Music gestural skills development engaging teachers, learners and expert performers

International audienceThis article presents a platform for learning theoretical knowledge and practical motor skills of musical gestures by combining functionalities of Learning Management Systems (LMS) and Serious Gaming (SG). The teacher designs his/her educational scenario that can be articulated by both theoretical and practical activities. The learner accesses online multimedia courses by using his/her LMS client which can be a computer, tablet orsmartphone and the serious game by using his/her computer and the motion capture sensors. During practicing, his/her gestures are compared in real-time with the expert gestures and s/he is evaluated both in terms of correct fingerings and kinematics. Finally, the platform offers a single profile for the learner for theoretical and practical activities

Interactive PDF Documents in Math Education Focused on Tests for Differential Equations

The progress of blended learning has given rise to the need to prepare quality electronic materials, especially those which use the greatest advantage of an electronic document – its interactivity. This paper presents several types of PDF materials – interactive exercises, tests and games created by LaTeX packages (AcroTeX eDucation Bundle) with a contribution of other supporting instruments (3D graphics, fancytooltips, AcroFLeX). Differential equations, as an important tool of continuous mathematical modeling, have been chosen to demonstrate the still increasing power of PDF documents. This strategy allowed me to introduce innovative approaches in explaining and exercising this part of mathematics at the same time. To create such materials some LaTeX knowledge is needed; nevertheless this article is for all math teachers who are looking for quality interactive materials

Implementing Web 2.0 in secondary schools: impacts, barriers and issues

One of the reports from the Web 2.0 technologies for learning at KS3 and KS4 project. This report explored Impact of Web 2.0 technologies on learning and teaching and drew upon evidence from multiple sources: field studies of 27 schools across the country; guided surveys of 2,600 school students; 100 interviews and 206 online surveys conducted with managers, teachers and technical staff in these schools; online surveys of the views of 96 parents; interviews held with 18 individual innovators in the field of Web 2.0 in education; and interviews with nine regional managers responsible for implementation of ICT at national level

Closing the chasm between virtual and physical delivery for innovative learning spaces using learning analytics

Purpose – One of the misconceptions of teaching and learning for practical-based programmes, such as engineering, sciences, architecture, design and arts, is the necessity to deliver via face-to-face physical modality. This paper refutes this claim by providing case studies of best practices in delivering such courses and their hands-on skillsets using completely online virtual delivery that utilises different formats of 2D and 3D media and tools, supported by evidence of efficiency using learning analytics. Design/methodology/approach – The case studies were designed using pedagogical principles of constructivism and deep learning, conducted within a mixture of 2D and 3D virtual learning environments with flexible interface and tools capabilities. State-of-the-art coding and scripting techniques were also used to automate different student tasks and increase engagement. Regression and descriptive analysis methods were used for Learning Analytics. Findings – Learning analytics of all case studies demonstrated the capability to achieve course/project learning outcomes, with high engagement from students amongst peers and with tutors. Furthermore, the diverse virtual learning tools used, allowed students to display creativity and innovation efficiently analogous to physical learning. Originality/value – The synthesis of utilised media and tools within this study displays innovation and originality in combining different technology techniques to achieve an effectual learning experience. That would usually necessitate face-to-face, hands-on physical contact to perform practical tasks and receive feedback on them. Furthermore, this paper provides suggestions for future research using more advanced technologies

The integration of mobile learning app-based quiz-games in higher education teaching of anatomical sciences

Background: Mobile learning (mLearning) and gamification are two potential pedagogical tools that are continuously evolving in Higher Education. Their efficiency as learning tools is not fully understood and their use by staff is sporadic and sometimes viewed poorly compared to traditional methods. Aim: To determine a framework of best practice for the integration of mLearning app based quiz-games into the Higher Education (HE) teaching of anatomical sciences. This thesis presents three studies, which aim to 1) evaluate mLearning quiz-games as a revision tool for an anatomy online examination 2) and 3) investigate the effect of pre-seminar mLearning quiz gameplay on knowledge acquisition, retention and engagement in anatomy. Method: The data collection was performed over a two year period in a level 4 anatomy module for Sport and Exercise Science students. All three studies employed an experimental mixed methods approach within an action research framework to allow the development of the project in a naturalistic way. Study One was completed over two cohorts, 2014-15 (n=125) and 2015-16 (n=121). The module has four assessment points, A1, A2, A3, A4 where A1-3 are online assessments with a mixture of Multiple Choice Questions, labelling and matching questions and A4 is a viva voce. Students did A1, A2 and A4 as normal but at A3 they were offered a choice to revise as normal, the control group (n= 164) or to play mLearning games (n=87) for 15 minutes prior to the assessment on a tablet or smartphone device. All students completed a modified Study Process Questionnaire (SPQ) post-assessment and then for triangulation of data online focus groups were completed (n=84) as well as extended semi-structured interviews (n=9). Study Two was completed in 2015-16 using the same module as Study One. Over two consecutive weeks students were videoed in a two hour seminar session where in week one they did 15 minutes of no formal class preparation (n=87) and in week two they did 15 minutes of mLearning games (n=87). Students did a plenary and recap class Socrative quiz every week where the plenary scores indicate knowledge acquisition and the difference between the plenary and recap scores of subsequent weeks indicates knowledge retention. Observational behavioural engagement analysis was completed using an adapted coding system and students completed the National Survey of Student Engagement following each seminar. Study Three was completed on the same cohort in semester two using a randomised repeated measures design for the knowledge acquisition and knowledge retention scores over three weeks with three 15 minute interventions; Games, Control and Games plus question generation before class. Results: Study One found that the Games group performed better at A3 with no difference at A2 or A1 (p<0.0.01) but no differences were found in the SPQ surface and deep learning motives and strategies. Students revealed reasons for using mLearning quiz-games were primarily the fun, visual stimulation, instant feedback and accessibility. Study Two found that playing quiz-games prior to class increased on-task behaviours and peer interaction and improved knowledge acquisition and retention scores (p<0.01). Study Three agreed but found no difference in the Games-plus questions group compared to the control or games groups. Conclusions: The studies reveal the positive effect that mLearning quiz-games can have on achievement and engagement both in class and as a revision tool prior to assessment. The results of all three studies have been used to inform the proposed Mobigames framework for the integration of mLearning quiz-games in HE teaching. The framework has four key aspects: Information, Facilitation, Learning and Timing

Digital books in literary education: a semiotic approach to analysis

http://www.ester.ee/record=b4715970*es

The move beyond edutainment: have we learnt our lessons from the entertainment industry?

Serious games (SGs) have been used in the education of students and professionals for decades, but still have not reached their full potential, despite the large consensus they have gained recently. The entertainment game industry is a rapidly developing phenomenon, with a high market potential, enabled and enhanced by technological innovation. The question examined in this paper is: Did serious game designers learn from Entertainment Game (EG) designers in building a successful game? This paper presents three case study examples of games that have good learning outcomes to explore this question. This paper discusses the salient aspects and the differences between the examples and suggests how SGs could learn more from successful EGs

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

Strategies for Combining e-Learning and Serious Games

Analisar as múltiplas valências dos sistemas de aprendizagem em e-learning constitui um desafio. A educação e a comunicação estão em constante (r)evolução. Os fenómenos da globalização afetam de forma direta e/ou indireta a maioria das áreas da atividade humana e os sistemas de ensino aprendizagem não são exceção. A relação entre a utilização de ferramentas e as estratégias digitais é um ponto fulcral desta dissertação. Nesta dissertação doutoral teve como objeto a contextualização e problematização das diferentes estratégias na utilização de game-based na aprendizagem e estratégias de utilização do e-learning. A utilização de jogos sérios no âmbito das aprendizagens digitais em Portugal não é pratica comum no contexto educativo. Assim, esta dissertação foi desenvolvida para a definição de estratégias de utilização dos jogos sérios e e-learning, propondo uma utilização pedagógica dos jogos sérios em sala de aula por forma a motivar e consolidar conhecimentos adquiridos. A construção de jogos sérios com o intuito de corresponder às necessidades foi o objeto de análise da experiência controlada. O jogo sério “Alpha Patrol” foi conceptualizado, desenvolvido e testado sob responsabilidade do Centro de Investigação para Tecnologias Interactivas. O projeto de investigação envolveu diferentes etapas da investigação de forma a adoptar uma estratégia de análise, que por vezes, se mostrou difícil e ingrata. Investigar e desenvolver jogos sérios em Portugal confronta-se com ambientes indiferentes ou mesmo hostis. O preconceito de jogar (em especial no espaço de sala de aula) ainda existe. No estudo de caso que a dissertação apresenta e desenvolve foi decidido que, face a algumas limitações sociais e culturais, o objecto digital a ser analisado apresenta-se uma estrutura híbrida: livro e jogo dele extraído. A experiência controlada permitiu definir os parâmetros sobre o jogo sério criado, os elementos de motivação, a pertinência na utilização de diferentes estratégias como o livro, os quizzes e as medalhas de aprendizagem.To analyze multiple valences of learning systems in e-Learning is a challenge. Education and communication are in constant (r)evolution. The phenomena of globalization affect directly and/or indirectly most areas of human activity and learning educational systems are no exception. This doctoral dissertation focuses on the context and problematization of different strategies in the use of game-based learning and the use of e-learning strategies. The relationship between the use of tools and digital strategies is a key point of this thesis. The use of serious games in the digital learning context in Portugal is not a common practice in the educational context. Thus, this thesis was developed to define the use of elearning and serious games strategies, proposing a pedagogical approach to the use of serious games in the classroom in order to motivate and consolidate knowledge acquisition. The construction of serious games in order to meet the identified needs was the object of analysis of the controlled experiment. The serious game "Alpha Patrol" was conceptualized, developed and tested under the responsibility of the Research Center for Interactive Technologies. The research project involved different stages of the investigation in order to adopt a strategy of analysis, which sometimes proved to be difficult. Research and develop serious games in Portugal is often faced with indifference or even hostile environments. Prejudice to play as a form of knowledge acquisition (especially in the classroom) still exists. With this in mind, in the case study it was decided that the digital object had to present a hybrid structure: a book and the serious game. The controlled experiment allowed to set the parameters for the serious game created, the motivation elements, the relevance of using different strategies like the book, quizzes and learning medals