a la hora de preparar actividades docentes con un enfoque lúdico que integre además las Tecnologías de Información y Comunicación (TIC), así como un ejemplo de este tipo de actividad aplicada en carreras técnicas cursadas en la CUJAE. Por lo que el presente trabajo se propone como objetivo: intercambiar sobre algunas posiciones teóricas y alternativas de aplicación de actividades docentes con un enfoque lúdico que integre las TIC.
The increasingly neoliberal course of Higher Education is linked to rises in student anxiety around assessment and increased fear of the consequences of failure. Making mistakes is an inevitable part of any learning process (and of life generally) and managing failure in a productive and positive way is crucial for success and wellbeing beyond university. In this article, we argue that academia does not adequately prepare learners for managing mistake-making progressively and that escape rooms can provide a way to facilitate learning through failure. We first present an original model of failure-based learning that explores why being able to make mistakes safely is important for students and why the use of escape rooms in Higher Education presents an excellent opportunity for the application of this model. We then show the relevance of this model by using it to analyse two case studies that explore different ways in which educational escape rooms can be used in Higher Education: either designed to facilitate learning by playing a game; or supporting learning through designing a game. Our model of failure-based learning has three stages, emphasising the importance of preparation, an iterative play cycle of testing, failing, reflecting, and revising, and finishing with a presentation phase. The article concludes by considering the limitations of educational escape rooms in this context and highlighting some practical considerations for the use of these approaches.
Virtual worlds (VWs) offer alternative learning environments for geoscience education and give students a feeling of “being there.” In fact, VWs are also immersive environments that enable situated learning and constructivist learning in accordance with the Vygotsky theory, because the learner is inside an “imaginary” world context. In this environment, many activities and experiences can take place as scaffolding, cooperative learning, peer-to-peer and peer evaluation, coaching, scientific inquiry. Therefore, VWs can be a new technology to motivate students and provide the educational opportunities to learn in a socially interactive learning community. In the literature already, some studies report experiences carried out to investigate the effectiveness of virtual worlds in education. In the world, there are virtual worlds used for education such as Opensim and Samsara. Minecraft (https://www.minecraft.net/en-us/) is a virtual world used by new generations specially.
Over the last decade, in addition to their entertainment dimension, digital games, have been used as teaching and learning tools. International literature has shown several studies that evaluate the effectiveness of digital games in the educational process. Many researchers argue that digital games can be of assistance to student’s learning and solving problems, as well as develop social and cognitive skills (Gee 2003, Prensky 2007, Oblinger & Oblinger 2005, Watson et al. 2011). This research aimed to computer science teachers and primary education teacher’s perceptions, regarding the use of digital games, as a teaching and learning tool, the factors that make their use effective, not to mention the barriers to their use. One hundred twenty teachers participated (70 computer science teachers and 50 teachers), by completing a questionnaire of fifteen questions, on a Likert scale and two open-ended questions. Results demonstrated that both teachers and computer educators agree that the use of digital games is a "good" practice, which enhances and enriches the learning process, provides motivation, and is an effective learning tool. Their design should be addressed to students’ personal needs and be based on learning principles. However, it has been observed that computer educators are the ones who use digital games in their teaching, more often as opposed to teachers. The main obstacles that prevent teachers from using technology in their classrooms are the lack of infrastructure, motivation, training, as well as the time available. The elements that seem to be taken into consideration by a teacher, in order to capitalize on digital games in the educational process, are personal needs and students’ particularities, as well as preparation, feedback and the setting of limits by the teachers. Research findings could be utilized in both digital play use in education and in its development, as a learning tool.
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Computational thinking (CT) is a widely researched domain. Many researchers around the world have conducted studies to define CT, to develop CT in students, and to assess CT using various tools and paradigms. Our review focuses on the assessment aspect of CT using digital games. Typically, the assessment in CT is done using Multiple Choice Questions, Portfolio analysis, pen-and-paper methods, and games. The use of video games to assess CT skills was one of the least explored areas. To further explore this area, we did a systematic literature review on the use of video games to assess CT. The findings of our review are as follows: (1) CT skills such as abstraction, algorithmic thinking, data representation, debugging, decomposition, pattern recognition, recursive thinking, simulation, socialization, heuristic, iteration, and problem-solving were primarily assessed using digital games. (2) The reviewed articles used samples ranging from 18 to 3355 participants. (3) The sample includes elementary, middle-, and high-school and graduate students. (4) In the reviewed articles, it is observed that the time for treatment varied from a few hours to the entire school year. (5) A mixed-mode study using quantitative and qualitative methods was preferred by researchers to explore the CT aspects such as CT concepts, practices, and perspectives. (6) The use of video games, stealth assessment, educational data mining and machine learning for assessing CT skills is in a dormant state. (7) There is a lack of empirical evidence to prove that video games are effective to assess CT skills. This review paper will be helpful for researchers working on the assessment of CT skills using digital games.
Over the last decade, in addition to their entertainment dimension, digital games, have been used as teaching and learning tools. International literature has shown several studies that evaluate the effectiveness of digital games in the educational process. Many researchers argue that digital games can be of assistance to student’s learning and solving problems, as well as develop social and cognitive skills (Gee 2003, Prensky 2007, Oblinger & Oblinger 2005, Watson et al. 2011). This research aimed to computer science teachers and primary education teacher’s perceptions, regarding the use of digital games, as a teaching and learning tool, the factors that make their use effective, not to mention the barriers to their use. One hundred twenty teachers participated (70 computer science teachers and 50 teachers), by completing a questionnaire of fifteen questions, on a Likert scale and two open-ended questions. Results demonstrated that both teachers and computer educators agree that the use of digital games is a "good" practice, which enhances and enriches the learning process, provides motivation, and is an effective learning tool. Their design should be addressed to students’ personal needs and be based on learning principles. However, it has been observed that computer educators are the ones who use digital games in their teaching, more often as opposed to teachers. The main obstacles that prevent teachers from using technology in their classrooms are the lack of infrastructure, motivation, training, as well as the time available. The elements that seem to be taken into consideration by a teacher, in order to capitalize on digital games in the educational process, are personal needs and students’ particularities, as well as preparation, feedback and the setting of limits by the teachers. Research findings could be utilized in both digital play use in education and in its development, as a learning tool.
A Internacionalização da Educação Superior possui suas dimensões e trocas de nível internacional, intercultural e global. É notado que os estudos sobre esse tema são em sua maioria de natureza qualitativa, destaque como estratégia de pesquisa o estudo de caso. Sendo esse fenômeno um dos fatores que mais tem afetado a educação superior no mundo, e que é tendência crescente para pesquisas acadêmicas, o presente ensaio teórico teve como objetivo mapear essas produções e analisar a metodologia de estudo de caso qualitativo nessa temática. Para tanto, desenvolveu-se um levantamento bibliográfico de teses e dissertações, em base de dados brasileiras, com espaço temporal pré-definido de 10 (dez) anos, (2010 a 2019). Os resultados observados, ao trazer reflexão sobre esta escolha metodológica do estudo de caso, verificam-se evidências e pertinência na relevância dessa modalidade de investigação dentro da temática apresentada. O propósito foi difundir as análises das fragilidades e das potencialidades de se utilizar o estudo de caso, no contexto da internacionalização da educação superior
Agility has commonly been regarded as a physical quality, and strength and conditioning practitioners have typically used a closed environment approach for developing agility. This closed environment approach involves the decoupling of perception and action, where actions are trained in isolation from perception. Previous studies have shown, however, that when perception or action is trained in isolation, behavior changes. Therefore, agility is complex and multifactorial in nature. Through ecological dynamics, specifically the principle of representative learning design, practitioners should design training tasks that align more closely with the demands of competition. Representative learning design ensures that perception and action remain coupled to promote greater transfer of performance from training to competition. Another key principle for agility task design is coadaptation, and this can be operationalized through manipulation of opposing players. With these 2 key principles, we offer examples of agility tasks in 3 team invasion sports including soccer, rugby union, and Australian rules football.
Computational thinking (CT) has become an important skill for the new generation, and CT teaching games have been introduced to lower the barriers that novices face in learning programming. However, despite the prevalence of and demand for these games, little is known about the effectiveness of their design or about the principles that are conducive to learning using these games. In this article, we present a project in which we triangulated design research with controlled experiments to evaluate the effectiveness of a computational puzzle design (CPD) framework in guiding the development of CT teaching games for children. Using CT tests, game logs, and a survey, we evaluated the learning outcomes of and engagement with various versions of the game LittleWorld, designed based on various principles of the CPD framework and implemented in Chinese elementary education (n = 202). The results validate the CPD framework and demonstrate that it is a practical and systematic tool for designing CT teaching games. The findings of this study provide design implications concerning (1) the application of meta-gaming and (2) how serious game design research should be conducted.
This article describes a hands on, learning by doing, teams-based approach for introducing Masters level students to doing empirical qualitative research within a hybrid course that combined 3 intensive Saturday workshops with online writing at distance in Google Docs over a 12 week period. Participants acquired some qualitative research basics by collecting data in situ as they created a meaningful "text" in the process of engaging in a handicraft, and subsequently analyzing this data to identify significant features of their social activity.
Dieser Beitrag fragt vor dem Hintergrund einer Ausbreitung von Gaming-Kulturen und Gaming-Praktiken nach deren bildungstheoretischen Implikationen. Argumentiert wird, dass aus einer kulturwissenschaftlichen Sichtweise Bildung in einer digital geprägten Welt gegenüber einer technik- bzw. technologielastigen Engführung mit Fragen der Hybridisierung, Irrealisierung und somit einem spezifischen Erfahrungsvollzug verbunden ist. Hierfür wird exemplarisch auf das Format Serious Games eingegangen, das am Fallbeispiel digitalen Spiels Through the Darkest of Times diskutiert und mit Blick auf die Transformationen der politischen Bildung im Horizont von Edutainment, Affizierung und der Hybridisierung von Lernräumen betrachtet wird
L’Enseignement Supérieur Marocain vie un mouvement considérable d’adaptation aux besoins du 21ème siècle. Dans cette mouvance, les Institutions de l’Enseignement Supérieur ont réalisé l’importance de l’intégration des Technologies de l’Information et de la Communication (TIC) dans les cursus formels d’apprentissage. Mais dans une large mesure, les systèmes d’apprentissage existants demeurent concentrés sur l’administration des cours et des contenus. Ce qui risque d’altérer la motivation des apprenants.
Par ailleurs, les digital-natives développent de plus en plus leur propre autonomie d’apprentissage. Ils se détachent ainsi de l’environnement formel pour confectionner leurs propres environnements personnels d’apprentissage.
De ce fait, la problématique de démotivation et de désengagement durant les cursus d’apprentissage formel s’accentue davantage. Il s’avère essentiel de veiller à maintenir constamment la motivation des apprenants, et ce dès la phase de conception des cours, par l’adoption de véritables stratégies motivationnelles.
Arriver à maintenir les étudiants engagés tout au long du cursus de formation peut être une tâche délicate. D’où l’intérêt de cette recherche qui tente d’explorer les perspectives de stimuler et maintenir la motivation et de l’engagement des apprenants selon des modes étendus de l’enseignement hybride/mixte (Extended Blended Learning).
L’objectif principal de notre recherche est d’élucider les facteurs de conception d’une expérience d’apprentissage motivante, dans le cadre d’un contexte universitaire. En s’attachant à concevoir un modèle d’expérience d’apprentissage à base d’un enseignement mixte étendu (Extended Blended Learning) : Présentiel/en ligne ; Text-based Learning/Game-based Learning/Media-based Learning ; Serious games/Gamification ; Contenu Propriétaire/Contenu libre. Tout en proposant les contours d’un modèle d’intégration : le S2P Learning Model.
Pour répondre à notre objectif de recherche, trois grandes phases ont été suivies :
- une première phase de définition et de conception ;
- une deuxième phase d’expérimentation ;
- une troisième phase d’évaluation de l’expérience d’apprentissage.
La phase de définition et de conception :
Durant la phase de définition, l’approche préconisée pour lutter contre la démotivation des apprenants est une approche « Top-Down » sur trois niveaux : un Niveau Macro mettant l’accent sur la définition du cadre logique (Conceptual Framework), notamment le S2P Learning Model ; un Niveau Méso mettant l’accent sur la conception de l’expérience d’apprentissage ; et un Niveau Micro mettant l’accent sur la conception du contenu et des activités pédagogiques.
La phase d’expérimentation :
Cette recherche explore l’usage du mode d’enseignement mixte étendu (Extended Blended Learning) au sein d’une communauté d’apprenants de l’enseignement supérieur (Formation de cadres).
L’expérimentation s’est tenue au sein de l’Ecole des Sciences de l’Information (ESI, Rabat). La population cible est constituée de 94 apprenants relevant de la 4ème année du Cycle des Informatistes (Bac+4), engagés dans le cadre du cours « Knowledge management ».
La phase d’évaluation :
Pour répondre à notre objectif de recherche, nous avons adopté la démarche d’enquête sur le terrain, auprès des différents apprenants cibles de l’expérience d’apprentissage menée, pour évaluer leur niveau de satisfaction (ou d’insatisfaction), et d’observer leur degré de motivation et d’engagement.
L’évaluation de cette expérience était conduite par la combinaison de deux Instruments de Collecte de Données (ICD) complémentaires, à savoir : le Guide d’observation ; et le « Questionnaire ».
Les éléments d’observation des comportements des étudiants couvrent principalement leurs activités en ligne comme mode de jauger leur degré de motivation et d’engagement vis-à-vis de l’expérience d’apprentissage. C’est un facteur jugé clé, du moment qu’il n’y pas d’obligation de participation, puisque cette dernière reste tributaire de la volonté personnelle de chaque étudiant à partager et participer.
Cette observation a été conduite suivant les trois axes principaux suivants : la consultation des ressources partagées par le professeur ; la participation des étudiants via le partage de ressources et de commentaires ; et les éléments de Gamification.
Alors que l’enquête d’évaluation de l’expérience via le Questionnaire a été conçue et menée selon plusieurs axes, notamment : l’appréciation de la conception pédagogique ; le degré de satisfaction ; la motivation des apprenants ; la plateforme en ligne ; les éléments du jeu & Gamification ; l’extension des éléments Ex-BL et leur impact sur la motivation des apprenants.
L’observation des comportements des apprenants :
Les éléments d’observation des comportements couvrent : les taux de participation au niveau de la plateforme en ligne ; les types de participations (partage de ressources, partage de commentaires) ; les typologies des ressources partagées ; et les récompenses récoltées suite à la participation (en classe et en ligne).
Les ressources partagées par le professeur ont enregistré un total de 1752 consultations. Avec une moyenne globale de de 97,33 consultations par document et 18,64 consultations par étudiant. Les plus forts taux de consultation concernent les ressources de type Assignement (travaux, devoirs, études de cas). Alors que les ressources qui n’ont pas une « connotation » obligatoire enregistrent des taux inférieurs.
Par ailleurs, le taux de contribution et de participation des étudiants au niveau de la plateforme en ligne est significatif de l’ordre de 75,5% des étudiants (participation active par le partage de commentaires et de documents). Alors que presque le quart des étudiants ont enregistré une présence passive au niveau de la plateforme en ligne (observateurs).
La contribution des étudiants au niveau de la plateforme en ligne s’élève à 827 participations, dont 67,2% sous forme de partage en ligne de ressources électroniques (documents et autres), et 32,8% sous forme de partage de commentaires en ligne (réactions à des postes).
Pour récompenser la participation des étudiant aux activités, qu’elles soient en présentiel ou en ligne, le principe de Gamification des activités était adopté, visant à attribuer des badges (ou insignes). Ces derniers sont transformés en points de récompense (Rewards/Points).
Durant cette expérience, nous avons enregistré la distribution d’un total de 446 badges (toutes catégories confondues). Nous avons ainsi noté une implication positive des étudiants vis-à-vis de la démarche adoptée, du moment que 65% des étudiants ont obtenu au moins un badge récompensant une attitude positive lors du cours.
L’évaluation de l’expérience d’apprentissage :
Au niveau de l’évaluation de l’expérience d’apprentissage, les axes d’analyse suivants ont été arrêtés :
- l’estimation de la connaissance préliminaire des étudiants de la discipline enseignée ;
- l’appréciation par les étudiants du design pédagogique ;
- l’appréciation du degré de satisfaction des étudiants ;
- l’appréciation de la motivation des étudiants ;
- l’appréciation par les étudiants de la plateforme en ligne ;
- la perception de l’extension des éléments de l’Ex-BL et son impact sur la motivation
des apprenants ;
- la perception des points forts & faibles de l’expérience d’apprentissage.
Comme point de départ, il était important de relater le degré de connaissances des étudiants de la discipline enseignée avant le démarrage du cours. Ainsi, la grande majorité (soit 85% des étudiants) n’estime avoir que quelques notions sur la discipline avant le démarrage du cours. 6% des étudiants estiment n’avoir aucune connaissance préalable sur la discipline enseignée. Tandis que 9% des étudiants estiment avoir une parfaite connaissance de la discipline avant le démarrage du cours.
La perception des étudiants de l’approche de d’enseignement mixte (Présentiel & en ligne) était positive, du fait que 94% des étudiant la jugent « Très intéressante » à « Intéressante ». Tandis que 6% seulement des étudiants la jugent « Moins intéressante ».
Au niveau de l’appréciation du degré de satisfaction des étudiants, nous constatons un degré de satisfaction favorable du fait que la majeure partie des tendances est partagée entre « Excellent » et « Très satisfaisant ».
Côté motivation, il a été noté un niveau de motivation significatif, du fait que 96% des apprenants estiment être motivés durant l’expérience d’apprentissage menée.
Au niveau de la perception par les apprenants de l’extension des éléments du Ex-BL et son impact sur la motivation des apprenants, la grande majorité les étudiants a noté des perceptions positives quant au renforcement d’usage des éléments de l’Ex-BL, ainsi que leur impact sur le développement de la motivation et de l’engagement des étudiants durant les cursus formels d’apprentissage.
Par ailleurs, l’important résultat de recherche a été d’évaluer la perception des répondants quant à l’expérience d’apprentissage. Il a été relevé que les mécanismes choisis ont un effet considérable pour rendre le travail plus attrayant (jeux sérieux, gamification des activités d’apprentissage, contenu éducatif libre, contenu en ligne, cours en présentiel, etc.). Ainsi, deux effets principaux sont mis en évidence dans cette recherche : l’effet lié à la conception mixte étendue (Extended Blended Learning), et le principe d’intégration des ressources pédagogiques. A ce titre, aussi bien au niveau des observations que de l’évaluation de l’expérience d’apprentissage, les résultats obtenus au niveau de cette recherche sont encourageants.
D’une part, les constituants de cette conception pédagogique adoptée sont appréciés positivement. Cette appréciation a pris en considération des composants aussi variés que les unités du cours ; le contenu du cours ; le mode d’enseignement mixte ; la plateforme en ligne utilisée (Edmodo) ; les éléments de jeu imbriqués (Gamification & Game mechanics) ; ainsi que les jeux sérieux (Serious games).
D’autre part, sans une préalable connaissance de la matière enseignée, et sans une préalable connaissance de la plateforme en ligne Edmodo, les apprenants ont pu démontrer une motivation soutenue tout au long de l’expérience d’apprentissage.
De manière générale, les résultats obtenus lors de cette recherche confirment dans une mesure significative les hypothèses avancées quant à l’utilisation de l’Extended Blended Learning moyennant le S2P Learning Model, comme vecteur catalyseur de la motivation et de l’engagement des apprenants de l’enseignement supérieur.
Ce modèle a permis la conception d’une expérience d’apprentissage mixte étendu, combinant des ressources aussi variées que du contenu propriétaire, du contenu libre, ainsi que des médiums variés tel que le présentiel, le distant (en ligne), le texte, la vidéo, le jeu et la Gamification.
De ces principes, nous migrons graduellement vers de nouveaux rôles des acteurs. D’une part l’Enseignant qui devient de plus en plus un « Intégrateur » et un « Facilitateur » de contenus ; d’autre part l’Apprenant qui devient un « Apprenant-Joueur » ou (“Learnplayers”).
The analysis and understanding of multilingualism, and its relationship to identity in the face of globalization, migration and the increasing dominance of English as a lingua franca, makes it a complex and challenging problem that requires insights from a range of disciplines. With reference to a variety of languages and contexts, this book offers fascinating insights into multilingual identity from a team of world-renowned scholars, working from a range of different theoretical and methodological perspectives. Three overarching themes are explored – situatedness, identity practices, and investment – and detailed case studies from different linguistic and cultural contexts are included throughout. The chapter authors' consideration of 'multilingualism-as-resource' challenges the conception of 'multilingualism-as-problem', which has dogged so much political thinking in late modernity. The studies offer a critical lens on the types of linguistic repertoire that are celebrated and valued, and introduce the policy implications of their findings for education and wider social issues.
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