Technology-Enhanced Teaching: A Technology Acceptance Model to Study Teachers’ Intentions to Use Digital Games in the Classroom

This research to practice paper uses a Technology Acceptance Model (TAM) to explore the factors that affect teachers’ intentions to use digital educational games in the classroom. Research shows that using computers and other digital technologies like digital games is one way to influence young people’s career aspirations and improve their digital literacy. This is particularly important as the world of work is changing and emerging jobs becoming more intensive in their use of digital technologies. In the developing world and in particular Nigeria, there have been calls to improve the digital literacy skills of young people to help them make informed career choices, and fully participate effectively and equally in the digital world. However, many of the computing and digital technology education initiatives have not produced the positive results intended. The lack of awareness, readiness and buy-in of the relevant stakeholders are some of the factors that has been identified as a barrier here. For example, for computing and digital technology-based projects in schools, the success largely depends on the support and attitude of teachers. As one of the major stakeholders in the classroom, teachers need to be consulted in decisions that affect the way they deliver their lessons; especially when novel ideas and approaches that challenge tradition are introduced. It is therefore important to consider their acceptance or otherwise of digital games in the classroom. A Technology Acceptance Model (TAM) was modified to include constructs previously identified by teachers that potentially influence their intention to use digital games in the classroom. The extended TAM was developed into a questionnaire and tested with 220 teachers in Nigeria. Analyses of the results show that syllabus connectedness, perceived usefulness and self-efficacy are significant predictors of the intention of teachers to adoptdigital game-based learning in the classroom. Furthermore, the teachers' demographics including experience of teaching, age and gender all mediated the intention of the teachers to use digital game-based learning. The results and findings present recommendations for school leaders and developers of digital educational games. The practical insights from this are also important here and helpful for guiding the deployment of such games particularly in areas where such technological interventions have not been used before

The effect of critical thinking on making the right decisions in the new venture process

The design of a new venture is similar to the engineering design process. With systematic approaches, it is possible to increase foresight and reduce the complexity of the engineering design process. On the other hand, in new venture design, self-efficacy must be maintained to increase resistance to challenging situations by an entrepreneur. Decision making is compelling and risky in both engineering and new venture design processes. During the logical inferences, psychology, unconscious and environmental impacts will affect the decisions made. However, critical thinking has a significant effect on making the right decisions. Self-efficacy and creative confidence are beneficial in making the right decisions and maintaining new venture design processes. In this paper, a critical thinking approach to engineering product development and design processes, applied by Anlam TasarIm Atölyesi, will be explained. The paper will also seek to answer the question, 'How can the right decisions be made by protecting self-efficacy in the face of criticism?' Additionally, the paper will emphasise the relationship between critical thinking, self-efficacy and creative confidence

A Case Study of Using Online Communities and Virtual Environment in Massively Multiplayer Role Playing Games (MMORPGs) as a Learning and Teaching Tool for Second Language Learners

Massively Multiplayer Online Role Playing Games (MMORPGs) create large virtual communities. Online gaming shows potential not just for entertaining, but also in education. This research investigates the use of commercial MMORPGs to support second language teaching. MMORPGs offer virtual safe spaces in which students can communicate by using their target second language with global players. Using a mix of ethnography and action research, this study explores the students’ experiences of language learning and performing while playing MMORPGs. The results show that the use of MMORPGs can facilitate language development by offering fun, informal, individualised and secure virtual spaces for students to practise their language with native and other second language speakers

Moving between virtual and real worlds: second language learning through massively multiplayer online role playing games (MMORPGs)

Massively Multiplayer Online Role Playing Games (MMORPGs) bring players together in a large virtual community. This type of online gaming can serve many purposes such as entertainment, social interaction, information exchange and education and is now an integral part of many people's lives particularly the younger generation. This research study investigates the use of openly available MMORPGs to supplement second language teaching for higher education students. MMORPGs provide informal virtual worlds in which students can communicate in their second language with people from across the globe. The research approach combines ethnography and action research in the virtual and real worlds. In the real world the researcher observes the interaction with the MMORPGs by the students both through their informal discussion in the classroom and through screen video captures of their game play in the MMORPG. In addition the researcher takes on the role of a character within the MMORPG allowing for observation inside the virtual world from the viewpoint of another game character. Through action research, the researcher observes, plans and then interacts with the students' MMORPG characters within the game. This enables the researcher to provide anonymous but tailored support to the students including advice on the game play, a confidence boost where needed, a friendly face where needed and some support around language issues. In the real world, action research is also used to provide tutorial exercises and discussions based on the students' experiences with the MMORPG, facilitating further enhancement opportunities for their language development. This paper concludes that MMORPGs provide a safe, relaxed and engaging environment in which students can practice and improve their language skills

Systematic Review on Security and Privacy Requirements in Edge Computing: State of the Art and Future Research Opportunities

Edge computing is a promising paradigm that enhances the capabilities of cloud computing. In order to continue patronizing the computing services, it is essential to conserve a good atmosphere free from all kinds of security and privacy breaches. The security and privacy issues associated with the edge computing environment have narrowed the overall acceptance of the technology as a reliable paradigm. Many researchers have reviewed security and privacy issues in edge computing, but not all have fully investigated the security and privacy requirements. Security and privacy requirements are the objectives that indicate the capabilities as well as functions a system performs in eliminating certain security and privacy vulnerabilities. The paper aims to substantially review the security and privacy requirements of the edge computing and the various technological methods employed by the techniques used in curbing the threats, with the aim of helping future researchers in identifying research opportunities. This paper investigate the current studies and highlights the following: (1) the classification of security and privacy requirements in edge computing, (2) the state of the art techniques deployed in curbing the security and privacy threats, (3) the trends of technological methods employed by the techniques, (4) the metrics used for evaluating the performance of the techniques, (5) the taxonomy of attacks affecting the edge network, and the corresponding technological trend employed in mitigating the attacks, and, (6) research opportunities for future researchers in the area of edge computing security and privacy

The 2010 regulations on golf groove design: impact on ball flight characteristics during a controlled shot.

The purpose of this study was to investigate the difference in the amount of spin that can be generated during a controlled golf shot, as a result of the 2010 rule change regarding restrictions applied to the design of the grooves on the clubface implemented by the United States Golf Association and the Royal & Ancient Golf Club. Ten experienced golfers (mean ± SD; age, 23.0 ± 0.67 yr; playing experience, 13.2 ± 1.6 yr; handicap, 1.6 ± 1.4) were required to play a total of 120 shots inside a state of the art golf simulator with 3 clubs consisting of ‘old’ pre 2010 U-groove design and ‘new’ post 2010 V-groove design. With the U and V grooved clubs, participants played 10 shots from a fairway mat and 10 shots from a rough mat using a 9 iron, PW and SW. Backspin (RPM) and, as a measure of accuracy, distance landed from the pin (yds) were recorded. Compared to the U-grooves, the newer V-groove design imparted significantly less backspin from both the fairway and rough surfaces (P < 0.05), additionally, shots with all clubs were consistently further away from the pin (P < 0.05). The newer groove design does not enable players to impart as much backspin on the ball as they previously could and our data suggest that the recent change in golf club design might therefore reward driving accuracy

Constructing the Cool Wall: A tool to explore teen meanings of cool

This paper describes the development and exploration of a tool designed to assist in investigating ‘cool’ as it applies to the design of interactive products for teenagers. The method involved the derivation of theoretical understandings of cool from literature that resulted in identification of seven core categories for cool, which were mapped to a hierarchy. The hierarchy includes having of cool things, the doing of cool activities and the being of cool. This paper focuses on a tool, the Cool Wall, developed to explore one specific facet of the hierarchy; exploring shared understanding of having cool things. The paper describes the development and construction of the tool, using a heavily participatory approach, and the results and analysis of three studies. The first study was carried out over 2 days in a school in the UK. The results of the study both provide clear insights into cool things and enable a refined understanding of cool in this context. Two additional studies are then used to identify potential shortcomings in the Cool Wall methodology. In the second study participants were able to populate a paper cool wall with anything they chose, this revealed two potential new categories of images and that the current set of images covered the majority of key themes. In the third study teenagers interpretations of the meaning of the images included in the Cool Wall were explored, this showed that the majority of meanings were as expected and a small number of unexpected interpretations provided some valuable insights

Supportive Resources: Mastering the Art of Making Sense

This paper questions the nature of qualitative user studies as currently applied in the context of experience-centered design. We suggest that conceiving knowledge as if it were an entity that can be captured in some form and transferred unchanged oversimplifies the situation in the case of design, and, for the purpose of opening a dialogue on the topic is problematic. We put forward an alternative perspective, that of supportive resources, which go beyond social science-based approaches, such as user studies, to focus on the forming of knowledge by designers. Supportive resources are intended to inspire, but equally they are intended to help frame, guide and support the design process in a non-prescriptive way. Designers can apply them as needed to support existing approaches. In order to better describe supportive resources and their role in design, the authors present four examples from projects currently being undertaken by the authors; storytelling, language and touch, material knowledge, and video