INGAME Transnational report

This Report describes and analyses the main research results carried out in the countries that make up the partnership and in the wider European context. In particular, the research methodology has seen the implementation of two phases, desk-based research conducted by all partner organisations through Literature Review and field-based research conducted in each country through online questionnaire

Forging Wargamers

How do we establish or improve wargaming education, including sponsors, participants, and future designers? The question stems from the uncomfortable truth that the wargaming discipline has no foundational pipeline, no established pathway from novice to master. Consequently, the wargaming community stands at a dangerous precipice at the convergence of a stagnant labor force and a patchwork system of passing institutional war-gaming knowledge. Unsurprisingly, this can lead to ill-informed sponsors, poorly scoped wargames, an unreliable standard of wargaming expertise, and worst of all, risks the decline of wargaming as an educational and analytical tool. This fundamental challenge is a recurring theme throughout this volume and each author offers their own perspective and series of recommendations

Virtual learning scenarios for qualitative assessment in higher education 3D arts

Using enhanced learning technologies (TEL) including immersive virtual reality environments, we are seeking to achieve a new way of assessing subjects of 3D arts. We have developed a project based on Scenario Centered Curriculum (SCC), where the students have to think, design, convey, validate, and build a civil project using new technologies that help in the assessment process. We have used gamification techniques and game engines to evaluate planned tasks in which students can demonstrate the skills they developed in the scenarios. The assessment is integrated in the creation of a 3D complex model focused on the construction of a building in a virtual space. This whole process will be carried out by gamification techniques to embed the assessment of the 3D models with the objective of improving students learning.Author's final draf

Disaster Risk Reduction in School Curricula : Case Studies from Thirty Countries

Información sobre Perú, pp. 170-171This document reports the findings of a UNICEF/UNESCO Mapping of Global DRR Integration into Education Curricula consultancy. The researchers were tasked with capturing key national experiences in the integration of disaster risk reduction in the curriculum, identifying good practice, noting issues addressed and ones still lacking and reviewing learning outcomes. The methodology employed has been one of meta-research of available literature and case study documentary research into the experiences of thirty countries. The most frequently found approach to DRR integration is that of infusion, i.e., disaster-related themes and topics that are woven into specific school subjects. DRR is, for the most part, integrated into a narrow band of subjects, typically the physical and natural sciences, although there are examples of its appearance across a wider range of subjects. There are a limited number of examples of DRR appearing as the primary focus or key strand within a special new subject area. Moreover, there is little evidence of cross-curricular linkages being forged nor of an interdisciplinary approach being adopted. If horizontal integration is not prominent, neither is vertical integration of DRR learning at the primary and secondary grade levels. A broad range of approaches to integrating disaster risk reduction has been identified: the textbook-driven approach; the pilot project approach; the centralized competency-based approach (in which curriculum development is determined by the identification of key competencies); the centrally developed special subject approach; the symbiosis approach (in which an established cross-curricular dimension such as environmental education, education for sustainable development or life skills education serves as a carrier for DRR); the ‘special event’ approach. The advantages and disadvantages of each approach are enumerated. Learning and teaching approaches used in addressing DRR curriculum tend to be generally limited in application. Links are not, in many cases, being made between the competency, community engagement and proactive citizenship ambitions of DRR and the need for interactive, participatory and ‘in the field’ learning through which competencies, involvement literacy and confidence are built. Successful examples of interactive, inquiry, experiential and action learning are to be found across the case studies but not in great numbers. There is little evidence for affective learning approaches (involving the sharing of feelings and emotions) even though learning about hazard and disaster can elicit a strong emotional response in the learner. The need for affective learning becomes ever stronger in that the increasing incidence of disaster means that pre-disaster learning is increasingly taking place in post-disaster or slow-onset disaster learning environments

Gamification and Advanced Technology to Enhance Motivation in Education

This book, entitled “Gamification and Advanced Technology to Enhance Motivation in Education”, contains an editorial and a collection of ten research articles that highlight the use of gamification and other advanced technologies as powerful tools for motivation during learning. Motivation is the driving force behind many human activities, especially learning. Motivated students are ready to make a significant mental effort and use deeper and more effective learning strategies. Numerous studies indicate that playing promotes learning, since when fun pervades the learning process, motivation increases and tension is reduced. Therefore, games can be very powerful tools in the improvement of learning processes from three different and complementary perspectives: as tools for teaching content or skills, as an object of the learning project itself and as a philosophy to be taken into account when designing the training process. Each contributions presented in this book falls into one of these categories; that is to say, they all deal with the use of games or related technologies, and they all study how playing enhances motivation in education