693 research outputs found

    The development of assistive courseware for young low vision learners based on multiple intelligence theory

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    This paper reports an ongoing study regarding the development of Assistive Courseware (AC) which specifically designed catering to the needs of low vision learners in learning activities. Previous literatures state that most of the available digital interactive learning content means too little to them, particularly in terms of content presentation. Therefore, this study solves the problem by developing an assistive courseware (AC), which is named as AC for Low Vision Learners (AC4LV). The AC was developed by utilizing Multiple Intelligence (MI) theory as guidance. In addition, three basic steps, which are pre-production, production, and post-production have been utilized in developing the AC. As a result, an AC4LV based on MI theory was successfully produced. Future works of this study is to test the experience of using AC4LV among the low vision learners in terms of it usefulness.Keywords: interaction design; child-computer interaction; assistive technology; low vision; multiple intelligence theor

    Designing Digital Games to Teach Road Safety: A Study of Graduate Students’ Experiences

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    In this paper, we present a framework for designing digital educational games to teach road safety rules specific to Alberta. The framework is inspired by game design literature and graduate students’ prior domain experience in their respective fields of teaching. To evaluate the proposed framework a study was conducted. The study aimed at designing road safety games with the participation of six graduate students using four phases: brainstorming, design, prototyping, and implementation. Cognitive insights presented by graduate students provide an effective rationale for game design that teaches traffic rules to improve road safety in general. Students enjoyed working as a collaborative unit and designed their games by means of instructional design theories, learning theories, and game design principles. The study indicated that the proposed framework may simplify the game design process with effective and efficient collaboratory design sessions in educational settings

    Evidence-based mapping between the theory of multiple intelligences and game mechanics for the purpose of player-centered serious game design

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    Sajjadi P, Vlieghe J, De Troyer O. Evidence-based mapping between the theory of multiple intelligences and game mechanics for the purpose of player-centered serious game design. In: Games and Virtual Worlds for Serious Applications (VS-Games), 2016 8th International Conference on. 2016: 1--8

    Приложение для проектирования педагогического дизайна образовательного курса

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    Актуальность работы связана с тем, что в образовании все чаще стали встречаться информационные технологии наравне с традиционными методами обучения, и изменились потребности обучающихся. Объектом исследования являются образовательные технологии. Цель работы заключается в разработке приложения для проектирования педагогического дизайна образовательного курса. Значимость работы заключается в теоретическом обосновании проблемы исследования, в разработанном алгоритме, позволяющем рекомендовать конечному пользователю игровые механики, а также в возможности использования полученных результатов всеми педагогами.The relevance of the work is due to the fact that information technology has become increasingly common with the traditional methods of instruction in education and the needs of students have changed. The object of research are educational technologies. The aim of the work is to develop an application for designing the pedagogical design of the educational course. The significance of the work lies in the theoretical justification of the research problem, in the developed algorithm that allows the end user to recommend game mechanics, and also in the possibility of using the results obtained by all teachers

    Formative Research on an Instructional Design Theory for Fostering Self-Efficacy Through Gamification

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    The merits of gamification as a learner-centered pedagogy that positively influences learner engagement and motivation are widely established in the literature; yet, few studies have ventured beyond motivation to consider the impact gamification has on self-efficacy. Moreover, guidance for the effective design and development of gamified instruction is lacking. This study describes formative research conducted on the Gamification for Enhancing Learner Self-Efficacy (GELSE) instructional design theory, which was developed to guide the design of gamification aimed at fostering self-efficacy. The goal of formative research is to identify improvements for an instructional design theory based on a designed instance of the theory. The GELSE theory was applied to an undergraduate community health nursing course in a fully online, accelerated degree program. The theory was evaluated by answering the following questions: 1) What methods of the GELSE instructional design theory were perceived to be more effective?, 2) What methods of the GELSE instructional design theory were perceived to be less effective?, and 3) What improvements can be made to the GELSE instructional design theory?. Data was collected in this qualitative study through open-ended questionnaires, focus group interviews, semi-structured one-on-one interviews, and observations of online learner activities and social interactions. The results show that the GELSE instructional design theory is effectual for guiding the design of gamified instruction intended to foster learner self-efficacy. Additionally, the findings from the research yielded a number of recommendations for improving the GELSE theory

    Expectations eclipsed in foreign language education: learners and educators on an ongoing journey / edited by Hülya Görür-Atabaş, Sharon Turner.

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    Between June 2-4, 2011 Sabancı University School of Languages welcomed colleagues from 21 different countries to a collaborative exploration of the challenging and inspiring journey of learners and educators in the field of language education.\ud \ud The conference provided an opportunity for all stakeholders to share their views on language education. Colleagues met with world-renowned experts and authors in the fields of education and psychology, faculty and administrators from various universities and institutions, teachers from secondary educational backgrounds and higher education, as well as learners whose voices are often not directly shared but usually reported.\ud \ud The conference name, Eclipsing Expectations, was inspired by two natural phenomena, a solar eclipse directly before the conference, and a lunar eclipse, immediately after. Learners and educators were hereby invited to join a journey to observe, learn and exchange ideas in orde

    Virtual Reality Games for Motor Rehabilitation

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    This paper presents a fuzzy logic based method to track user satisfaction without the need for devices to monitor users physiological conditions. User satisfaction is the key to any product’s acceptance; computer applications and video games provide a unique opportunity to provide a tailored environment for each user to better suit their needs. We have implemented a non-adaptive fuzzy logic model of emotion, based on the emotional component of the Fuzzy Logic Adaptive Model of Emotion (FLAME) proposed by El-Nasr, to estimate player emotion in UnrealTournament 2004. In this paper we describe the implementation of this system and present the results of one of several play tests. Our research contradicts the current literature that suggests physiological measurements are needed. We show that it is possible to use a software only method to estimate user emotion

    An adaptive model for digital game based learning

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    Digital Game-based Learning (DGBL) has the potential to be a more effective means of instruction than traditional methods. However meta-analyses of studies on the effectiveness of DGBL have yielded mixed results. One of the challenges faced in the design and development of effective and motivating DGBL is the integration of learning and gameplay. A game that is effective at learning transfer, yet is no fun to play, is not going to engage learners for very long. This served as the motivation to devise a systematic approach to the design, development and evaluation of effective and engaging DGBL. A comprehensive literature review examined: how games can be made engaging and how the mechanics of learning can be mapped to the mechanics of gameplay; how learning can be designed to be universal to all; how learning analytics can empower learners and educators; and how an agile approach to the development of instructional materials leads to continuous improvement. These and other considerations led to the development of the Adaptive Model for Digital Game Based Learning (AMDGBL). To test how successful the model would be in developing effective, motivating and universal DGBL, a Virtual Reality (VR) game that teaches graph theory was designed, built and evaluated using the AMDGBL. An accompanying platform featuring an Application Programming Interface (API) for storing learner interaction data and a web-based learning analytics dashboard (LAD) were developed. A mixed methods approach was taken for a study of learners (N=20) who playtested the game and viewed visualizations in the dashboard. Observational and think aloud notes were recorded as they played and gameplay data was stored via the API. The participants also filled out a questionnaire. The notes taken were thematically analysed, and the gameplay data and questionnaire responses were statistically analysed. Triangulation of data improved confidence in findings and yielded new insights. The learner study became a case study for a second, qualitative study of DGBL practitioners (N=12). The VR game was demonstrated and a series of visualizations presented to the participants. They then completed a questionnaire featuring open questions about: the need for the model; the benefits of VR; and the embedding of learning analytics, universal design for learning, iteration with formative evaluation, and triangulation at the heart of the model. The responses were thematically analysed. The results of both studies supported the following assertions: that the AMDGBL would allow for iterative improvement of a DGBL prototype; that employing the AMDGBL would lead to an effective DGBL solution; that the inclusion of UDL would lead to a more universally-designed game; that the LAD would help learners with executive functions; and that VR would foster learner autonomy

    Games based learning

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    The aim of this thesis is to investigate whether it is possible for a teacher (as a non-game developer) to create educational computer games that could be considered fun‟ to play. The influences of game genre and graphical fidelity on this process are also investigated, along with the practicalities and barriers that constrain the (mainstream) use of computer games within the education system. A literature review was conducted into the motivations for using educational games, the educational and conventional approaches to games design, and finally the development frameworks/software tools available for the purposes of implementation. Building upon the literature review, a questionnaire based survey and a games design pilot were conducted in order to establish what constitutes educational games design „best practice‟. Based on the feedback/results obtained, a small number of educational games were developed (using the package "GameMaker") and piloted for use within the subsequent main study. The main study consisted of a series of educational game playing sessions (supported by questionnaires) aimed at addressing the thesis research questions. The results of the study (in combination with an additional literature review) suggest the following: It is possible for teachers (as non-game developers) to create „fun‟ educational computer games, although this may not always be the most practical or preferred approach. Low fidelity graphics do not negatively impact the successful use of computer games within an educational environment. Educational games can be used practically within the education system, but with constraints and barriers preventing their mainstream adoption, unless schools, government and educational game advocates work together towards a shared vision. Due to limitations within the study, the influence of genre on the use educational games remains unresolved. This thesis contributes new knowledge through the discovery that computer games do not require high fidelity graphics in order to be used successfully within an educational environment (at the primary school level), and addresses a gap within the current literature through the documentation of the author‟s „real world‟ experience of developing educational computer games (from a teacher‟s point of view)
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