Faculty Excellence

Each year, the University of New Hampshire selects a small number of its outstanding faculty for special recognition of their achievements in teaching, scholarship and service. Awards for Excellence in Teaching are given in each college and school, and university-wide awards recognize public service, research, teaching and engagement. This booklet details the year\u27s award winners\u27 accomplishments in short profiles with photographs and text

A sweetspot for innovation:developing games with purpose through student-staff collaboration

Within industry as well as academia, developing games that have wider impact on society has been of particular interest in the last decade. The increasing use of terms such as ‘games with purpose’, ‘serious games’ and gamification’ has been mirrored in a flurry of activity in games research. Broader applications of games beyond entertainment are now well-understood and accepted, with universities and companies excelling in creating games to serve particular needs. However, it is not explicitly clear how undergraduates of game design and development courses can be directly involved in serious game creation. With most undergraduates inspired by commercial games development, and the games industry requiring that universities teach specific technical skills in their courses, balancing the research aspirations of academics with the educational requirements of an appropriate undergraduate course can be a difficult balancing act. In this paper, the authors present three case studies of games with purpose developed through collaboration between undergraduate students and academic staff. In all cases, the educational value of the projects for the students is considered in relation to the research value for the academics, who face increasing demands to develop research outcomes despite a necessity to provide a first-rate learning experience and nurture future game developers

Game Design as Authentic Science: Creating Low-Tech Games that Do Science

Many students love everything about video games, so teaching them to use technology to design their own games around content is an assignment that can offer built-in engagement. The problem, however, is that teachers often don’t have the time or expertise to teach computer programming, let alone content and process skills. On top of that, installing game design software can create friction between the teaching staff and technology department. That’s where Microsoft PowerPoint comes in. Did you know you can help your students create—from scratch or from a template—a video game using PowerPoint

Game Changer: Investing in Digital Play to Advance Children's Learning and Health

Based on a literature review and interviews with digital learning experts, explores how digital games can foster skills and knowledge for better academic performance and health. Makes recommendations for government research, partnerships, and media

Software and Tools in Online Chemistry Class and Experimental Activities During Covid-19 Pandemic: A Systematic Literature Review

The COVID-19 outbreak had transformed the chemistry learning from physical class to online class. The alteration in class method could be challenging for several instructors, particularly those who were not aided with technological advancements and adequate training. One of the challenges was the selection of software and tools used in online lectures as well as online experiments class. Herein, we present a systematic literature review with the PRISMA model from two databases regarding the software and tools many researchers used in chemistry learning during COVID-19 pandemic. The particular steps of laboratory activities and students’ perspectives towards these learning tools were also incorporated in the results and discussion. At the end of the review, we provide the promising directions of learning tools for future chemistry learning to

Spartan Daily, April 25, 1989

Volume 92, Issue 56https://scholarworks.sjsu.edu/spartandaily/7846/thumbnail.jp

Gamification of Education and Learning: Heuristic Elements, Player Types, and Learning Outcomes for Art History Games

The technology of virtual reality (VR) and the gamification of education and learning has had proven educational benefits, especially in secondary education. However, there remains little to no research on the heuristic elements and mechanics that contribute to learning at the postsecondary level of education. Most research conducted has been refined to science programs, but even in these instances, a study of the effects and interests of different demographics has yet to be considered. Given the visual nature of how the discipline of art history has traditionally been taught, there are a number of virtual reality (VR) applications to assist instructors in the field better engage students in immersive environments to provide a more accurate understanding of subjects covered. In order to capitalize on the strengths of the new digital medium, including immersion, engagement, and presence, the end user needs to be considered. This heuristic study investigates the different experiences, preferences, learning styles, and expectations relating to educational gaming of art history students at a private, Midwestern college. Results demonstrate that effective game design and development need consider the target audience to optimize user experience and learning outcomes

Faculty Excellence

Each year, the University of New Hampshire selects a small number of its outstanding faculty for special recognition of their achievements in teaching, scholarship and service. Awards for Excellence in Teaching are given in each college and school, and university-wide awards recognize public service, research, teaching and engagement. This booklet details the year\u27s award winners\u27 accomplishments in short profiles with photographs and text