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Exploring Customised Learning Experiences: Fostering Diversity Through Game-Based Learning and Technology-Enhanced Cognitive Justice
Abstract
This chapter investigates the transformative potential of customised learning experiences in the realm of education, particularly through the integration of game-based learning and technology-enhanced cognitive justice. Recognising the imperative to address diversity within educational frameworks, this study aims to explore how cognitive justice framework can facilitate inclusivity, accommodating varied learning styles, cultural backgrounds, and cognitive abilities. Drawing from critical pedagogy, this framework posits that educational technologies should be designed and implemented to address cognitive biases, promote inclusivity, and mitigate disparities in learning outcomes. By leveraging game-based learning methodologies, this chapter problematises the use of game-based learning to challenge and overcome cognitive biases, rather than reinforcing them. It seeks to create engaging and interactive environments that enhance educational outcomes and foster a sense of cognitive justice by ensuring equitable access to knowledge.
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Permainan tradisional telah lama menjadi bagian integral dari budaya dan sejarah masyarakat di seluruh dunia. Seiring dengan kemajuan teknologi dan perkembangan pendidikan, perhatian terhadap penggunaan permainan tradisional sebagai alat pembelajaran semakin meningkat. Inovasi pembelajaran berbasis permainan tradisional telah menjadi area penelitian yang menarik dan menjanjikan.ini menggambarkan konsep dan manfaat inovasi pembelajaran berbasis permainan tradisional dalam konteks pendidikan. Pertama, inovasi ini melibatkan penggunaan permainan tradisional sebagai sarana interaktif untuk mengajarkan konsep-konsep akademik, keterampilan sosial, dan nilai-nilai budaya kepada siswa. Melalui pengalaman bermain, siswa dapat memperoleh pemahaman yang lebih baik tentang topik yang kompleks,mengembangkan kemampuan berpikir kritis, dan meningkatkan keterlibatan mereka dalam proses pembelajaran.Kedua, inovasi ini memanfaatkan teknologi modern untuk memperkaya pengalaman permainan tradisional. Misalnya, penggunaan perangkat lunak komputer atau aplikasi ponsel cerdas dapat menggabungkan elemen permainan dengan konten pendidikan yang disesuaikan. Dengan demikian, dari hasil pemelitian di lakukan di SDN INTI TOMOLI dapat berkembang dengan baik, sambil memanfaatkan kemajuan teknologi yang ada.Ketiga, inovasi pembelajaran berbasis permainan tradisional juga mendukung pemelajaran yang kolaboratif dan inklusif. Dalam permainan tradisional, harus berinteraksi dan bekerja sama dengan rekan-rekan mereka untuk mencapai tujuan bersama. Hal ini membantu membangun keterampilan pengerjaan, komunikasi, dan pemecahan masalah. Selain itu, permainan tradisional sering melibatkan unsur fisik, yang dapat membantu mengurangi kecenderungan penat pada siswa dan meningkatkan keterlibatan mereka dalam pembelajaran.
Challenges and rewards are integral to the logic of digital games, and through them, users can learn and develop various skills. When games are employed in educational contexts, they can enhance creativity and contribute to students' development. The Game-Based Learning (GBL) methodology is grounded in the use of games in the educational context, whether they are meant for educational or entertainment purposes. This article aims to investigate whether the digital puzzle game called FEZ - which takes place in a three-dimensional scenario where the player interacts through two-dimensional views - can be used for teaching geometry, specifically from the perspective of Descriptive Geometry for learning concepts about the System of Views. To achieve this goal, we analyzed FEZ from the perspective of the Instrumental Approach as an educational resource for teaching concepts of the Orthographic Drawings System. As a result, we identify similar characteristics between the Orthographic Drawings System and the design aspects of the FEZ game that suggest the possibility of using this game as a didactic resource.
How Can We Be Inclusive of Diverse Cultural Perspectives in International Higher Education? Exploring Interculturality
As the flow of international students to UK Higher Education continues to grow and becomes ever more diverse, Higher Education institutions and Business Schools seek to engage more with students' cultural differences and prior educational experiences in order to create an inclusive and level playing field for academic achievement. For this to happen, institutions and their employees require a greater understanding of the challenges that international students face, both as academic learners and as sojourners in an often substantially different cultural context. On the one hand, this involves an appreciation of what is entailed in the process of cross-cultural adjustment and what kind of practical support can be provided for students engaged in exploring and thriving in a new way of life that may be different to their own. Likewise, greater awareness of the impact of culturally inflected knowledge assumed by learning outcomes from a particular approach to academic study, together with the need to build interculturality in order to enhance interaction amongst students when carrying out unfamiliar academic tasks, without necessarily assuming a corrective or remedial stance when dealing with alternative prior learning experiences and approaches, is of paramount importance in order to ensure an equitable treatment of different perspectives. The article concludes that institutions have a duty of care to provide support for sociocultural and institutional adjustment, rather than simply imposing standards of compliance and enacting culturally inflected models of knowledge, if a level playing field is to be the intended and desired outcome of internationalised programmes. Furthermore, recognition 2 and appreciation of different perspectives on the learning process can feed back into both pedagogical and administrative practice to the benefit of educational policy and strategy, including staff development and growth. Fostering interculturality can enrich the perspective of both the learner and the provider of instruction and governance, as well as delivering an inspiring educational experience that facilitates intercultural development for all students and practitioners.
The right of people with special educational needs and disabilities to be educated alongside their typically developing peers is a fundamental human right protected by national laws and international conventions. However, education systems around the world still face the challenge of providing effective education for all children and young people. Nowadays, academic research on the implementation of inclusive education has shifted from "where" students should be educated to "what" and "how" they should be taught. Although teachers express willingness to implement inclusive education pedagogy, they nevertheless state that they lack educational materials and even encounter difficulties in creating their educational resources due to a lack of expertise. In this context and under the current research imperatives in inclusive education regarding the benefits of digital transformation, an inclusive transmedia application based on gamification techniques, called "Waking Up In the Morning" (WUIM), was designed and developed to supply an integrated educational method that can be applied in inclusive learning environments. The purpose of WUIM providing content for teaching Activities of Daily Living is to emphasize the participatory design for developing inclusive learning materials, while also using formative assessment elements that actively engage end-user. The conclusions of the formative assessment were drawn from the data collected to answer the main research question: "Can educational applications, based on transmedia learning principles, cutting-edge technology and game elements support inclusive education?". Since for every educational innovation, it is necessary to identify teachers' opinions about it, two parallel surveys were conducted on teachers' attitudes towards inclusive education and digital games for learning and teaching. Based on the results, it can be concluded that teachers were hesitant in both cases, a reluctance that was not solely driven by ideological barriers but also by a lack of training in educational practices. This work highlights the lessons learned about teachers' attitudes regarding inclusive education and digital educational games, the pedagogical foundations of game design, the power of transdisciplinary teamwork, and the affordances of virtual reality, augmented reality and digital games to support education and treatment of individuals with special educational needs and/or disabilities in inclusive settings.
Education is seen as the most important tool of social change and reform. It is known that education has economic, political, social and cultural reflections. In the increasingly globalized world with the developments in science and technology and social movements, the meaning attributed to education and the expectations of the individual and society from education also differ. This situation causes the existing educational practices and pedagogical understandings to be questioned and brings with it the fact that alternative solutions are produced. Critical pedagogy is one of the approaches that have been discussed in education in recent years and that offers an alternative understanding of education. Critical pedagogy is an approach that advocates the liberation of the individual by gaining critical awareness, the provision of equal opportunity in education, the development of the individual as a whole, contributing to the individual's self-realization, considering the education as the center of social change and the individual as a pioneer in social change. It offers various educational practices to democratize education and provide equal developmental opportunities. In this research, it is aimed to examine critical pedagogy, which is one of the alternative education approaches, and its reflections on learning environments. It is thought that this study will contribute to the related theoretical literature and be a source for the development of educational programs.
Video games may represent an experience mediated by digital environments in which an immersive learning happens. Game-based learning (GBL) entails a high degree of metacognitive skills: learning is deeper when gamers are prompted to explain their thoughts and actions, to reflect on learning and on their self-regulation. To foster the metacognitive nature of GBL a modular reflective design framework (MO.RE.GBL) is proposed, focusing the phased construction of the learning process, the role of teachers and students’ autonomy and self-regulation, through a reflective approach. The framework can be used by teachers to design GBL activities or with their students to focus the learning process. Students may use it to self-regulate and personalize their GBL experience through the selection of their sequence of activities.
Analogue games have been increasingly studied through the lens of media and cultural studies namely considering their technology, textuality, and audiences, to understand their ability to convey meanings, messages, and their ancient presence in popular culture. Nevertheless, their specific potential in the fields of learning and education has been relegated to the background, given the salience of digital games in the scientific landscape. This study provides a Systematic Literature Review (SLR) and mapping of game-based learning (GBL) applied in Higher Education (HE). Specific areas that require further work to improve the effectiveness of GBL have been highlighted. To this aim and in the context of this research, interviews were conducted with HE tutors and game designers across Europe to determine if the issues raised in the literature review are replicated in the opinions of those teaching. The resulting analysis showed a strong similarity between written and spoken opinions regarding GBL. Although all interviewees felt there were clear benefits to exploiting GBL, there were several barriers to their use. Those that were most mentioned were the large amount of time needed to create GBL experiences, and the lack of support, or understanding of the benefits of GBL, both from students and the institutions at which they teach. The research the was carried out for this paper shows that there is a clear need for a simple, easy to use, framework for the creation of GBL experiences. Such a framework would reduce the time needed by educators to create such games and would aim to increase games' exploitation in educational contexts.
Students' academic performance is a key factor for educational institutions and society, which is an important indicator of the quality of the teaching-learning process and the appropriation of knowledge. Its analysis allows an understanding of the behavior of students and teachers, generating valuable knowledge for making timely academic decisions. In this study, the following phases were carried out: (i) identification of factors associated with the academic performance of engineering university students, (ii) early prediction of academic success (student performance), and (iii) identification of use patterns in a virtual learning environment (VLE). The Knowledge Discovery in Databases (KDD) methodology was applied based on predictive and descriptive data mining techniques , using academic and socioeconomic data and interactions (resources and activities) with the VLE. The tools and programming languages used were Pen-taho Data Integration for data integration and processing; Jupyter Notebook, Python, and Scikit-Learn for correlation analysis and prediction modeling; and R Studio for the clustering task. The results show that VLE resources such as files, links, and activities such as participation in forums are factors related to good academic performance. On the other hand, it was possible to make predictions of academic success (pass or fail) with an accuracy greater than 95% and to identify the main patterns of use of the VLE. The group with excellent academic performance (grades 9 to 10) is recognized for using file-type resources and high participation in class and forum activities.
The main aim of this study is to examine the effectiveness of critical pedagogy and high-order thinking skills in upgrading values-based education and intercultural understanding. Critical pedagogy is a transformational approach that aims to embrace educational values, intercultural identity, the commonality of beneficence and the value of individual freedom in today's globalised world. In this regard, the teacher's role is to help learners to aggrandize their intercultural and critical cultural responsibility for acceptance of otherness, that is, self-reflection, essentialism, and cosmopolitanism in a value based educational system. This article used EFL teaching materials that drew on critical literacy (two culturally based units and a short story analysis) stemming from the critical pedagogy lens (praxis pedagogy). The data of this study were analysed qualitatively through the three stages of disciplinary Fairclough's approach to critical discourse analysis: description, interpretation and explanation; it is an approach that considers language as a form of political and social practice. The findings revealed that critical pedagogy and high order skills developed values-based education as well as intercultural understanding. | KEYWORDS Critical pedagogy, critical literacy, high order skills, intercultural understanding, values-based education.
Despite the status of Canada and the United States as major destinations for refugees worldwide, school-age refugee children in their K-12 schools continue to face significant challenges. To better understand barriers and facilitators for refugee students after resettlement , we carried out a meta-synthesis of 34 peer-reviewed articles that shed light on the educational experiences of refugee students in this geographic context. Our analysis shows that refugee students face such barriers as inappropriate grade placement, deficit thinking of teachers, language barriers, lack of trauma-specific counselling, and misunderstandings in family-school communication. Nevertheless, refugee students benefit Refugee Students in Canadian and US Schools 2 Canadian Journal of Education / Revue canadienne de l'éducation www.cje-rce.ca from culturally relevant curriculum and pedagogy and the availability of cultural brokers and liaisons. The key theoretical and policy implication of this meta-synthesis is the need to shift the focus from the type of refugee programs (integrated or separate) to the presence of facilitating factors that enhance the academic success and social integration of refugee students. Résumé Malgré le statut du Canada et des États-Unis en tant que destinations majeures pour les réfugiés du monde entier, les enfants réfugiés d'âge scolaire de la maternelle à la 12 e année continuent de faire face à des défis importants. Afin de mieux comprendre les obstacles et les éléments facilitants pour les élèves réfugiés après leur réinstallation, nous avons réalisé une méta-synthèse de 34 articles évalués par des pairs qui mettent en lumière les expériences éducatives des élèves réfugiés dans ce contexte géographique. Notre analyse montre que les élèves réfugiés se heurtent à des obstacles comme un classement scolaire inadéquat, une compréhension lacunaire de leur situation de la part des enseignants, des barrières linguistiques, l'absence de services de soutien psychologique adaptés aux traumatismes, et des malentendus entre la famille et l'école lors des communications. Néanmoins, les élèves réfugiés bénéficient d'un programme d'études et d'une pédagogie adaptés à leur culture, ainsi que de la présence d'intermédiaires et d'agents de liaison culturels. La principale implication théorique et politique de cette méta-synthèse est la nécessité de ne plus se focaliser sur le type de programmes destinés aux réfugiés (intégrés ou séparés), mais sur la présence de facteurs facilitant la réussite scolaire et l'intégration sociale des élèves réfugiés. Mots clés : éducation des réfugiés, immigration, méta-synthèse, pédagogie culturellement pertinente, éducation de la maternelle à la 12 e année Refugee Students in Canadian and US Schools 3 Canadian Journal of Education / Revue canadienne de l'éducation www.cje-rce.ca
For some authors, the development of empathy is a central aspect of the development of ethical values. Role-playing games can be the ideal vehicle to transfer learning from fiction to reality. The present study analyzes in an exploratory and descriptive way the scores obtained in the Test of Cognitive and Affective Empathy (TECA) of a total sample of 208 participants. Although no major differences were found between those who had previously participated in role-playing games and those who had not, there was a tendency to obtain higher mean scores than those obtained by the TECA through its scales.
Purpose: The goal of this study was to determine that video games can have a variety of effects on players, including improving working memory, cognitive flexibility, planning, spatial memory, emotions, and recognition through Digital Game-Based Learning Theoretical framework: Recent research has indicated positive outcomes for student performance and engagement in digital gaming in education with a significant impact on intrinsic motivation, game mechanics, and the learning process as a whole, with scientifically confirmed favourable consequences. DGBL is a recent creation, thus there is still a lot to research and discover about it. Design/methodology/approach: This study's objective was to gather and evaluate all empirical studies on improving cognitive abilities through game technology that had been published between 2000 and 2023. The author discusses a number of earlier research to investigate how game-based learning affects the growth of cognitive skills. 75 journal articles and 10 conference papers are examined by the author. The author also looks at three books about game-based learning. The author condenses his investigations into 58 articles by contrasting the various research gaps and approaches. The 58 articles included in this study were chosen from 30 reputable journals and provided trustworthy information as well as empirical evidence for further examination of the results of the 58 studies. These papers all drew their information from reliable sources with high indexes. Findings: According to the findings of this study, game-based learning should become an important tool and e-resource for future learning in universities, particularly in academic libraries. This research backs up previous findings that game based will play an important role in learning in the future. Research, Practical & Social implications: We Suggest that more studies on game-based learning need to be conducted in the future to produce an effective learning environment based on credible frameworks and ideas. Originality/value: The results indicate that the number of publications is growing and a consistent research framework and procedures for conducting reliable video game research must be developed. When arbitrary information is necessary to advance toward the objective of the game; the context in which the game is used. The study conclusions may be used as a general guideline to create a game-based technology model by indulging all the game elements and through that game-based technology the user will be tested to understand the enhancement of cognitive ability. This study may present the reader with further intriguing study subjects.
This study aims to describe and evaluate the effects of game-based mathematics learning. Systematic Literature Review (SLR) is used as a method in this research by collecting primary studies through checking the Google Scholar database, Education Resources Information Center (ERIC) from 2013 to 2022 with the keywords "games and learning mathematics" or "games and mathematics education", resulting in 25 relevant primary studies with inclusion criteria. The analysis technique used for the articles or primary studies that have been collected is that each primary study is recorded, then classified by title and year of study. Furthermore, each of the articles included in this study was analyzed to obtain the findings and discussion required to draw conclusions from this SLR study. It shows several results from the 25 articles used as material for the analysis of game-based mathematics learning, namely: 1) There are two types of games that are applied in the process of learning mathematics, namely traditional games, and modern games. 2) In general, the influence of the application of games, both traditional and modern, on learning mathematics is to improve the quality of learning with better indicators of teacher skills and student activity. From the results of this analysis, it can be concluded that the application of games in the process of learning mathematics is effective, because it affects the quality of learning mathematics in schools, especially by increasing student competence. The findings of this study also contribute to providing information related to the trend of game-based mathematics learning in Indonesia, which is expected to become recommendations and ideas for further research.
When we talk about learning a second language, we internationally think of conversing with speakers of other languages. This means that speaking is seen as the prime purpose of language learning. This study was undertaken to investigate the effect of authentic auditory and visual materials on speaking fluency of Iranian EFL learners with auditory and visual styles of learning. The quasi-experimental design consisted of 60 Iranian EFL language learners divided into two groups of visual style and auditory style. A questionnaire on perceptual learning styles and a speaking fluency test were used to collect the data. Students with visual style received authentic visual materials and students with auditory style received authentic audio materials. The obtained data was analyzed by employing paired and independent samples t-test. The results of the study indicated that both groups of students significantly progressed in speaking fluency suggesting the positive effect of authentic visual materials on students with visual preferences and the positive effect of authentic audio materials on students with audio preferences. Moreover, both types of materials had equal effects on the participants of the study. The findings suggest that providing instruction that is congruent with students’ learning styles and the use of authentic materials appear to improve speaking fluency.
The urge to integrate gamification into the traditional curriculum as a new educational technology tool has garnered widespread popularity throughout the years. In that light, unknown is the degree to which Namibia can adopt game-based learning in its educational system, precisely the middle schools. Consequently, the purpose of this study was to ascertain the perceptions of learners and teachers toward the effective integration of gamification into the mathematics curriculum for middle school learners in Windhoek, Namibia. Grounded in the pragmatism philosophy, the study adopted a mixed research method in which quantitative data were obtained from 876 learners in middle school grades while qualitative data were acquired from 29 mathematics teachers using questionnaires with close-ended and open-ended questions, respectively. To dive into the phenomenon, the study analyzed quantitative data using structural equation modeling in the LISREL program, while qualitative data were analyzed using coding and reflexive thematic analysis with direct quotations in ATLAS.ti software. Based on the findings, learners and teachers in Windhoek expressed positive perceptions of integrating gamification into the middle school mathematics curriculum. However, the study also reveals the possibilities of gamifying the mathematics curriculum to be merely effective at the first stage of implementation, but other subjects are at stake, and not inclusive-friendly to learners from previously disadvantaged backgrounds, as emerged from the qualitative aspect of the study. Thus, the research calls for cohesive support in terms of financial support, non-financial support, and human capital support from the private sector, government, and international organizations to ensure the effective integration of gamification without jeopardizing other subjects and the inclusivity of vulnerable learners and those in remote areas.
This paper provides evidence on how a school is able to offer a quality education to all students, while taking into account the diversity of their personal and contextual characteristics. From the analysis of the processes, it can be concluded that the key factor for the achievement of inclusive education lies in the good practices of teachers, and that the study of these practices should be implemented as a professional development project. The data presented here are part of a broader research project, and show the perceptions of teachers and families from four selected schools, focusing on the characteristics of good practices of coordination between the family and the school. These findings can contribute to greater educational attention being paid to students with Specific Needs of Educational Support (SENS). Within the framework of qualitative research, a multiple case study was carried out, using interviews as the main instrument for data collection. After an in-depth analysis of the data, some conclusions are drawn to show the educational community the educational actions that define professional and institutional development, which would be capable of effectively serving diverse students, therefore making the inclusive school a reality.
Gaming is becoming a popular method of engaging students in learning processes across all levels of the educational community. The effective integration of gaming activities into course curricula has the potential to enhance student learning, motivation, and knowledge acquisition in a range of disciplines. However, gamification of education is not without its opponents, with many educators concerned about the negative impacts of game use on effective learning. This study enhances our understanding of contemporary practices related to the areas, usage and characteristics of gamification in education. It is of particular relevance to educational institutions with a focus on developing innovative teaching methods and curricula that utilize gamification techniques in a multidisciplinary , cross-national context across all stages of formal learning. Through the use of bibliometric analysis techniques, our study of the citation relations of 3,617 publications identified ten prominent themes dominated by gamification: mobile gaming, physical education, health and medicine, business, learning performance, programming and computing, English language, teacher adoption, primary & secondary education, and mathematics. Clear evidence of increased student motivation to learn and improved course results were evident in the examined literature. This study will benefit serious game designers, educators, and educational institutions to develop more inclusive and engaging pedagogies that exploit the ubiquitous availability of gaming technologies for inclusion in more traditional course delivery methods.
The purpose of this special section is to collect in one place how data in game-based learning environments may be turned into valuable analytics for student assessment, support of learning, and/or improvement of the game, using existing or emerging empirical research methodologies from various fields, including computer science, software engineering, educational data mining, learning analytics, learning sciences, statistics, and information visualization. Four contributions form this special section, which will inspire future high-quality research studies and contribute to the growing knowledge base of learning analytics and game-based learning research and practice.
Analog role-playing games provide an avenue for players to explore a diversity of experiences and self-concepts by playing out new roles in a co-created fictional reality. This article provides a theoretical framework for this process, discussing the nature of consensus reality as a force that can suppress forms of identity expression that individuals find authentic. We discuss how live action role-playing (larp) and tabletop games can provide transformational containers, where individuals can explore new ways of being, relating, and enacting beliefs through the experience of increased agency. As an example, we discuss our larp, Euphoria, which was designed as a role-playing game environment reflecting queer performance spaces within which participants can express gender and sexual identities that feel more authentic.
The educational disparity has been a long-standing concern and grand challenge for the community. Like other sectors, the pandemic has changed the teaching and learning approaches across the globe. Although equal technology access is challenging, online learning practice offers a relatively easier avenue to minimize the disparity in academic attainment. Using purposive sampling, this study examines the effect of technology access on academic achievement. The study employs a difference in difference (DID) method and finds that technology improves educational attainment. Findings imply that technology access reduces academic disparity raised by socioeconomic differences. Therefore, policymakers could ensure technology access with sufficient training to address educational inequality-related challenges.
The purpose of the research is to study and scientifically substantiate personalized strategies as the basis for personalized learning aimed at improving academic performance and student motivation. The study involved 65 teachers and 700 students of various specialties from three Russian and Kazakhstan universities. The survey analysis showed that the modern generation of students is no longer motivated to receive standardized educational services, and in this context, personalized strategies as a form of personalized learning are a key trend that has permeated all aspects of professional training. Unfortunately, currently, universities find it difficult to implement such an approach as personalized learning makes educational modules highly adapted and individualized to meet the needs of each particular student. To apply personalized strategies in the educational process, it is necessary to study the structure of a particular institution, to analyze educational programs, to conduct classes based on personalized learning strategies.
A strengths-based approach to education is essential for successful school development in culturally diverse schools. Chapter 7 reflects that education lies in the pedagogical relations and provocations into the self-realizations and growth of young people. In this arena, provocation refers to intentions to provoke thoughts, ideas, and actions that help students to learn and grow. A provocation should be grounded in the child’s cultural background strengths. We explicitly worked with school teams to recognize the equal value of different cultures in their students’ ethnic and linguistic backgrounds and to lead in culturally responsive ways with regards to pedagogy, curriculum, data-analysis, education and community engagement. We drew on research to include positive perspectives of parents and families, communication of high expectations, learning within the context of culture, student-centered and culturally mediated instruction, reshaping the curriculum, and teacher as facilitator. Thus, culturally relevant teaching requires teachers to embrace diversity, build on strengths, and recognize that students learn in a variety of ways. It is the job of the leader to help teachers gain an understanding of those cultures, and how to incorporate that into their classrooms. Sample activities and case studies expand the concepts.
Boredom would be the biggest challenge in realizing a successful learning - effective and joyful learning. Boredom could happen in any learning when the students learn what they do not need or and they do not enjoy the conventional way of learning. In this case study, the writer would design game-based learning to foster the cross cultural cognition in Business Cross Cultural materials. By designing and playing games for learning BCC materials, the writer tried to create the effective and joyful learning. In this research, the writer would use fives phases of the research in designing the game-based learning. Moreover, the writer would investigate their joy and effectiveness of learning by using two different groups of totally 40 participants of Business English students that learn BCC - the experiment group that would use the game-based learning and the controlling group that had learnt without it. And the research results are there was insignificant difference in cognitive learning but the game-based learning could enhance the joy and motivation of learning.
Much of the current research in the field of role-playing studies focuses upon the positive impact that games can have on the lives of participants. Analysis of the more negative social interactions within role-playing communities becomes necessary in order to establish a more complete picture of the psychosocial effects of these games. This research describes potential problems within role-playing communities in order to aid groups experiencing cohesion difficulties. This thematic, qualitative ethnography describes the types of social conflict occurring within role-playing groups and examines possible sources for their exacerbation. The study includes several types of role-playing from a phenomenological perspective, including tabletop, larp, and virtual gaming. Semi-structured interviews were collected from a selective sample of 30 international participants gathered from vastly different play cultures. While the types of games and methods of play contributed to conflict in some instances, striking similarities between the experiences of players across modes, cultures, and genres were observed. Emergent themes for sources of conflict included general problems inherent to group behavior, such as schisms, Internet communication, and intimate relationships. Other sources of conflict unique to the role-playing experience included creative agenda differences, the game master/player power differential, and the phenomenon of bleed, both in- and out-of-game. Potentially conflict-inducing play styles included long-term immersion into character, campaign-style, and competitive play.
Dual-layer MOOCs are an educational framework designed to create customizable modality pathways through a learning experience. The basic premise is to design two framework choices through a course: one that is instructor-centric and the other that is student-determined and open. Learners have the option to create their own customized pathway by choosing or combining both modalities as they see fit at any given time in the course. This exploratory mixed-methods study sought to understand the patterns that learners engaged in during a course designed with this pathway framework. The results of the quantitative examination of the course activity are presented, as well as the categories and themes that arose from the qualitative research. The results of the analysis indicate that learners value the ability to choose the pathway that they engage the course in. Additional research is needed to improve the technical and design aspects of the framework.
With increasing globalization and twenty-fi rst-century trends such as the personalization and commoditization of technology, individuals are required to refresh and adapt their competencies continuously and keep their knowledge current. The changing environment and the diverse learning needs of individuals require a change in the existing paradigm of engineering education. What is needed is a more fl exible, learner-centric paradigm that, among other things, instills in
individuals the habit of being self-directed lifelong learners. The proposed
approach to addressing the changing needs of engineering education is based on
mass customization. In this chapter, the development of this approach over the last
decade is traced. Other foundational principles in this approach include focusing on
competency- based learning rather than one-size-fi ts-all content delivery, shifting
the role of the instructors to orchestrators of learning, shifting the role of students to
active learners, shifting the focus from the lower cognitive levels of learning to the
upper levels, creating learning communities, embedding fl exibility in courses,
leveraging diversity, making students aware of the learning process, scaffolding,
and enabling students to make decisions where all information may not be available.
In this chapter, an overview of the implementation of this approach in graduatelevel
engineering design courses is presented for courses offered in three different
settings, (a) mass customization of content within a single course, (b) mass collaboration
of students in distributed settings, and (c) jointly offered cross-institutional
courses with distance learning students. The implementation details include technical
themes for the different courses, the course architecture (activities and their
interdependencies), the assignments, learning modules, team formation, end-of semester
deliverables, and self-assessment.
Technology-based learning environments have become more common. As innovative technology makes it possible to deliver learning materials to students in remote locations, educators must do more than reuse materials designed for face-to-face learning. It is necessary to adapt the design specifically for technology, which requires innovation. One opportunity to innovate design is to integrate game-based learning. The enjoyment factor of video game play makes game-based learning an attractive option to motivate and engage learners of all ages. Gameplay can provide real-world situations to the learning experience, as well as create an opportunity to practice and learn by trial and error. Improvements in technology make creating educational games easy, identifying the need to look closer at how design can influence the way information is processed. In general, using technology in education can overload the working memory, but by applying Sweller’s (Educ Technol Res Dev, 68:1–16, 2020) principles for optimal design in educational technology, these challenges can be minimized. In the case of game-based learning, mechanics can be applied in a manner that can minimize the load. The current body of research for game-based learning design and cognitive load is small and offers little insight to address optimal design. It is the position of this chapter that game-based learning design and mechanics can address Sweller’s (Educ Technol Res Dev, 68:1–16, 2020) principles for optimal design in educational technology. Therefore, game-based learning is a viable resource to promote knowledge development.
Educational inclusion is a growing challenge faced by the various educational systems in the world. Providing quality education to students who encounter barriers due to physical, cognitive, or psychosocial disabilities is a major stumbling block, according to the Sustainable Development Goals.In the Latin American context, a current area of opportunity is the shortage of didactic resources to support inclusive education for the teaching-learning process of elementary school children. Nevertheless, these resources must be low-cost, engaging, and universally accessible to all students. The use of technology facilitates autonomy and independence during the interaction of students with learning objects and is highly attractive for youth who nowadays are technology natives; then, incorporating technological elements to inclusive didactic resources is a must in today’s classrooms.Previously, we have reported the use of an academic makerspace to promote the involvement of students of engineering and other disciplines in the development of technology-based inclusive didactic resources upon the principles of Universal Design for Learning (UDL). The project initially focused on inclusion for visually impaired students and eventually derived into a continuous social service program called Edumakers for inclusion, which currently extends to three campuses of Tecnologico de Monterrey in Mexico. This program relies on the multi-disciplinary nature of the collaboration between students, which enriches the generation of ideas, development, and final products.This paper reports on the incorporation of radio frequency identification (RFID) technology to create tactile 3D-printed representations of scientific concepts in the form of didactic resources. Using this technology, an RFID reading system was built to identify and respond to specific NFC tags, triggering the reproduction of pre-loaded audio with information about the object to which the tag is attached. To show the incorporation of this concept, we present two examples of the didactic resources we have produced with the RFID technology. They consist of three-dimensional representation of maps of Mexico and the human body’s internal organs. Organs were 3D-printed from curated files found in open-source 3D model repositories, using criteria such as scientific accuracy and appropriateness for educational purposes at the elementary school level. Audios describing the organ’s structure and functioning were elaborated for each organ. Each piece of the featured organs possesses an NFC tag that, when the organ is approximated to the RFID reader, signals the reproduction of the audio.This material sets an example of how the technological basis of RFID allows the generation of a structural set of materials of inclusive nature. In this case, it was applied to elementary school topics, but it can extend to any other subject of varied areas of knowledge. The resulting products can be engaging for any student while they are also accessible to visually impaired users, facilitating teacher’s work. But furthermore, their characteristics also help envisioning a new format of teaching intervention that permits decentralization of the teacher and gives way to more autonomy for students with disabilities. In the near future, as more didactic resources of this type are produced and inserted in UDL-designed didactic sequences, it will be possible to see their effects toward reaching the education goals for all.KeywordsEducational innovationInclusive educationRFID Technology3D printingUDLHigher education
Diversity, equity, and inclusion (DEI) continue to receive significant attention in higher education across the United States. As such, this chapter defines DEI as establishing a shared, fundamental understanding of each term, identify how these terms are interrelated, and making meaning of each term’s applicability to teaching and learning. In addition to defining DEI in the context of an instructional setting, this chapter discusses and recommends effective pedagogical practices that instructors could use to promote DEI in their classroom setting, regardless, of course, delivery medium (i.e., face-to-face, online, and blended). Naturally, this includes guidance on the design of a student-centered course syllabus as foundational to integrating DEI into an instructional setting. Instructional design strategies and best practices for developing and delivering instruction are identified to promote and cultivate DEI in an instructional environment. DEI is critical to student engagement, motivation, community building, and a sense of belongingness.KeywordsEquityDiversityInclusionTeaching and learningHigher education
This article discusses the problem of applying the adaptive learning system in secondary schools and universities. In this technology, the main place is given to the student, his activities, personal qualities. Special attention is paid to the formation of their reading skills. The use of adaptive learning technology in the educational process is now becoming more common. Adaptive learning is an approach that takes into account the individual abilities and needs of the student as much as possible. The use of adaptive technologies involves the integration of information and pedagogical technologies that ensure the interactivity of the interaction of educational subjects and the productivity of the student's learning activities with the use of new information technologies that ensure adaptation within the educational process. Adaptive educational programs are not a new phenomenon in modern science. The next step in adaptive education was the personalization of educational processes, which was reflected in the creation of individual educational routes and trajectories. Therefore, there is a need for an in-depth study of adaptive learnin
Inclusive mathematics education creates new challenges not only for students but also for teachers. Therefore, the article studies the possibilities of using game technologies in teaching of Mathematics for the 5th grade in an inclusive education. The problems of inclusive education in the UK, Uzbekistan and Kazakhstan are differentiated; the offers and methods used in these countries are studied and analyzed. The research was conducted during the lessons for a 5th grade's learner with special needs studying at home in a rural school. It is aimed at awakening of the desire to education for learners with special needs. Difficulties arising in the teaching of Mathematics are identified, effective teaching technologies are selected, and tasks are systematized. The preparation of tasks in an interesting form with using of innovative technologies, such as game technologies, develops the thinking and creative abilities of the learners has been established. In this study, the pedagogical, psychological, and methodological problems and offers for their solution given in foreign and domestic scientific articles, textbooks were used. The conclusions drawn based on the results obtained are aimed as a methodological recommendation to eliminate the difficulties that teachers faced in teaching mathematics to learners with special needs who are home-schooled in rural areas.
Multicultural education aims to ensure equality, social justice, and respect for human rights and eliminate all forms of injustice, discrimination, segregation, xenophobia, sexism, prejudice, and stereotypes. Societal concerns such as discrimination, segregation, and stereotypes based on skin color, religion, ethnic origin, language, gender, socioeconomic status, and other factors keep this topic relevant. Addressing these issues should be a top priority for educational systems at all levels across the globe. As technology-mediated education is constantly growing, systematic and comprehensive school reform inevitably includes multicultural education. This chapter discusses the challenges of multicultural education in implementing digital pedagogy and how the use of digital technologies may facilitate multicultural education. Furthermore, this chapter examines how the use of digital technologies may facilitate collaborative learning as a tool for fostering multicultural education.
Pre-service teachers at Data Immersion ExperienceUnderstanding student data is an important dimension in teaching practice that is linked to improving learning outcomes in the classroom. Navigating and analysing student data on literacy and numeracy skills is an important tool for all teachers in developing high-quality learning tasks and improvements. Specifically, data analysis and interpretation and the resulting modifications to teaching practice are important requirements of teaching excellence. Immersing and guiding pre-service teachers within school-based data- and evidence-driven teaching practices is a critical step in their development. This chapter considers how school-based data and evidence can inform pre-service teachers’ professional knowledge and understanding of student learning. A case study of pre-service teachers’ learning about school-based student data is presented within three Australian secondary schools. Implications for future pre-service teacher development in using school-based data are discussed.KeywordsData literacyPre-service teachersData immersionSchool-based student dataWIL-based data
This chapter focuses on diversity. It traces diversity to its historical links with issues related to race relations. Using the apartheid experience in South Africa, it shows how diversity was used to construct racism and segregation. It also argues that diversity is more than being about race, ethnicity, and culture, but also includes gender, class, sexual orientation, dis/ability and many other aspects. In noting the broader way in which diversity is viewed, it shows that inclusivity provided a way to delink diversity as referring to race relations. It is also argued that inclusivity implies difference. For a more socially just order in the future, it is shown that viewing difference ontologically and epistemologically may be useful. Diversity when viewed as difference, it is argued, allows for the complexities and pluralities of people's lives to be recognized so that who they are is not essentialized and reduced to a fixed essence that is counter factual. Recognizing the complexities of human beings requires working with difference that allows such complexity to be viewed and appreciated, as central to being human and as always in a state of becoming and development.
Cooperation and collaboration are two different ways of promoting teamwork. Cooperation occurs when the team members actively participate in achieving the objectives, whereas collaboration happens when each member contributes from his or her discipline of expertise. The main characteristic of teamwork is its collaborative nature. The role of the leader is fundamental in organizations, especially in times of crisis. Therefore, it is essential to encourage the leadership skills of administrative staff using tools such as role-playing. Thus, the objective of this article was to propose a game to promote leadership and collaboration. We used serious games as the methodology, which allows teaching and reinforcing learning entertainingly. The design and application of games help management strategies and create opportunities for innovative education.
The emergence of new technologies and business models such as data analytics, online platforms, and artificial intelligence has shaken the economy and society at their foundations. Recently, it has become apparent that public authorities must take a pro-active role to define the rules of the newly emerged markets before potential issues and concerns cement. How rules are currently written determines who will exert a stronger influence on the economy and society in the coming years. This is a key reason why digital policymakers are currently exposed to tremendous pressure by stakeholders. This book takes a journey through all the main areas in the digital economy that beg for policy action. Readers may learn about the general features of a digital economy and the EU long-term strategic plans to govern it. They may learn about telecom markets, the data economy, the digitization of the public sector, cybersecurity, the platform economy, liability for online content, e-commerce, the sharing economy, the impact of technology on labour markets, digital inequality, disinformation, and artificial intelligence. This book primarily aims to provide students with the background knowledge and analytical tools necessary to understand, analyse, and assess the impact of EU digital policies on the European economy and society. The approach is both theoretical and applied. The main goal is to prepare students to give informed and economically sound advice to an EU policymaker for digital affairs.
The main actor in the learning process is the learner. The concept of “learner” goes beyond the educational level. The new reality in the educational environment presents challenges for the learning process, which mainly concern the adoption of new technologies in that process. The purpose of this commentary is to try to outline the future of education, taking into account the efforts of learners, the needs of the learning process, as well as the advantages and disadvantages of providing knowledge through technology. We argue that education and technology are not two separate vague and autonomous elements that suddenly sprouted into being. Humankind shapes the development of education and contributes to the evolution of technology, its management, and application in education. Diversity in the learning needs of individuals regarding new technologies is the main discussion of this commentary, while the application of social ecology is considered as a necessary element to ensure equality in, and the sustainability of, education. Educational leadership has a key role to play in social ecology. Leadership in education must be supportive and, most importantly, facilitate the liberation of the learning process from the limited and negatively biased perception of different social values.
Indigenous Knowledge Systems (IKS) are referred to differently in different contexts and circumstances. Related conceptions include ‘Traditional Knowledge Systems’ (TKS), ‘Endogenous Knowledge Systems’ (EKS) and ‘Classical Knowledge Systems’ (CKS). A focus on IKS implies an archaeology and re-appropriation of those knowledges that were not allowed to ‘be’, to enhance our human understanding, and develop, protect, and promote them. Most exigent in a decolonised context is the transformative challenge of developing appropriate protocols, codes of conduct, and terms for any dialogue and integration. This paper argues that at a systems level, IKS demands: establishing an ethically sound and ecologically constituted way of thinking; affirming the multiplicity of worlds and forms of life; creating a shared paradigm shift; self-reflexive praxis; becoming critical explorers of human and societal possibilities; establishing new evaluation and appraisal criteria; and a transformation to new futures. Such a transformation recognises cognitive justice as a plurality of ways of knowing.
The methodology for creating digital games is usually associated with knowledge of game designer who guides strategies to engage players. Therefore, there is a need to structure this process in a model that allows people who want to know more about engagement in digital game to create engaging gaming experiences. As a result of this need, we argue that to develop player engagement processes, a UCD perspective with high levels of UX is necessary. Concepts like players type, UX, Usability, Engagement, Flow, Narrative, Presence, VR, and personas in line with context, can be combined to understand players need. In academic propose, the evaluation methods are essential to validate our decisions and guide the process. The goal of this paper, is to present a model to support the design of educational game, using VR. This model can be useful for students and researchers, that want to create rich game.
Background. With the use of computer-based simulations and games becoming increasingly common in education and organizational contexts for delivering training and instruction, learners are being granted unprecedented control over their learning. This increase in learner control leaves large differences in how learners challenge themselves and explore their learning environments. Learners can benefit from task difficulty, an aspect of challenge, when they are neither overwhelmed nor underwhelmed. The purpose of the present lab study was to test a model of how encouraging learners to challenge themselves with greater task difficulty when practicing a video game could be a “double-edged sword” in terms of their skill-based learning.
Method. Using a first-person shooter computer game as the criterion task, 120 undergraduate males were randomly assigned to one of two groups. Half of the participants were encouraged to practice at a difficulty level that matched their skill level, while the other half were encouraged to practice at a difficulty that greatly exceeded their skill. Exploratory behavior was reflected in the variety of weapons used.
Results. Findings supported a model of inconsistent mediation predicting that difficulty encouragement instructions would lead to higher selected practice difficulty, which in turn would have positive direct effects on skill transfer yet negative indirect effects through exploratory behavior.
Discussion. The present study demonstrated that encouraging learners to practice at high levels of task difficulty is a “double-edged sword.” Although high levels of task difficulty can help in the preparation for future difficulties, it can also undermine exploratory behavior which is an important aspect of the learning process. This research speaks to the potential of encouraging learners to practice under difficult conditions without undermining their learning.
Literature has shown that immersive learning environments such as digital educational games and simulations often incorporate storytelling elements in their designs as narrative can be an effective way of making learning more meaningful to students. The purpose of this study is to review the literature on the role narrative can play in the experience of a learner engaging in learning games and to synthesize research on features of story that have demonstrated success in these learning environments. The findings have shown that distributed narrative, intrinsically integrated fantasies, empathetic characters and virtual agents, and adaptiveness or responsivity are four characteristics of game narratives found to be effective. Several learning game analyses were performed to illustrate how these games used narrative to foster greater immersion, engagement, motivation, and learning. Finally, a narrative design strategy for serious games is suggested which integrates the effective narrative features as shown in the example games, along with two analysis frameworks, Game Discourse Analysis and Narrative Centered Informant Design. The findings of this study should provide much-needed insights to designers and researchers who are involved in creating immersive learning environments.
A good teacher is able to customize the lesson to fit the requirements and needs of the learners he or she has in the classroom. This process becomes difficult and expensive in open and distance education, where customization means availability of similar contents, presented in diversified styles. A methodology and the tools to tackle the problem by using automated course compilation have been developed in the 3DE project (Design, Development, and Delivery-Electronic Environment for Educational Multimedia). The work on course customization showed the key role of the authoring process and the related problems. This paper summarizes the methodology and describes the development environment designed to assist authors in the creation of customized educational material. The environment seeks to help teachers/authors understand the relations among pedagogical and technical aspects and provides instructions, guidelines, and assistance for the development of learning-styles-aware material. The paper focuses on the author interface of the environment with details on the pedagogical framework, the authors' guide, the classification guide, and the metadata tool.