Simulation games as tools for integrative dynamic learning: The case of the management course at the University of Algarve

Today, in order to people or organizations survive in a changing environment it is essential to adapt. Learning provided to people is a key feature for an active response since it implies acquiring knowledge, skills and competencies to cope successfully with different circumstances. Literature has focused on how digital games support education because simulators represent dynamic models of real situations; so, their goal is to ensure that the player denotes his decisions consequences. When teaching certain skills through these games, a reflection stage is crucial to evaluate the experiences gathered during the simulation and promote knowledge appliance by participants into the real world. Due to its multiple scientific contributions, gaming can overlap a valid solution to prepare learners understanding regarding complex contexts. This research denotes an ongoing PhD research about the characteristics of a management course unit (at the University of Algarve, Portugal) that explores a business simulator- Cesim Global Challenge- for learning purposes, as well as the effectiveness of an integrative approach (new learning environments) on students’ engagement and dynamic learning outcomes. From the earlier empirical data is understandable game-based learning advantages and disadvantages within Management and Entrepreneurship courses

Perception of democracy in computer-mediated communication: Participation, responsibility, collaboration, and reflection.

We present a case study to analyze how higher education students attending a Spanish University (N = 100) democratize the virtual classroom by assuming responsibility for their learning and that of the other members of the class; participate actively in social, cognitive, and teaching issues; and collaborate by creating a learning community and reflecting individually and as a group. Our mixed methodology includes the following: (1) content analysis with a categorization system adapted from the community of inquiry approach and (2) two questionnaires on students’ perception of the democratic elements in the virtual classroom. The results show that the students assume democratic principles of responsibility, critique, participation, and collaboration. We observe the role that the teachers play in facilitating democratization of the classroom through flexible design of instruction, promotion of social relationships, and orientation of the debate toward the learning objectives. This investigation shows the implementation of democratic principles in the virtual classroom

Specifics of Collaboration in Virtual Reality: How Immersion Drives the Intention to Collaborate

Collaborative virtual reality (VR) is increasingly receiving attention, but the effects of context- specific variables and the interplay of telepresence, interactivity, and immersion as VR’s distinctive characteristics in such settings are little understood. Besides these three VR characteristics, we investigate in a quantitative study with 102 participants the influence of social presence, i.e. the sense of community; media naturalness, or the similarity of communication to face-to-face-interaction; and trust between users. Based on partial least squares structural equation modeling, we confirm the importance of interactivity and immersion, but not of telepresence. Moreover, we find that trust is essential for collaborative VR experiences, but social presence and media naturalness seem negligible. Finally, we show that immersion is a main driver of users’ intention to collaborate. Besides providing practitioners with insights for creating VR experiences, our study highlights that findings from research on individual VR use are not readily transferable to collaborative contexts

Modality and task complexity effects on second language production in CMC

Two decades of research on computer-mediated communication (CMC) in language learning settings has shown that integrating technology and communication leads to distinct benefits for language learning, including positive impacts on motivation, anxiety, and engagement in second language communication (Sauro, 2011). However, the majority of this research has been conducted among learners communicating via text while real-world language users are increasingly likely to communicate online in audio and video modes (Peterson, 2010). Audio and video CMC has been shown to lead to more participation (Rossell-Águilar, 2013), different uses of communication strategies (Hung & Higgins, 2016), more focus on form (Bueno-Alastuey, 2010), and higher motivation (Gleason & Suvorov, 2012; Wehner et al., 2011) among second language (L2) learners. Little is known, however, about learner language production in different CMC modalities, which influences how CMC can be integrated into teaching. The current study focuses on L2 learners’ production during communicative tasks in text and video CMC. Two versions of the task were created by manipulating the task complexity variable task structure (Robinson, 2011). Production data were analyzed using measures of syntactic and lexical complexity, linguistic accuracy, and quantity of language produced. The results suggest that complexity and modality both impact the lexical complexity of language production, and that modality also affects the quantity of language produced

Virtual Worlds in Education - A systematic Literature Review

Virtual worlds (VWs) are no novum in higher education but regain interest through COVID-19 restrictions, emerging technologies, and the metaverse hype. Therefore, we conduct a systematic literature review to gain the current status quo of research in higher and further education to identify the educational activities, research areas, learning environments, technologies towards the metaverse, subjects taught, and the current state of design knowledge. The initially found 587 records were systematically filtered to 89 fully coded articles. Based on our results, we define research gaps and derive research streams. Our results reveal a lack of research on social integration, course design, non-technical target groups, theoretical grounding and general design knowledge within the given context. The metaverse trend has reached educational research in the way that from 2016 onwards, new technologies are investigated selectively for educational purposes

An examination of 3D virtual worlds, design issues, and motivational theory

Karakus Yilmaz, Turkan/0000-0002-5809-3962;WOS: 000420771300003The purpose of this study is to assess the motivational qualities of specific design elements in a three-dimensional (3D) virtual winter sports learning environment comprised of an Information House, Practice Area, and Exercise Area by considering two motivational models. the study employed causal comparative research methods. Participants included 150 fifth, sixth, and seventh grade middle school students. A motivation survey developed by the researchers served as the data collection tool; data were analyzed with descriptive and predictive methods. Data analysis revealed that the animations in the Practice Area of the 3D virtual environment drew the most attention when compared to the other design elements. Elements in the Exercise Area encouraged students to conduct more research, and elements in the Information House were efficient at increasing students' satisfaction. in addition, design elements such as animations, images, display boards, and videos helped students to learn individually and provided opportunities to practice within a 3D virtual environment

Modality and task complexity effects on second language production in CMC

Two decades of research on computer-mediated communication (CMC) in language learning settings has shown that integrating technology and communication leads to distinct benefits for language learning, including positive impacts on motivation, anxiety, and engagement in second language communication (Sauro, 2011). However, the majority of this research has been conducted among learners communicating via text while real-world language users are increasingly likely to communicate online in audio and video modes (Peterson, 2010). Audio and video CMC has been shown to lead to more participation (RossellÁguilar, 2013), different uses of communication strategies (Hung & Higgins, 2016), more focus on form (Bueno-Alastuey, 2010), and higher motivation (Gleason & Suvorov, 2012; Wehner et al., 2011) among second language (L2) learners. Little is known, however, about learner language production in different CMC modalities, which influences how CMC can be integrated into teaching. The current study focuses on L2 learners’ production during communicative tasks in text and video CMC. Two versions of the task were created by manipulating the task complexity variable task structure (Robinson, 2011). Production data were analyzed using measures of syntactic and lexical complexity, linguistic accuracy, and quantity of language produced. The results suggest that complexity and modality both impact the lexical complexity of language production, and that modality also affects the quantity of language produced

A Case Study of Student Instructor Connectedness In An Asynchronous Modular Online Environment

The use of the Web as an instructional medium has gone hand in hand with the ever-increasing growth of the computer and the proliferation of the Internet and the World Wide Web. Early studies provided a foundation on building web-based learning environments and focusing on presenting the online content. However, as online or e-learning continues to grow, it has brought pivotal changes to the educational landscape (Gatlin). Online learning has now been adopted by many throughout the world, precipitating a shift in research from “how to develop courses online” to “what attributes best contribute to the success of an online course.” Research has been conducted on student satisfaction within an online environment and the significance of achieving an online community to enhance the educational aspects of an online course. Feeling involved in the community is vital to feeling successful in a course (Wegerif). Yet, the concept of connectedness between student and student as well as student and instructor warrants further investigation. This research associates connectedness with the perceived closeness between student and instructor. Using a qualitative case study of a completely online class, the researcher asked participants to respond to a questionnaire and participate in interviews in an attempt to analyze student-instructor connectedness within the online environment. This study addressed the following question: Is student-instructor and instructor-student connectedness a part of this online community? The implications of this research expand understanding of online learning and whether student-instructor connectedness plays a role in student perception of the instructor, the class, and perhaps their satisfaction in a Web-based learning environment

A Case Study of Student Instructor Connectedness In An Asynchronous Modular Online Environment

The use of the Web as an instructional medium has gone hand in hand with the ever-increasing growth of the computer and the proliferation of the Internet and the World Wide Web. Early studies provided a foundation on building web-based learning environments and focusing on presenting the online content. However, as online or e-learning continues to grow, it has brought pivotal changes to the educational landscape (Gatlin). Online learning has now been adopted by many throughout the world, precipitating a shift in research from “how to develop courses online” to “what attributes best contribute to the success of an online course.” Research has been conducted on student satisfaction within an online environment and the significance of achieving an online community to enhance the educational aspects of an online course. Feeling involved in the community is vital to feeling successful in a course (Wegerif). Yet, the concept of connectedness between student and student as well as student and instructor warrants further investigation. This research associates connectedness with the perceived closeness between student and instructor. Using a qualitative case study of a completely online class, the researcher asked participants to respond to a questionnaire and participate in interviews in an attempt to analyze student-instructor connectedness within the online environment. This study addressed the following question: Is student-instructor and instructor-student connectedness a part of this online community? The implications of this research expand understanding of online learning and whether student-instructor connectedness plays a role in student perception of the instructor, the class, and perhaps their satisfaction in a Web-based learning environment