92,407 research outputs found

    A case study of autonomy and motivation in a student-led game development project

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    This paper presents the findings of an exploratory case study into the relationship between student autonomy and motivation in project based learning, using Self-Determination Theory to frame the investigation. The case study explores how different forms of motivation affect the students' response to challenges and their intention to complete the project. Earlier studies have made little explicit use of theoretical perspectives on student autonomy and motivation, a weakness this study attempts to address. As an exploratory case study seeking to evaluate the suitability of a particular theoretical framework we chose a small case: three students on a one-term computer games development project. Given the small scale the approach is necessarily qualitative, drawing on project documentation and one-to-one interviews with the students. Our conclusion is that the concepts of Self-Determination Theory provide a useful framework for analysing students' motivations to undertake project work, and its predictions can offer useful guidance on how to initiate and supervise such projects

    Gamificacion in education and active methodologies at Higher education

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    In recent years, there has been an increasing interest in applying Gamification in Education, which can be defined as the application of game design elements to learning activities. Its purpose is to motivate students by creating an engaging learning experience that can keep students focused on the learning task and its application in the classroom, is still in its emergent stages. Gamification is a great challenge for education, particularly in Higher Education Institutions (HEI) in such a traditional context, as is the case with courses like Management and Administration Business, Finance and Accounting, Marketing and Market Research, Chemistry, Accounting and Administration and Business Communication. This paper presents a study, applied in the 2016/2017 and 2017/2018 academic years, in which the teaching method focuses on a blended learning approach, through the implementation of a flipped classroom model and also through the introduction of online gamification activities such Kahoot! application. Kahoot is a game-based learning platform, used as educational technology that can easily be used for initial, formative and summative assessment of students’ knowledge using individual or collaborative team work mode, adding vitality, student engagement, and also meta-cognitive supports to higher education classrooms with limited instructor or student training required. The participants, in the study, were about 3 000 students of 17 different subjects from the aforementioned courses, of the Malaga University and Polytechnic of Porto. The results of this study suggest that this model improves student learning and are of relevance to researchers, educators and game-based learning designers.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tec

    Eye quietness and quiet eye in expert and novice golf performance: an electrooculographic analysis

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    Quiet eye (QE) is the final ocular fixation on the target of an action (e.g., the ball in golf putting). Camerabased eye-tracking studies have consistently found longer QE durations in experts than novices; however, mechanisms underlying QE are not known. To offer a new perspective we examined the feasibility of measuring the QE using electrooculography (EOG) and developed an index to assess ocular activity across time: eye quietness (EQ). Ten expert and ten novice golfers putted 60 balls to a 2.4 m distant hole. Horizontal EOG (2ms resolution) was recorded from two electrodes placed on the outer sides of the eyes. QE duration was measured using a EOG voltage threshold and comprised the sum of the pre-movement and post-movement initiation components. EQ was computed as the standard deviation of the EOG in 0.5 s bins from –4 to +2 s, relative to backswing initiation: lower values indicate less movement of the eyes, hence greater quietness. Finally, we measured club-ball address and swing durations. T-tests showed that total QE did not differ between groups (p = .31); however, experts had marginally shorter pre-movement QE (p = .08) and longer post-movement QE (p < .001) than novices. A group × time ANOVA revealed that experts had less EQ before backswing initiation and greater EQ after backswing initiation (p = .002). QE durations were inversely correlated with EQ from –1.5 to 1 s (rs = –.48 - –.90, ps = .03 - .001). Experts had longer swing durations than novices (p = .01) and, importantly, swing durations correlated positively with post-movement QE (r = .52, p = .02) and negatively with EQ from 0.5 to 1s (r = –.63, p = .003). This study demonstrates the feasibility of measuring ocular activity using EOG and validates EQ as an index of ocular activity. Its findings challenge the dominant perspective on QE and provide new evidence that expert-novice differences in ocular activity may reflect differences in the kinematics of how experts and novices execute skills

    Using megaproject performance outcomes to enhance decision-making behaviours in civil engineering graduates

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    A comprehensive review of megaproject performance propositioned the issues leading to project failure as behavioral. Project failure linked cost overruns and schedule delays to acts of delusion and deception, citing the ability to learn lessons, and the misalignment of incentives as influencing factors. A mixed-methods study was designed to gain insight into the decision-making behaviors of undergraduate civil engineers, and the role that education could play in enhancing decision-making. A co-curricular intervention led to qualitative exploration of decision-making in civil engineering undergraduates. Motivation featured heavily, particularly a conflict between interest and enjoyment, and the reward structures of traditional education and industry. Results led to a quantitative measure of intrinsic motivation and critical thinking ability. Findings from the educational environment have implications for industry and led to recommendations regarding the importance of autonomy and relatedness, to a megaproject environment

    Responsible research and innovation in science education: insights from evaluating the impact of using digital media and arts-based methods on RRI values

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    The European Commission policy approach of Responsible Research and Innovation (RRI) is gaining momentum in European research planning and development as a strategy to align scientific and technological progress with socially desirable and acceptable ends. One of the RRI agendas is science education, aiming to foster future generations' acquisition of skills and values needed to engage in society responsibly. To this end, it is argued that RRI-based science education can benefit from more interdisciplinary methods such as those based on arts and digital technologies. However, the evidence existing on the impact of science education activities using digital media and arts-based methods on RRI values remains underexplored. This article comparatively reviews previous evidence on the evaluation of these activities, from primary to higher education, to examine whether and how RRI-related learning outcomes are evaluated and how these activities impact on students' learning. Forty academic publications were selected and its content analysed according to five RRI values: creative and critical thinking, engagement, inclusiveness, gender equality and integration of ethical issues. When evaluating the impact of digital and arts-based methods in science education activities, creative and critical thinking, engagement and partly inclusiveness are the RRI values mainly addressed. In contrast, gender equality and ethics integration are neglected. Digital-based methods seem to be more focused on students' questioning and inquiry skills, whereas those using arts often examine imagination, curiosity and autonomy. Differences in the evaluation focus between studies on digital media and those on arts partly explain differences in their impact on RRI values, but also result in non-documented outcomes and undermine their potential. Further developments in interdisciplinary approaches to science education following the RRI policy agenda should reinforce the design of the activities as well as procedural aspects of the evaluation research

    Co-creativity through play and game design thinking

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    The motivational pull of video game feedback, rules, and social interaction: Another self-determination theory approach

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    This paper argues that most video game enjoyment can be understood in terms of the type of feedback used, the rules set out by the game and the social elements of the game - concepts that have been identified as critical to video games. Self-determination theory (SDT) is used as a lens for understanding the mechanism by which these traits might lead to enjoyment. Specifically, the argument is that feedback, rules, and social elements of games will fulfill the dimensions of SDT - competence autonomy, and relatedness. Then, the dimensions of SDT will predict enjoyment. Participants were presented with a game that emphasized feedback, rules, or social elements. Games that emphasized flexible rules led to feelings of competence while games that emphasized social elements led to feelings of relatedness. Competence and elatedness then led to feelings of enjoyment. In doing so, this study identifies key elements of video games while illuminating ways to understand video game enjoyment
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