11,177 research outputs found

    Evaluation of the game development process of a location-based mobile game

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    There is a growing interest of government bodies and NGOs in using (serious) video games in awareness campaigns. Until now, however, little was known on how to set up such a campaign so as to effectively cater to the needs of different stakeholders including the target audience. Hence designing, developing and translating a game for educational purposes whilst balancing between fun and learning is a complex process, this paper aims to evaluate this by presenting a methodological framework for involving stakeholders in the design and development of a game-based awareness campaign based on a user-centered software design methodology and assesses its effectiveness in a concrete use case: the development of the location-based mobile game City Jam. The goal was to develop a game-based road safety campaign to confront adolescents with road traffic situations with the aim to positively influence road safety attitude and behavior. Mobile technologies offer new opportunities to embed digital game based learning by in different contexts. Given the nature of the road safety campaign, a location-based game format was chosen, aiming to facilitate learning by means of an extended three-way interaction (human interaction, game and context). Different user-centered design methods were deployed throughout several phases of the game development process: In phase one (the opportunity identification) a literature review was performed to investigate relevant fields for the game’s goal. In phase two (the game concept development) expert interviews and a focus groups were conducted with relevant stakeholders and in phase three (the game concept design) co-design sessions and a focus group resulted in a game design document. In phase four (game development and testing) the beta version of City jam was developed and tested in an iterative field testing design and resulted in the final game. Results obtained throughout the game development process provided us the opportunity to evaluate several major aspects. Firstly the impact of stakeholder involvement on the different phases of the design process and the final product resulted in a game that was tailored to the preferences and needs of the target group. Secondly translating the game concept into practice, such as game elements, proposed educational game elements, were evaluated based on the usability, playability principles and social and technological aspects. Benefits and challenges of user-centered design methods are discussed and how budget constraints and differing desired outcomes of different stakeholders challenge but also enrich the process

    Presence in a Persuasive Drinking and Driving Message

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    Podcasts in the Chemistry Teaching

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    Information and Communication Technologies (ICT) provide facilities in teaching through education. There are many new tools and methodologies that use ICT as a knowledge-building support, but that are not always related to pedagogical practice. The Podcast is an important technology that can be used in the classroom. Using this tool, it can make the most interactive chemistry class, fleeing the classroom routine. However, it is necessary to point out that the podcast is just one feature that should be incorporated into education and not a substitute. This paper describes the development of Chemistry Podcasts by teachers and chemistry students in three disciplines in 2015. This study took place over a one-year period in a public University, in Pernambuco, Brazil. In the discipline of "Computer applied to the teaching of chemistry" participated 21 Chemistry teachers. In the disciplines of "Information and Communication Technologies in the teaching of chemistry" and "Informatics, Chemistry and Education" was composed of 54 undergraduate students in chemistry. Twelve podcasts were elaborated by students and five by teachers in this paper we present only nine. The results showed the contribution of podcasts produced by teachers and students in teaching and learning process chemistry. DOI: http://dx.doi.org/10.17807/orbital.v0i0.89

    A Time for Action: A New Vision of Participatory Democracy

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    For over eighty years, the League of Women Voters has been a voice for women and men of all backgrounds, rising above partisan disputes to help citizens fully and intelligently exercise their rights -- and their responsibilities -- as participants in the American experiment. The League has earned a reputation for integrity and fairness, and generations have relied upon League resources to help them make the kind of informed decisions that keep policymakers responsive and truly give weight and meaning to the hallowed phrase "consent of the governed."The League has cultivated expertise on electoral behavior and public policy at national, state, and local levels, and has been a leader in identifying and researching political trends. In recent years, one of the most distressing trends has been the ongoing decline of civic participation, in the voting booth and beyond. If one measure of the health of democracy is the rate at which citizens participate in elections, the fitness of the American body politic has been spiraling downward ever since voter turnout peaked in 1960.Recognizing the need for new insights and strategies to attack this problem, the Chicago chapter of the League convened a Task Force of recognized experts and leaders from the community to spearhead an examination of the factors at play. Concerned organizations of many stripes have studied the situation over the years, but there has been no authoritative summary of what we know and what we yet need to learn that can be turned into real steps toward a solution. Why are people dropping out of the political process....and what can be done to draw them back? What creative strategies hold the most promise for capturing Americans' attention, raising their awareness, and inspiring them to participate?The Task Force's findings are often disturbing, yet they also give cause for optimism. Americans may be keeping to themselves in growing numbers, but they do not do so solely from apathy or indifference; and want only to be invited to share their views, to be assured that government will pay attention, to be shown how and why they can make a difference. Young people especially have felt shut out of the process, despite knowing as well as anyone what matters to them and their communities. It's time they were invited back in. In this deeply polarized political moment, it is vitally important that we remind all Americans that civic engagement isn't merely about the often arcane and alienating world of politics -- it's a way to share in something bigger than ourselves, to express our devotion to our country and our community, to assure that (in Abraham Lincoln's timeless phrase) "government of the people, by the people, for the people, shall not perish from the earth."Here in the state that was home to the author of those words, in the city where he was nominated for the presidency, we can take the first steps toward reinvigorating the vision he expressed. It is the hope of the League and the Task Force that this report will point the way toward those steps

    Putting the pieces in place: children, communities and social capital in Australia

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    Provides insights into the aspects of Australian communities that support children and those that fail them. It examines the ways in which communities can be strengthened from the standpoint of children. The report documents how excessive use of alcohol, aggressive drivers and the threat of violence make children feel unsafe in their communities. It also highlights the importance of strong, caring relationships. Executive summary   What do children in Australia value about their communities? How are communities supporting children? How are communities failing them – and why? Over the past fifteen years, governments at Commonwealth, state and local levels have been concerned with strengthening communities as part of a policy shift towards "local solutions to local problems" and to place-based initiatives. This policy shift was heavily influenced by ideas of social capital. Children are often assumed to benefit from "strong communities", yet we know very little about children‟s views on what makes a strong, supportive community. Indeed, we know very little about children‟s places and roles within Australian communities. If policies and initiatives are to be inclusive of children – as this report argues they should – it is crucial that we understand children‟s views and experiences of their communities. The research project explores in depth what children in middle childhood think about their communities, how children experience "community‟ on a daily basis, and what vision they have for their communities. This report presents the findings of participatory, rights-based research with 108 children aged between eight and twelve years across six sites in eastern Australia. The findings provide important insights into communities from a child\u27s standpoint. This research also demonstrates children‟s capacity to engage in detailed discussion and deliberation about "what works" - and "what is broken" – within their community. Additionally, it demonstrates the important insights children can provide into how to fix that which is broken

    Spartan Daily, September 22, 1997

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    Volume 109, Issue 16https://scholarworks.sjsu.edu/spartandaily/9163/thumbnail.jp

    System upgrade: realising the vision for UK education

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    A report summarising the findings of the TEL programme in the wider context of technology-enhanced learning and offering recommendations for future strategy in the area was launched on 13th June at the House of Lords to a group of policymakers, technologists and practitioners chaired by Lord Knight. The report – a major outcome of the programme – is written by TEL director Professor Richard Noss and a team of experts in various fields of technology-enhanced learning. The report features the programme’s 12 recommendations for using technology-enhanced learning to upgrade UK education

    Prosociality and Risk: How Risky Decision-Making in Young Adults Relates to Altruistic Tendencies, Empathic Concern, and Prosocial Peer Affiliation

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    Adolescence involves an increase in risky decisions, such as reckless driving and illicit substance use, but prosocial characteristics and peer affiliation have yet to be investigated as protective factors. The present study assessed altruistic tendencies, prosocial peer affiliation (PPA), and empathic concern as predictors and moderators of risk-taking, including both self-reported health risks and riskiness in a behavioral task. Young adults from ages 20 to 25 (M = 22.55, SD = 1.38) completed a battery of behavioral tasks (including the Balloon Analogue Risk Task and the Dictator Game) and questionnaires on Amazon MTurk, measuring risk-taking (drunk driving, texting while driving, binge drinking, illicit substance use, and tobacco use), altruistic tendencies, PPA, empathic concern, reward sensitivity, and self-regulation. Results indicated that drunk driving and texting while driving were negatively associated with all three prosocial characteristics, and binge drinking was related to PPA and empathic concern. Moderating effects included interactions between altruistic tendencies and reward sensitivity on drunk driving, altruistic tendencies and self-regulation on drunk driving, PPA and reward sensitivity on binge drinking, and empathic concern and self-regulation on binge drinking. Mediating effects, however, were not found. Overall, prosocial characteristics seemed to buffer against reward sensitivity and strengthen self-regulation in several models. The discussion centers on how prosocial individuals might be less prone to risk-taking, and how affiliating with positive peers can offset the effects of heightened reward sensitivity during this crucial developmental period

    Spartan Daily, April 17, 1997

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    Volume 108, Issue 53https://scholarworks.sjsu.edu/spartandaily/9128/thumbnail.jp
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