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Educational Games - Science topic

3D Immersive Educational Games
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Hello, everyone. I would like to hear your thoughts on something related to educational games and game-based learning.
Currently, there exists a body of knowledge of game learning analytics (GLA), which encompasses everything related to learning analytics for educational games. As far as I know, many researchers have explored how to allow educators conduct GLA through, e.g., analytics dashboards. But what about allowing educators to modify the content of the educational game? For example, a teacher may want to lengthen or shorten levels in a Super Mario Bros-like educational game. Have there been any studies on this matter? I have only found studies on allowing educators to modify assessments in educational games; however, since "game content" can consist of many types of design elements (levels, enemies, mechanics, etc.), "content modification" can go beyond merely modifying assessments.
In my mind, educators should ideally be allowed to conduct GLA on their students' game-based performances and modify various aspects of the game's content (again, not just assessments). Does this kind of technology exist yet? Has any researcher attempted to explore it yet? Do you know a different topic or type of technology that resembles or intersects with this topic?
Thank you very much for your thoughts on this matter.
Regards,
Pratama
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Dear Mr. Atmaja!
Hereby below I searched articles that might be of value for YOU:
1) Dorfner, N., Zakerzadeh, R. Academic Games as a Form of Increasing Student Engagement in Remote Teaching. Biomed Eng Education 1, 335–343 (2021). https://doi.org/10.1007/s43683-021-00048-x Open access:
2) Pakinee, A., Puritat, K. Designing a gamified e-learning environment for teaching undergraduate ERP course based on big five personality traits. Educ Inf Technol 26, 4049–4067 (2021). https://doi.org/10.1007/s10639-021-10456-9 Free access:
3) Agbo, F.J., Oyelere, S.S., Suhonen, J. et al. Co-design of mini games for learning computational thinking in an online environment. Educ Inf Technol 26, 5815–5849 (2021). https://doi.org/10.1007/s10639-021-10515-1 Free access:
4) Noora, L. Laakso et al. 2021. Developing students’ digital competences through collaborative game design, Computers & Education, Volume 174, December 2021, Free access:
Yours sincerely, Bulcsu Szekely
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How should the use of modern technology develop pro-ecological education regarding the promotion of the need to develop the green economy concept, including sustainable ecological development?
Please reply
Best wishes
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As part of pro-environmental education, new Internet media, including social media, should be used. These media should also be used to promote pro-environmental activities and achieve the goals of sustainable development. These issues can be combined.
I invite you to the discussion,
Thank you very much,
Regards,
Dariusz Prokopowicz
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Computer games become a didactic instrument complementing training on simulators of machines, devices, cars, aircraft, etc.
However, it is not the only field of the didactic process in which computer games can turn out to be a good instrument in the field of modern educational techniques.
In view of the above, the evolution of gaming should aim, inter alia, towards the development of educational games that will effectively perform the functions of effective instruments of modern educational techniques.
In view of the above, the current question is: In which areas of the didactics process, computer games can be a good instrument of modern educational techniques?
Please, answer, comments. I invite you to the discussion.
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Agree with Jaba Tkemaladze
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Do you think artificial intelligence will be implemented for computer games?
What can be the effects of artificial intelligence implemented for computer games?
Please, answer, comments.
I invite you to the discussion.
Best wishes
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Uses in games beyond NPCs
Georgios N. Yannakakis suggests that academic AI developments may play roles in-game AI beyond the traditional paradigm of AI controlling NPC behavior. He highlights four other potential application areas:
  1. Player-experience modeling: Discerning the ability and emotional state of the player, so as to tailor the game appropriately. This can include dynamic game difficulty balancing, which consists of adjusting the difficulty in a video game in real-time based on the player's ability. Game AI may also help deduce player intent (such as gesture recognition).
  2. Procedural-content generation: Creating elements of the game environment like environmental conditions, levels, and even music in an automated way. AI methods can generate new content or interactive stories.
  3. Data mining on user behavior: This allows game designers to explore how people use the game, what parts they play most, and what causes them to stop playing, allowing developers to tune gameplay or improve monetization.
  4. Alternate approaches to NPCs: These include changing the game set-up to enhance NPC believability and exploring social rather than individual NPC behavior.
Rather than a procedural generation, some researchers have used generative adversarial networks (GANs) to create new content. In 2018 researchers at Cornwall University trained a GAN on a thousand human-created levels for DOOM (1993); following training, the neural net prototype was able to design new playable levels on its own. Similarly, researchers at the University of California prototyped a GAN to generate levels for Super Mario. In 2020 Nvidia displayed a GAN-created clone of Pac-Man; the GAN learned how to recreate the game by watching 50,000 (mostly bot-generated) playthroughs.
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Yes, this is a very important issue. The issue of communication with the use of new online media is very important in the context of an efficiently run education process.
We are currently communicating widely across various online media, including via email. Some of the email mailboxes we use have anti-spam restrictions, which makes communication difficult. The development of communication through various online media, also through social media portals is an important issue in education. New media should be effectively used in the education process, but not always their technical specification is fully suitable for the needs of communication development in the context of the ongoing education process. However, as far as possible, new online media should be used in education, because young people use them widely and can be an excellent additional tool in the field of teaching instruments, eg for the purpose of efficiently searching for the necessary, current information.
In view of the above, I would like to ask you: Should new internet media be used in educational processes?
Please, answer, comments. I invite you to the discussion.
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Yes, the use of new internet media in educational processes has contributed to the development of the teaching and learning process Unfortunately, this process is misused by a large number of students during exams through various frauds and cheats, which reduces its effectiveness, and traditional methods of education may be returned to after getting rid of the Coronavirus.
Best regards,
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Educational games have been seen as effective tools for enhancing learners' learning (game-based learning platforms). However, in recent times, we have noticed some problems with the isolation of games users (in general). Can educational games also increase the isolation of learners?
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This depends on the nature of games, social situation and child psychology.
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Hello all,
I was wondering if anyone could recommend me a paper or three discussing or revolving around the game-reality barrier in educational games?
To clarify, I am currently doing research on how people learn from playing educational games about sustainability issues of all shapes, sizes and formats. A concern of mine is that educational games might be perceived as just that - games, with no roots or parallels in reality.
While I do know that there are several good examples of how game-based learning could be effective, I am still curious as to how the potential barrier between games and reality might affect the learning outcomes of those who play.
Any and all suggestions for peer-reviewed papers and / or books are highly welcome!
- Kristoffer
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I have been conducting research in serious games for health for some time now. Our first thought on the subject was that the gamification of rehabilitation programs would make patients forget about their daily situation and focus on enjoying the session through solely playing the game. However, and after a number of clinical trials with patients and discussions with medical experts, we found that creating a link between the game and the rehabilitation of the patient can motivate them even more.
While patients would appreciate forgetting about their preoccupation through a game, clarifying how this game can help translate their effort into reality (i.e. helping them recover their range of motion).
I have read similar results in other research, notably for children with diabetes, who became more motivated when the game was presented as a tool that relates to their real life problem.
A. Fuchslocher, J. Niesenhaus, and N. Krämer, “Serious games for health: An empirical study of the game ‘ Balance’ for teenagers with diabetes mellitus,” Entertain. Comput., vol. 2, no. 2, pp. 97–101, 2011.
I invite you to visit my profile if you wish to know more about our research.
Regards,
Halim
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Background - we played Jenga last night: you know, 54 pieces of wood stacked up on 18 levels one on another. You take the piece out and put it on top and so on. Building continues until the tower falls and the person causing it to fall loses.
Question: what is really a success? Starting with 18 levels you go up but is it better to win on level 24 or lose on level 31? It takes quite some effort and mastery to exceed level 30...
Well? What would you choose and why?
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Earl Nightangale’s definition is the best one in my opinion, “Success is the progressive realization of a worthy idea.“
Success is not then achievement but the feeling while chasing a goal.
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I am looking for some research papers to understand design and evaluation of tangible educational toys, especially for visually impaired children. Please recommend some in your comments.
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Following link will be helpful to find your requirements please. www.icchp.org
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Hi,
How can I measure the effectiveness of teacher provided scaffolding instruction in classroom by using educational games to enhance math learning quantitatively or via mixed methods? What are the recommended theoretical frameworks that should I consider? Any recommendations?
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What age are the kids and that is key in the method you use and how you could scaffold them, it also depends on the platform(game) you would be using, does it have scaffolding in-built into the teaching. If it does there should be a teacher dashboard where you could see where the students are struggling as it an individual level you would have to asses your effectiveness, if your using generic games on an ipad with no formal scaffolding in the game, its the totally different method but it would depend on the age and the kind of game, many math games are barely teaching anything other than drilling students with a point carrot system.
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Hello all,
In my recent research into the use of educational games, I have noticed that there appears to exist an overall distaste for playing them.
I was wondering - do any of you have any comprehensive, peer-reviewed papers or even books explaining why educational games are often considered to be worse or inferior to more commercially successful games? While I do have my suspicions, it would be great to gain some proper insight from others in the field.
Many thanks in advance!
- Kristoffer S. Fjællingsdal
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Hello!
Maybe some of these papers can help you out?
Wish you all the best!
Michelle
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The following features and activities, like fantasy games, simulated games, curiosity and the level of challenge are most likely to promote intrinsic motivation in the learner. Can anyone suggest any scholarly articles on how these activities motivate the child in the classroom?
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Dear colleagues,
I'm conducting a study in order to discuss the research challenges in the process of evaluating educational games. So, I will be happy for the opportunity to discuss with you about the main challenges you perceive about the educational game's evaluation.
Please, let me know, in your opinion, what is the biggest research challenge in the evaluation of educational games?
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I believe that it is especially challenging to design meaningful and theoretically-informed treatment- and control-conditions when evaluating educational games. Instead of comparing a game-based treatment condition vs. a non-game-based "conventional" control condition (which can be a rather fuzzy comparison), it often makes more sense to compare different design-variants of the same game. I recommend to read the following article, explaining different approaches:
Mayer, R. E. (2011). Multimedia learning and games. In S. Tobias & J. D.
Fletcher (Eds.), Computer games and instruction (pp. 281–305). Char-
lotte, NC: Information Age.
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Dear colleagues,
I'm conducting a study in order to discuss the research challenges in the development process of educational games. So, I will be happy for the opportunity to discuss with you about the main challenges you perceive about the educational game's development/design.
Please, let me know, in your opinion, what is the biggest research challenge in the development/design of educational games?
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I would say this: introducing a task into a game has the very high potential to spoil the play; introducing play into an activity has the very high potential to spoil the task. Achieving harmonious (even synergistic) balance between task and play is the goal... it is not easily done, and will probably look different for every learning objective and game genre.
I personally consider practical challenges like budget, staff, etc. to be secondary to this overarching concern about the player experience. Even a tiny, inexpensive, individually developed game might strike a supremely successful balance; even well-funded, highly professionalized teams can miss the mark entirely.
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CALL FOR CHAPTERS
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NEW  Proposal Submission Deadline: July 15, 2017
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Handbook of Research on Immersive and Digital Educational Games: Innovative Approaches
Details at:
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 NEW  Proposal Submission Deadline: July 15, 2017
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Dear all
The Cologne Game Lab - TH-Koln have developed a mobile game for Arabic literacy and psychosocial well-being support. The research project is granted by the international initiative EduApp4Syria. The core audience is the children refugee population, between 5 and 10 years old, in the countries around Syria. It's a humanitarian research project, the game will be available for free in March.
During the development of the game we test it shortly in Red Cross refugee camp in Germany.  
We need now to set up longitudinal studies in Lebanon, Jordan, Turkey and Iraq, between April and September. We are looking for Educational Sciences departments of universities in these countries, able to manage the field test and share future international publications.
If you are interested or know potential partners, please, contact us.
Best regards
Emmanuel Guardiola
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HI professor Guardiola
i think your project is intresting but im so busy now and unfortunately, i cant help you.
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I'm working on project on professional training simulators. One of our goals is to design as engaging simulators as possible. We are going to use pre-ejection period (measured with ECG+ICG) as one of effort indicators.
My concern is whether the movement of arms and head which is necessary to train someone with our simulator will generate unacceptable artefacts?
Does anybody have an experience with games/simulators studies with ECG+ICG?
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 Maybe you could set a control group of professionals actually doing the work in real life (or a reasonable facsimile), also recored by ECG and use that baseline to differentiate them from the game users.
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In https://www.researchgate.net/publication/308325606_Geospatial_Data_Based_Environment_for_Educational_and_Gaming_Purposes_The_Pilot_INSPIRE4Youth?ev=prf_pub we are trying to define some educational scenarios based on Geospatial information. We would like ask you about your experience with utilization of digital maps.
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Dear Alfred, we are now working on next concept http://sdi4apps.eu/2016/09/google-docs-for-maps-collaborative-whiteboard-for-drawing-on-maps/. Do you think, that such sharing of ideas could be usefull for education?
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I am looking for information on the history of learning and games. Any recommendations on books? Articles? Museums? etc... would be appreciated. 
Cheers. 
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I had the opportunity to play it with a group of Latin American professionals in Montevideo in June 2015 and it was a very interesting experience. The Game was idealized by Martim Smolka from Lincoln Institute of Land Policy and Carlos Morales from Erasmus University.
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HIS Laboratory - Erasmus University - Rotterdam
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Hello,
I have designed a piece of Interactive Fiction (IF) for my General Maritme English class. It is loosely based around the NCIS TV series. It is a "whodunnit", which the learners must solve, thus solving the reading comprehension exercise. The issue is : it takes about a hundred hours of work to create a story which the learners solve in under three hours. (the tool I used was ADRIFT 4.0).
Does anyone know of an easy-to-use tool to create IF... possibly faster?
Thank you for your answers.
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I am currently working on adaptivity within video games. To fulfill my research I need to gather data about players (log files, traces, metrics...) to analyze them and generate statistics. I was wondering if anyone knows where I can find samples of data of video games. 
Many thanks.
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Might be hard to find a suitable amount of data.
Maybe you could use Let's play videos and Audio visual analysis of player experience proposed by Marczak and Schott (http://press.etc.cmu.edu/files/Game-Research-Methods_Lankoski-Bjork-etal-web.pdf). 
Marczak and Schott are basically describing ways to programmically extracting data from the video / audio of game (when one does not have access to log files). Of course, one can hand code those events, but that is a slow solution.  
Alternative would be asking players to sent you their log files of a certain game or taking people to lab to play a game (that generate suitable log files).
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I´m working in a research in secondary trying to develop Information skills in students of 14 years old, and want a know any other research that could give any ideas about how do it with videogames
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Also this one
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I am looking for examples of gamification applied to ocean literacy and results of such applications. Does anyone know of any examples?
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Dear Rui,
There is a nice simulation of tsunami in SL. You can see the vodeo following the link below:
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Does this tool satisfactory can be used for this purpose?
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I'm very interested to see how virtual reality could be used as an environment to simulate dangerous situations like an accident scene or a civil construction environment. With modern technologies users' presence and agency can be enhanced drammatically. Also augmented reality can play an important role, if you want to recreate a dangerous situation by inducing the perceptional and cognitive reaction of students by projecting them into an immersive learning environment. 
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Can anyone help me with finding didactic a nd educational games as well as technological devices to specific cases of dyslexic children?
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Good evening Magda,
could be something you are looking for. A good collection anyway.
Also:
And we used this for inclusion research: http://dyslexia.yale.edu/Technology.html
Very best, Heiner
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In the US at least - we are somewhat hampered by policy related mandates on what should be taught and how it should be taught and assessed. This inhibits the integration of technology for many of the high impact practices that theory would lead us to believe will make a large difference in student learning. What changes do you think need to be put in place to change the current architecture in such a way to afford better technology-mediated/integrated learning? I would love to hear not just about changes to US policy - but also policies that other countries have put in place that are making a difference with respect to the use of technology in the classroom.
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Hi Kimberly, I think that policies that hamper or constrain teacher autonomy are the ones that have the biggest impact on teachers using technology in the classroom. Many of my students, in-service teachers, express a great deal of fear about trying new things in the classroom.  They are afraid of principals and district personnel who don't understand or misunderstand what they are trying to do. Policies that have weakened the power of unions have also contributed to this sense of vulnerability that leaves teachers waiting to be told what to do.
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Hello every body ...
can you help me to know more tools to build educational games for millennial learners?
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It depend on the level of education. There are vast of websites offering educational games. However as a dedicated instructor he or she should choose best game for their students based on prior knowledge. It is not easy. There are several models can used as guidance to adopt a web based games. The instructor should ensure the games suitable to be used based on TIP, TPACK or ADDIE. Finally it depends to your student's level.
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For Undergraduate Students
Vocabulary
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Games are an excellent tool to engage students.  However, when the teacher is involved in the game; students will become even more engaged because they can see that authority figure in a different light which they will greatly enjoyed.  Learning then turns into a positive experience which will be remembered for years to come.
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I am calling for academics who are interested in contributing in a paper. I have already carried out a thorough literature review on the subject... I am enclosing an abstract herewith:
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I should have posted this earlier. MindShift at KQED has a nice guide to digital games in learning:
Shapiro, J., & Tekinbas, K. S. (2014). Mind/Shift guide to digital games & learning (pp. 41). Online: KQED Mind/Shift.
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I am looking for a good overview or review paper about psychological benefits of educational games. There are plenty of resources in the web. However, I would like to refer one or two good research papers which provides overview in order to help creating a curriculum for middle-school kids. Thanks in advance
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Take a look at these:
  • Granic, I., Lobel, A., & Engels, R. C. (2014). The benefits of playing video games. American Psychologist, 2014, 66–78.
  • Tobias, S., Fletcher, J. D., Dai, D. Y., & Wind, A. P. (2011). Review of Research on Computer Games. In S. Tobias & J. D. Fletcher (Eds.), Computer Games and Instruction (pp. 127–222). Information Age Publishing.
  • Wouters, P., Nimwegen, C. van, Oostendorp, H. van, & Spek, E. D. van der. (2013). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology, 105, 249–265. doi:10.1037/a0031311
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I've had a proceeding on edutainment based-portal for cultural education. But there still question and something bother with the term edutainment when i found an article said its not suitable for early age student since it suppose to be more motory then sensory.
From my research edutainment base on term education that entertaining as e learning base system that use a lot of interactive educational game.
I need your excellence and enriching input on differentiation between edutainment, e-learning and interactive educational games?
can you give example?
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I think I agree with Mitchel Resnick, Edutainment? No Thanks.
I Prefer Playful Learning:
Let me quote from the above paper:
"So why don’t I like edutainment? The problem is with the way that creators of today’s edutainment products tend to think about learning and education. Too often, they view education as a bitter medicine that needs the sugar-coating of entertainment to become palatable. They provide entertainment as a reward if you are willing to suffer through a little education. Or they boast that you will have so much fun using their products that you won’t even realize that you are learning—as if learning were the most unpleasant experience in the world."
Thus the teaching and learning from a talented teacher is the bast! Thus the problem is: Should we use bad teachers+Edutainment etc. of have a method to find the talented teachers?
As for e-learning, it has a nice property: You can repeat questioning without having to do this in frond of the whole class. Also the material is there whenver you need it. An e-class can be really wonderful, but it need hard work!
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I'm researching the educational potentials of digital learning games based on whole body interaction (use the whole body of the user to interact with digital technologies). Within that I'm particularly interested in assessing three main aspects:
- reflective action: understood as whether the learning and understanding is directly embedded into their playing behavior.
- meaning construction: understand how children interpret the learning game and how they make sense of it.
- strategy formation: understood as whether children change strategy during the game and why.
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Children playing educational games is intended for Skill Learning (the learning process), Sync the content taught with Body movement and coordination, highly flexible body postures with playful attitudes and gestures...
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I am specifically curious in how game designers approach serious games. Preferably the literature covers the techniques used, the process undergone, and/or insights into their decision making in the development of a digital game with a purpose besides entertainment.
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What helped me a lot was: Leonard A. Anetta: The "I's" Have It: A Framework for Serious Educational Game Design, in: Review of General Psychology 2010, Vol. 14, No. 2, 105–112. The paper is concerned with very basic issues of serious game design and with the pedagogic strategies you may implement therein to advance learning. If need be, I can also provide the PDF, just ask.
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Today's students are often categorized as "digital natives" and "always on". The question I am interested in is how ICT can support the method of gamification to include technologies that students are used to utilizing in their daily lives?
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Bayne and Ross (2007); Bennett, Maton, and Kervin (2008); and Margaryan, Littlejohn, and Vojt (2011) have provided compelling evidence that “digital natives” may be a myth. I have experienced this in my online class when I observe the “digital natives” experiencing difficulties utilizing technology from their everyday lives in contexts slightly different than what they are used to. They also seem to support the above mentioned studies in that they do not want a complete technological immersion as part of their learning experience.
That being said, I am quite interested in applying gamification techniques when it comes to the online classroom and am looking to develop methods to use in my class. For myself, my students are experiencing some difficulties utilizing Google+ as their discussion platform. They may know Facebook, but G+ is a mystery to them and one they apparently do not want to solve on their own. I plan to develop gamification methods that will encourage them to learn G+ features and use them in a slightly more sophisticated manner than the current group of students. I will be matching desired action to particular gamification techniques that have proved successful in similar situations (such as FourSquare’s completion bar as they fill out their profile information and Stack Overflow’s leveling method that implies experience and knowledge, or like Research Gate’s point system!). I may use a reward system such as badges in the beginning, but I do want them to develop intrinsic motivation to communicate with their classmates so whatever I develop will need to gently push them in that direction – posting because they enjoy communicating with others in the course and/or want to contribute to knowledge building. My next step perhaps leads into your question – can the school’s ICT support an automated method to accomplish this?
I apologize as this is much more than you probably wanted to know, but I am looking for fellow educators with which to discuss these issues and perhaps flesh out logistics and concepts.
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Is it because they are too focused on the teaching pedagogy and forgot the fun element?
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Learning is a dynamic experience. Children learn, whatever they do. That's why it is important to let them interact with the environment, let them be energetic. Unfortunately, many times we become "energetic", trying to make them learn, so they loose their interest and become pathetic. Desire is the basis for learning. So in my opinion, the question is " what might a child learnh when drawing?, "what while playing ball? " That is what we should teach. Notice, that a child may learn physics or math even when he/she plays on the beach. It is difficult however for the adult first to capture the idea and then to participate without spoiling the experience (asking questions, giving formal information, persisting a lot etc)