Spol i profil višestrukih inteligencija mlađih adolescenata kao prediktori preferenci igranja digitalnih igara

The paper explores the relations among early adolescents’ digital gaming preferences and habits and their gender and multiple intelligences profiles. The study was conducted in 2015 with an empirical sample of 1,262 students aged 11 to 15. A vast majority of these students (86.9 %) played digital games regularly. Early adolescent females spent on average 8.7 h per week playing digital games, while males spent an average of about 17.7 h per week playing digital games. Students with higher scores in Interpersonal intelligence section spent more time playing digital games, while those with higher scores in Visual/spatial and Natural intelligences section played less. Most of the students (41.6 %) played digital games longer than five years. Early adolescent males favored Arcade and Sports games, while females preferred Logic, Online and Adventure game genres. Arcade (Action/Shooter/Platform) and Adventure games were preferably played by students with higher scores in Logical/mathematical intelligence, and Sports (Fighting) games were preferably played by students with higher scores in Bodily/kinesthetic intelligence. Strategy games were a preferred genre for students with lower scores in Musical/rhythmic intelligences. These findings support the notion that individual psychological characteristics lead to media selection and behavioral patterns construction. Vice versa, playing the preferred game genre will probably further motivate players to enhance the specific set of skills, strategies and habits.U radu se istražuju veze između preferencija i navika mlađih adolescenata u području digitalnih igara i njihovi profili s obzirom na spol i višestruke inteligencije. Istraživanje je provedeno 2015. godine na empirijskom uzorku od 1262 učenika u dobi između 11 i 15 godina. Velika većina tih učenika (86,9 %) redovno je igrala digitalne igre. Mlađe adolescentice provode prosječno 8,7 sati tjedno igrajući digitalne igre, a mlađi adolescenti u prosjeku tjedno provedu 17,7 sati igrajući digitalne igre. Učenici koji su ostvarili viši rezultat u dijelu upitnika koji se odnosi na interpersonalnu inteligenciju proveli su više vremena igrajući digitalne igre, a oni koji su ostvarili viši rezultat u vizualnoj/prostornoj i naturalističkoj inteligenciji igrali su digitalne igre u manjoj mjeri. Većina učenika (41,6 %) igrala je digitalne igre duže od pet godina. Mlađi adolescenti više su voljeli arkadne i sportske igre, a djevojke su više voljele logičke, online i avanturističke žanrove. Arkadne (akcijske/igre pucanja/platformske) i avanturističke igre pretežno su igrali učenici koji su ostvarili veći broj bodova u području logičko-matematičke inteligencije, a sportske (igre borbe) su pretežno igrali učenici koji su ostvarili veći broj bodova u tjelesno-kinestetičkoj inteligenciji. Strategijske igre bile su omiljeni žanr učenika koji su ostvarili niži rezultat u području glazbene/ritmičke inteligencije. Ti rezultati idu u prilog tvrdnji da individualna psihološka obilježja vode medijskoj selekciji i izgradnji obrazaca ponašanja. Suprotno tome, igranje igrice omiljenog žanra vjerojatno će dalje motivirati igrače za razvijanje specifične skupine vještina, strategija i navika

Spring Student Showcase Abstract Book

Book of abstracts for Spring 2019 Student Showcase for the Research and Creative Inquir

2019 EURēCA Abstract Book

Listing of student participant abstracts

Of the new dominant: a preliminary exploration of the dominance of ‘IT literacy’ in organizational processes

This paper takes a preliminary look at an emerging dominant literacy, IT literacy, and its potential impact on some members of the communities within which it is becoming dominant. Drawing on the perception of literacy as social practice, the paper locates organisational processes within institutions as belonging to a specific social practice and explores the pattern of dominance of IT literacy that is beginning to emerge within this practice. From analysis of interview and survey data, the study conducted a preliminary exploration of the views of staff within one organisation on the impact of this new dominant literacy. Some of the emergent views elicit the notions of exclusion, inadequacies, and imposition. I draw on this study in this talk to challenge us to think about how we respond to this imminent situation

The potential use of gaming pedagogy to teach mathematics : case studies in Miri, Sarawak, Malaysia

This research explores how mathematics pedagogy can be improved by looking at how children are engaged in computer games. Two approaches were considered: (a) the use of computer games, either educational or commercial off-the-shelf (COTS) games, and (b) the use of embodied learning principles of computer games. The feasibility of these approaches was explored by examining the perceptions of students, mathematics teachers and parents along four major themes - mathematics education, technological experience, gaming experience and the use of computer games to learn mathematics. A mixed methods approach was employed in which qualitative interviews [six teachers, eight students and eight parents] and quantitative surveys [total students, n=175] were administered concurrently at two government secondary schools in Miri, Sarawak, Malaysia. Both quantitative and qualitative data were analysed independently and combined in the final interpretation to provide a holistic and consolidated finding. Data collected from teachers revealed that they gave most attention to the exams, syllabus completion, practice, and would only consider using educational computer games built on drill-and-practice. However, the students described the games as being monotonous and lack complexities. The students claimed that they enjoyed playing COTS games and reported learning of metacognitive skills through the games. Unfortunately, most teachers and parents disregarded COTS games as educational. In addition to that, the lack of infrastructural facilities, low level of computer literacy amongst school teachers as well as the time constraint to complete syllabus suggested the use of educational or COTS games to teach mathematics was deemed to be impractical in schools. All the respondents would still prefer to have teachers teaching in a classroom. Hence, an alternative option was considered - the use of embodied learning principles of computer games. Identification of good practice in computer games could be used in the mathematics classroom for improvement. Mathematics pedagogy can be improved in three major aspects: (1) mathematics problems should be challenging, enable trial and error, work on bottom-up basic skills, provide instant feedback, and enable learning transfer; (2) classroom activities such as story-telling, role-playing, competition, collaboration and the use of visual aids should be fostered; (3) learning attitude should be changed where mistakes should be seen as opportunities to learn. Here, a more practical mathematics pedagogy is drawn out without overcommitting teachers and it fosters active learning. In this study, the benefits of employing embodied learning principles of computer games in mathematics pedagogy have been seen to be more comprehensive and sustainable in the long-term because it eliminates the possible culture shock, resistance, waste of resources and risk to students’ examination performance from using an unproven technology

Design revolutions: IASDR 2019 Conference Proceedings. Volume 4: Learning, Technology, Thinking

In September 2019 Manchester School of Art at Manchester Metropolitan University was honoured to host the bi-annual conference of the International Association of Societies of Design Research (IASDR) under the unifying theme of DESIGN REVOLUTIONS. This was the first time the conference had been held in the UK. Through key research themes across nine conference tracks – Change, Learning, Living, Making, People, Technology, Thinking, Value and Voices – the conference opened up compelling, meaningful and radical dialogue of the role of design in addressing societal and organisational challenges. This Volume 4 includes papers from Learning, Technology and Thinking tracks of the conference

The potential use of gaming pedagogy to teach mathematics : case studies in Miri, Sarawak, Malaysia

This research explores how mathematics pedagogy can be improved by looking at how children are engaged in computer games. Two approaches were considered: (a) the use of computer games, either educational or commercial off-the-shelf (COTS) games, and (b) the use of embodied learning principles of computer games. The feasibility of these approaches was explored by examining the perceptions of students, mathematics teachers and parents along four major themes - mathematics education, technological experience, gaming experience and the use of computer games to learn mathematics. A mixed methods approach was employed in which qualitative interviews [six teachers, eight students and eight parents] and quantitative surveys [total students, n=175] were administered concurrently at two government secondary schools in Miri, Sarawak, Malaysia. Both quantitative and qualitative data were analysed independently and combined in the final interpretation to provide a holistic and consolidated finding. Data collected from teachers revealed that they gave most attention to the exams, syllabus completion, practice, and would only consider using educational computer games built on drill-and-practice. However, the students described the games as being monotonous and lack complexities. The students claimed that they enjoyed playing COTS games and reported learning of metacognitive skills through the games. Unfortunately, most teachers and parents disregarded COTS games as educational. In addition to that, the lack of infrastructural facilities, low level of computer literacy amongst school teachers as well as the time constraint to complete syllabus suggested the use of educational or COTS games to teach mathematics was deemed to be impractical in schools. All the respondents would still prefer to have teachers teaching in a classroom. Hence, an alternative option was considered - the use of embodied learning principles of computer games. Identification of good practice in computer games could be used in the mathematics classroom for improvement. Mathematics pedagogy can be improved in three major aspects: (1) mathematics problems should be challenging, enable trial and error, work on bottom-up basic skills, provide instant feedback, and enable learning transfer; (2) classroom activities such as story-telling, role-playing, competition, collaboration and the use of visual aids should be fostered; (3) learning attitude should be changed where mistakes should be seen as opportunities to learn. Here, a more practical mathematics pedagogy is drawn out without overcommitting teachers and it fosters active learning. In this study, the benefits of employing embodied learning principles of computer games in mathematics pedagogy have been seen to be more comprehensive and sustainable in the long-term because it eliminates the possible culture shock, resistance, waste of resources and risk to students’ examination performance from using an unproven technology

Looking BK and Moving FD: Toward a Sociocultural Lens on Learning with Programmable Media

Part of the Volume on Digital Young, Innovation, and the Unexpected This chapter is a look back at ideas about programming as a form of digital media for learning in the mid-1990s to help realize more of the potential of these tools in the future. It presents a close examination of the work of children who became fluent in programming animations, games, and interactive stories using MicroWorlds Logo. A vignette from the creation of a movie remix by African American girls in a culturally relevant school is analyzed. Their work supports a constructionist perspective that children can learn both programming and other subject-matter ideas through creating personally meaningful projects with programmable media. Unexpected from this view is that the children brought practices from living culturally to define and produce their project and that these cultural practices were integral to their learning. Implications are outlined for educators, policy makers, and researchers to use views of culture in learning with programmable media to connect more children to the benefits of these media