Games in Higher Education

International audienceThis entry presents an overview of how and why Learning Games are used in higher education.Learning Games can be defined as games that are designed to captivate the learners’ attention and facilitate their learning process. They have explicit educational purposes and can be used for teaching at all levels of education. All types of games can be used for learning: board games, card games, role-playing games, First Person Shooter games, simulation games, management games, puzzle games, treasure hunts…The main characteristic of Learning Games for higher education is the fact that they are designed to teach specific complex skills taught at university or during professional training programs. Unfortunately, it is not infrequent to observe strong opposition on the part of this target audience to this mode of learning, that these adult students associate with children.The use of Learning Games in primary school seems natural to teachers and is encouraged by specialists in didactics and neuroscience. This learning technique is much less frequently used in middle school and is almost completely absent from higher education. Yet teachers at all these levels are faced with the same problems, such as lack of motivation and investment, for which games are known to be an effective solution. This entry presents an overview of the games that can be used for higher education and the reasons why some teachers and students still show resistance to this type of learning. The numerous advantages of games for higher education will then be presented, citing games presently used in universities, in graduate schools and for professional training. Finally, thisDraft : Marfisi-Schottman I. (2019) Games in Higher Education. In: Tatnall A. (eds) Encyclopedia of Education and Information Technologies. Springer, Chamentry presents the current research questions that need to be addressed concerning the design of games for higher education and the acceptance of these games by teachers

Dance your way through entrepreneurial irrationality, errors, and rejection: unveiling entrepreneurial cognition, decisions, and learning under complex circumstances

The entrepreneurial journey is an emotional rollercoaster with unpredictable ups and downs, and entrepreneurial actions are performed in an ill-defined environment. For educational psychologists, the strengthening of students’ abilities to solve and reflect on ill-defined situations of the venturing process is the main learning objective. The discipline of entrepreneurship can benefit from research that enables clarification towards the entrepreneurial context and understanding of the individual’s behavior that promotes new venture formation. Hence, this dissertation contributes to establishing a better understanding of the complex and dynamic entrepreneurial context and particularly on the cognitive aspects that facilitate entrepreneurial activities. The focus lies particularly on promoting academic entrepreneurship. There is growing recognition that research on college students is central to the development of entrepreneurial activities and this group should receive higher attention. For this purpose, four studies have been carried out to provide novel insights into entrepreneurial cognition, learning, and academic entrepreneurship. The first study is dedicated to detangling the complex nature of the entrepreneurial environment. Literature calls for novel research that provides more clarity on the role of rationality that enables to unveil the relationship between the precarious circumstances and entrepreneurial action. More so, integrating the concept of rationality in entrepreneurship education can help prepare college students towards situations in which lack of information is dominant. While the first study strives to understand the contextual environment of entrepreneurial decisions, the second study investigates entrepreneurial activities from a cognitive-psychological point of view. A central concept for entrepreneurial activities is opportunity recognition. The second study focuses on cognitive factors that affect the process of opportunity recognition. The intention of this study is to explain the emergence of entrepreneurial opportunities and to contribute to differentiating between entrepreneurs and non-entrepreneurs. The third study continues with analyzing factors that influence entrepreneurial activities and examines the impact of entrepreneurial rejection on the individual’s decision to continue with the entrepreneurial opportunity. Finally, the last study is dedicated to understanding troubling concepts during the process of entrepreneurial learning. Entrepreneurship education bears the potential to equip future entrepreneurs with the entrepreneurial competencies required to deal with challenging situations during the venturing process. Thus, the final study investigates troublesome knowledge in entrepreneurship education in order to provide practical implications for dealing with these obstacles

NEW BRAINS FOR THE DEFENCE SYSTEM : Systematic view on the Finnish Defence Forces on the edge of Artificial Intelligence revolution

There are about 3,5 billion smartphones in the world, and all users can use applications based on the research of Artificial Intelligence. The rapid expansion of this research to the new areas creates both new threats and possibilities for the defence systems in the future. The Finnish Defence Forces is obligated to plan, implement, and maintain ade-quate military capabilities for all risk dimensions, and an essential question is raised, how to prepare the whole defence system for the future development of Artificial Intelligence as an emerging research area. To answer this question, the Soft System Methodology is chosen for the main method of this study. This methodology is suitable for the future studies, when the area of study is complex, organized, self-regulating, dynamic, and in interaction with its environment. This provides a needed holistic approach to the defence system along with a foresight perspective. The other method, document analysis is focusing on the open sources and used to study the characteristics of the defense system and the history of technological development. The third method, deductive reasoning, is used especially in model creation and risk analysis. As a result, this study presents five recommendations for the organization: - the organization should increase the intensity of collecting data - the organization should improve the capability to store and share data - the organization should boost the training of agile methods with the experimental projects - the organization should tune-up organizational culture to match the future - the organization should keep on monitoring the development of AI The research results can be summarized in the following conclusion: it is important to choose the role we want to play in this potential Artificial Intelligence revolution - today’s decisions matter the most for the future.Maailmassa on noin 3,5 miljardia älykännykkää, joissa voidaan käyttää applikaatioita, jotka perustuvat tekoälytutkimukseen. Tämän tekoälytutkimuksen nopea leviäminen uusille alueille luo uusia uhkia ja mahdollisuuksia puolustusjärjestelmille tulevaisuudessa. Suomen Puolustusvoimilla on velvoite suunnitella, rakentaa ja ylläpitää riittäviä sotilaallisia suorituskykyjä kaikkia uhkaulottuvuuksia varten, mikä herättää kysymyksen siitä, miten koko puolustusjärjestelmän tulisi varautua tulevaisuuteen nopeasti kehittyvän tekoälytutkimuksen takia. Tässä tutkimuksessa esitettyyn kysymykseen vastataan pehmeän systeemimetodologian avulla, joka on valittu tutkimuksen päämetodiksi. Se soveltuu tulevaisuuden tutkimuksen menetelmäksi, kun tutkittava alue on monimutkainen, organisoitu, it-sesäätelevä, dynaaminen ja vuorovaikutteinen ympäristönsä kanssa. Tämä mahdollistaa puolustusjärjestelmän lähestymisen kokonaisvaltaisella ja tulevaisuuden näkökulman säilyttävällä tavalla. Toinen käytettävä metodi, avoimiin lähteisiin perustuva kirjallisuustutkimus, keskittyy tutkimuksessa puolustusjärjestelmän ominaispiirteisiin ja teknologisen kehityksen historiaan. Kolmatta metodia, deduktiivista päättelyä, käytetään erityisesti mallien luomisessa ja riskien analysoinnissa. Tutkimustuloksena esitetään organisaatiolle seuraavia suosituksia: - organisaation tulisi panostaa datan keräämisen tehokkuuteen - organisaation tulisi parantaa kykyä tallentaa ja jakaa dataa - organisaation tulisi tehostaa harjaantumista ketteriin menetelmiin kokeiluluonteisilla projekteilla - organisaation tulisi virittää organisaatiokulttuuriaan vastaamaan tulevaisuutta - organisaation tulisi jatkaa tekoälyn kehittymisen seurantaa Tutkimustulokset voidaan tiivistää seuraavaan johtopäätökseen: on tärkeää päättää, missä roolissa haluamme kohdata tulevaisuudessa mahdollisen tekoälyn vallankumouksen - tämän päivän päätöksillä on kaikkein tärkein merkitys tulevaisuuden kannalta

Human error and interactions with technology in safety-critical workplaces: Learning from the aviation industry

Humans are intrinsically motivated to avoid making mistakes in the workplace, yet human errors continue to occur. This research considered the problem of human error in safety-critical workplaces that is often associated with damage to infrastructure, injuries or even death. The study began with a close look at prior research on established human error models, with particular attention given to a human error classification system that divides errors into skill-based, rule-based or knowledge-based errors. The review of the literature then examined the opposing organizational views of safety and how some humans are adapting or resisting the changes of the developments of the Fourth Industrial Revolution in their workplace, where nascent technologies fuse digital, biological and physical innovations. A research agenda delivered practical field research questions concerning human error and technology with a drive to uncover whether technologies help or hinder humans from making human errors in safety-critical workplaces. The qualitative methodology that guided the field research consisted of reading incident reports, observing pilots and engineers and listening to them talk about technology and relay human error events in the context of a General Aviation (GA) private air charter business that also operated a flight school and aircraft maintenance repair. By focusing on the interfaces between humans performing high-consequence tasks and technology, this research re-examined the conventional human error model of skill, rule and knowledge-based error and considered adding another element connected to the high-tech world of work that humans face in future innovative safety-critical workplaces

Trust in Robots

Robots are increasingly becoming prevalent in our daily lives within our living or working spaces. We hope that robots will take up tedious, mundane or dirty chores and make our lives more comfortable, easy and enjoyable by providing companionship and care. However, robots may pose a threat to human privacy, safety and autonomy; therefore, it is necessary to have constant control over the developing technology to ensure the benevolent intentions and safety of autonomous systems. Building trust in (autonomous) robotic systems is thus necessary. The title of this book highlights this challenge: “Trust in robots—Trusting robots”. Herein, various notions and research areas associated with robots are unified. The theme “Trust in robots” addresses the development of technology that is trustworthy for users; “Trusting robots” focuses on building a trusting relationship with robots, furthering previous research. These themes and topics are at the core of the PhD program “Trust Robots” at TU Wien, Austria

An Analysis of Interlanguage Errors in Synchronous / Asynchronous Intercultural Communication Exchanges

This study deals with the computer-aided analysis of interlanguage errors made by the participants in intercultural telematic simulations involving university students and professionals from five European countries. The simulation involves the participants in producing a large amount of written discourse, all in English, which is composed and sent via computers as either synchronous or asynchronous communication. Using the Error Tagging Method and Error Editor developed by the Centre for English Corpus Linguistics at the Université Catholique de Louvain in Belgium, the interlanguage errors, as regards the morphological and lexical aspects, were identified, classified and tagged, while the corrected versions of the deviant forms were added. The following research questions were formulated: 1. Are there more errors in the synchronous or asynchronous mode of communication? 2. Is there a difference in the type of error to be found in each mode of communication 3. Do the different groups have more errors of some types than others? 4. Do the different groups make errors that can be associated with their particular first language (L1), in other words, does the L1 influence the type of error predominant in any one group? 5. Looking in greater detail at the Spanish participants output we enquired which errors were salient in these subjects? 6. Can we identify the causes of these salient errors in the Spanish L1 group? In the section referring to the theoretical background to our research work, we begin by making reference to the interrelationship of the different functions of language depending on the contextual situation of the communicative event, in our case, as observed in the telematic simulations. We then focus on the notions of communicative competence, and error, from both a historical perspective and with regard to their significance in English as a Foreign Language teaching. The role of Information and Communication Technology in language teaching pedagogy finalises the first section of the thesis. The corpus comprised 42,059 words in the synchronous mode, and 42,625 words in the asynchronous mode. A Correspondence Analysis was carried out with the aim of verifying the relative incidence of error types according to the L1 of the participants by investigating the different variables and their effect on the type and frequency of the errors, depending on the mode of communication. As regards the answers to the research questions formulated, there were indeed more errors in the synchronous mode of communication than the asynchronous, as we hypothesised, although when examining the exact types of errors, some categories were more frequent in the synchronous mode (the formal and grammatical errors, among others), while in the asynchronous, errors of style and lexis were higher. A further analysis of the data revealed that the frequency of error types varied with each different L1 group participating in the simulation, and when the Correspondence Analysis was carried out, this showed that highly relevant associations could be established as regards the relation between participants L1 and specific error types. After examining the results, we concluded that the L1 of the learners does in fact influence the type of error made. Following this comparative analysis of interlanguage output, we focused on the errors in the corpus made by the Spanish L1 group, classifying them, and commenting on their nature and frequency. The results obtained revealed that mother tongue interference appears to be the cause of a significant number of errors in the formal and lexical categories. __________________________________________________________________________________________________ RESUMEN La investigación que se llevó a cabo en la elaboración de esta tesis presenta el objetivo fundamental de abordar un análisis exhaustivo de los errores interlingua acaecidos en un tipo de comunicación intercultural donde el discurso es de tipo síncrono en tiempo real y, asíncrono en tiempo diferido. El corpus analizado procede de la comunicación escrita entre grupos multidisciplinares que participan en una simulación telemática a distancia a nivel internacional. Los sujetos participantes proceden de cinco universidades europeas localizadas en Noruega, Latvia, Alemania, Francia y España. El estudio demuestra que existen ciertos tipos de errores que se repiten con mayor frecuencia, dependiendo del modo de comunicación. De igual modo, indica que hay categorias de errores que se dan con mayor frecuencia dependiendo de la lengua materna de los sujetos participantes en la simulación. Por último, se llevó a cabo un sub-análisis de los sujetos españoles, cuyo resultado demuestra que la interferencia de la lengua materna es una de las causas principales de los errores formales y léxicos de este grupo de participante

Teacher Resistance to Oralism in the 1970s: A Case Study of a School for the Deaf

The central aim of this research was to investigate teacher resistance in a deaf school, in the South West of England, as they responded to contradictions in their careers during the oral method of deaf education. The most notable contradiction was that the oral methods failed a sizeable portion of deaf students who had no recourse to other methods. Other contradictions revolved around differences between the interpretation of deaf lives from a cultural or medical viewpoint and tensions between the influences of normalisation and the growing acceptance of diversity. Giddens’ (1984) ontological project of structuration is used as a sensitising lens for the study because of its focus on both structures, rules and resources for social actions, and individual agency blended in a recursive relationship. A bricolage of interviews and historical documents are used to create a history of the school outlining the dominant structures in deaf education and the development of the oral method through time, ultimately to the late 1970s when, in this case study, the oral method was augmented with Cued Speech and Sign Supported English. This case study focuses on thirteen teachers who taught mainly through the 1970s, of which eleven participated in semi-structured interviews. Grounded theory is used as a way of collecting and analysing data so that the findings were, in large, inductive. Conformity to the oral method, in most cases, required a state of consciousness that Giddens (1984) called a practical consciousness, where teachers replicated existing patterns of society, including the more durable structures associated with their social positioning, that is their socially legitimated identities. Oppositional behaviours, including resistance, required a discursive consciousness where agents explored other opportunities triggered as a result of contradictions that arose in their lives. Most participants conformed to the oral method but a few employed occasional oppositional behaviours, for example allowing students to sign to those who could not profit from the oral teaching. Three participants resisted the oral method, evidenced by developing Deaf cultural competencies and with that a growing awareness of deaf epistemologies. This epistemic reflexivity led them to value and learn sign language and Deaf culture and develop transformative practices, creating different deaf pedagogies in safe spaces away from the prying eyes of other teachers and the school leadership. From limited discussions with some pupils, who attended the school during the 1960s and 1970s, these behaviours and teaching styles were welcomed and appreciated by the students