Cognitive and affective perspectives on immersive technology in education

This research explains the rationale behind the utilization of mobile learning technologies. It involves a qualitative study among children to better understand their opinions and perceptions toward the use of educational applications (apps) that are available on their mobile devices, including smartphones and tablets. The researchers organized semi-structured, face-to-face interview sessions with primary school students who were using mobile technologies at their primary school. The students reported that their engagement with the educational apps has improved their competencies. They acquired relational and communicative skills as they collaborated in teams. On the other hand, there were a few students who were not perceiving the usefulness and the ease of use of the educational apps on their mobile device. This study indicates that the research participants had different skillsets as they exhibited different learning abilities. In conclusion, this contribution opens-up avenues for future research in this promising field of study.peer-reviewe

A systematic literature review of methodology used to measure effectiveness in digital game-based learning

In recent years, a growing number of studies is being conducted into the effectiveness of digital game-based learning (DGBL). Despite this growing interest, however, it remains difficult to draw general conclusions due to the disparities in methods and reporting. Guidelines or a standardized procedure for conducting DGBL effectiveness research would allow to compare results across studies and provide well-founded and more generalizable evidence for the impact of DGBL. This study presents a first step in this process by mapping current practices through a systematic literature review. The review included peer-reviewed journal and conference publications between 2000 and 2012. Other inclusion criteria were that (1) the study’s primary aim was effectiveness measurement of cognitive learning outcomes, (2) the focus was on digital games and (3) a pre-post design with a control group was used. Twenty-five publications were found eligible for this study. Important differences were found in the number of control groups used and the type of intervention implemented in the control group (e.g. traditional classroom teaching, use of multimedia, computer-based learning, paper exercises, other games, or no intervention). Regarding the implementation method of the DGBL intervention in the experimental group, two approaches can be distinguished: stand-alone intervention or as part of a larger program. Moreover, a wide variety of effectiveness measures was used: measures for learning outcomes were complemented with time measurements and/or with self-reported measurements for self-efficacy and motivation. Learning effect calculation also varied, introducing pre-test scores in the analysis, conducting a separate analysis on pre- and post-test scores or conducting an analysis on difference scores. Our study thus indicates that a variety of methods is being used in DGBL effectiveness research opening a discussion regarding the potential and requirements for future procedural guidelines

A review of the evidence on the use of ICT in the Early Years Foundation Stage

This report reviewed existing evidence on the potential of technology to support the development of educational policy and practice in the context of the Early Years Foundation Stage. Reference is made to the use of ICT by young children from aged birth to five years and its potential impacts, positive and negative on their cognitive, social, emotional educational, visual and physical development

Are Early Investments In Computer Skills Rewarded In The Labor Market?

The paper assesses the relationship between investments in computer skills by adolescents and earnings at age 26. The heaviest investors earned 9 to 16 percent more than otherwise equivalent NELS-88 classmates. The payoff to early computer skills was substantial in jobs involving intense and complex uses of computers; negligible when computers were not used at work. It was non-gaming use of computers outside of school that enhanced future earnings, not playing video/computer games—which lowered earnings. Children in low SES families invested less in computer skills and thus benefited less from the job opportunities generated by the digital revolution

Is participatory design associated with the effectiveness of serious digital games for healthy lifestyle promotion? : a meta-analysis

Background: Serious digital games can be effective at changing healthy lifestyles, but large differences in their effectiveness exist. The extent of user involvement in game design may contribute to game effectiveness by creating a better fit with user preferences. Participatory design (PD), which represents active user involvement as informant (ie, users are asked for input and feedback) or codesigner (ie, users as equal partners in the design) early on and throughout the game development, may be associated with higher game effectiveness, as opposed to no user involvement or limited user involvement. Objective: This paper reports the results of a meta-analysis examining the moderating role of PD in the effectiveness of serious digital games for healthy lifestyle promotion. Methods: Four databases were searched for peer-reviewed papers in English that were published or in press before October 2014, using a (group-) randomized controlled trial design. Effectiveness data were derived from another meta-analysis assessing the role of behavior change techniques and game features in serious game effectiveness. Results: A total of 58 games evaluated in 61 studies were included. As previously reported, serious digital games had positive effects on healthy lifestyles and their determinants. Unexpectedly, PD (g=0.075, 95% CI 0.017 to 0.133) throughout game development was related to lower game effectiveness on behavior (Q=6.74, P<.05) than when users were only involved as testers (g=0.520, 95% CI 0.150 to 0.890, P<.01). Games developed with PD (g=0.171, 95% CI 0.061 to 0.281, P<.01) were also related to lower game effectiveness on self-efficacy (Q=7.83, P<.05) than when users were not involved in game design (g=0.384, 95% CI 0.283 to 0.485, P<.001). Some differences were noted depending on age group, publication year of the study, and on the specific role in PD (ie, informant or codesigner), and depending on the game design element. Games developed with PD were more effective in changing behavioral determinants when they included users in design elements on game dynamics (beta=.215, 95% CI .075 to .356, P<.01) and, more specifically, as an informant (beta=.235, 95% CI .079 to .329, P<.01). Involving users as informants in PD to create game levels was also related to higher game effectiveness (Q=7.02, P<.01). Codesign was related to higher effectiveness when used to create the game challenge (Q=11.23, P<.01), but to lower game effectiveness when used to create characters (Q=4.36, P<.05) and the game world (Q=3.99, P<.05). Conclusions: The findings do not support higher effectiveness of games developed with PD. However, significant differences existed among PD games. More support was found for informant roles than for codesign roles. When PD was applied to game dynamics, levels, and game challenge, this was associated with higher effectiveness than when it was applied to game aesthetics. Since user involvement may have an important influence on reach, adoption, and implementation of the intervention, further research and design efforts are needed to enhance effectiveness of serious games developed with PD

Adult numeracy: a review of research

This report provides an overview of existing research on adult numeracy, with a strong focus on the United Kingdom but also including other countries. The emphasis is on poor numeracy: its antecedents and effects, teaching and learning to overcome it, and the potential use of ICT and mobile technologies in that pursuit