Immersive Learning Environment with Integrated Interactive Video and Ubiquitous Technologies

100學年度沈俊毅升等參考著作[[abstract]]Information technology is an integral part of daily life in many domains, including communication, computing, entertainment, and education. However, despite its pervasiveness, digitalization in various purposes and application in many human-based activities, it still plays the role of assisting and supporting people in manipulating and acquiring information. This study developed a ubiquitous learning environment based on the connection between digital and physical information. By using mobile learning technologies, including interactive video-based multimedia technology, GPS, GIS, and the electronic map service, learners can perform location-aware learning activities and experience corresponding appearances regarding a particular location. Accordingly learners can acquire new knowledge by participating in location-aware learning activities. We also demonstrate a ubiquitous learning activity of introducing the history of Tamkang University, Taiwan, and assess the effectiveness of the proposed ubiquitous learning environment.[[journaltype]]國外[[incitationindex]]EI[[booktype]]紙本[[countrycodes]]KO

La ludificación como herramienta de motivación en el aula

Se presenta una estrategia basada en la ludificación para motivar a estudiantes de un plan de estudios no-STEM en la asignatura de Estadística. Los objetivos planteados fueron: mantener la atención en clase, fomentar hábitos de estudio autónomos y mejorar las calificaciones. Las evidencias y análisis realizados demuestran que la actividad desarrollada ayuda al estudiantado a alcanzar los objetivos planteados. Además, su diseño permite la transferencia a otras asignaturas y planes de estudio.Postprint (published version

101UP: Implementation of a Gamified Curriculum to Increase Self-Regulated Learning Skills and Motivation for at-Risk Students in a First-Year Experience Course— an Action Research Study

The transition to college from high school is significant for at-risk students, especially as they tend to struggle with self-regulated learning skills when trying to adapt to the university environment. In an attempt to mitigate this challenge and assist students with this transition, many universities offer first-year experience courses. Nationally, however, a quarter of freshmen students still drop out before their sophomore year. The purpose of this action-based research study was to evaluate the implementation of a gamified curriculum for at-risk students enrolled in a university first-year experience course. The first research question in this study explored how and in what ways the implementation of a gamified curriculum impacted at-risk students’ self-regulated learning skills. The second question explored how and in what ways the implementation of a gamified curriculum impacted at-risk students’ motivation. The third question examined at-risk students’ perceptions about the gamified curriculum on the quality of their learning experience. This seven-week action research study incorporated a gamified curriculum designed to increase self-regulatory learning skills (goal setting, strategic planning, task strategies, self-instruction, help-seeking, and metacognitive monitoring) and motivation (choice, control, collaboration, challenge, constructing meaning, and consequences) for 10 academically at-risk students enrolled in a first-year experience course. I analyzed qualitative and quantitative data to include the Learning and Study Strategy Inventory (LASSI) instrument, journal reflection assignments, a Final Self-Reflection Learning Quest, gamification elements, and learning management system (LMS) metrics. The LASSI pretest and posttest results were analyzed using descriptive statistics as well as inferential statistics including a series of paired sample t-tests. Findings from this study indicated that although only one subscale of the LASSI, Self Testing, was found to be statistically significant, correlations were found between various gamification elements and the subscales of Information Processing, Concentration, and Using Academic Resources. Additionally, as a result of various cycles of coding and the emergence of themes, findings suggested that students perceived the gamified curriculum as helping to improve their academic mindset, study habits, and motivation, all while making their learning easier. Implications for instructors considering the implementation of a gamified curriculum and future areas of research are offered

Mobile game based learning for males having sex with males peer educators in India

This thesis aims to examine the effectiveness of a mobile phone based SMS game as a learning intervention for the Peer Educators of the Males having Sex with Males (MSM) groups in Kolkata, India. MSM groups are marginalised and are at higher risk of HIV/AIDS, falling under the core groups for the National AIDS Control and Prevention programmes in India. Peer to peer education for behaviour change in HIV/AIDS prevention projects is a bottom up approach to reach out to this marginalised population for HIV prevention. Training is in place for MSM peer educators but research shows gaps in their support and learning needs. This project developed a mobile game based learning tool to address the peer educators’ learning and support needs. Using a participatory research approach a multiplayer SMS based simulation game was developed, deployed and evaluated, using an existing game engine called ‘Day of the Figurines’. In an effort to enhance experience sharing and peer learning the real life experiences of the peer educators were captured and incorporated through a participatory and iterative process as scenarios of the game. A SMS game on mobile phones was chosen to be in keeping with the marginalised, secretive nature of the MSM identity of the peer educators as well as be in keeping with the mobile nature of their work. The SMS game was piloted in Nottingham and Kolkata and the final intervention was deployed and evaluated in Kolkata with a group of sixteen peer educators from MANAS Bangla, a network of community based MSM organisations in Kolkata, India. Evaluation of the game showed it to be useable, relevant to peer education, interesting and entertaining but in some cases slow, uninteresting and confusing. The game play was affected by technical faults but players still exchanged SMS messages with the game and communicated between players using the ‘chat’ feature of the game. Playing the game enabled players to acquire better communication skills and increased confidence, it gave them a feeling of self-efficacy and influenced their work practices. The intervention was instrumental in increasing the peer educators’ critical consciousness, it created a space to address the practical barriers faced by the peer educators by providing dialogic methods for developing knowledge, encouraging and facilitating collaboration, developing communication skills and increasing access to learning opportunities. This research contributes an exploration of peer educators’ problems, evaluation of mobile game based learning and account of participants’ experiences in a mobile-health development context in resource constrained settings

Mobile game based learning for males having sex with males peer educators in India

This thesis aims to examine the effectiveness of a mobile phone based SMS game as a learning intervention for the Peer Educators of the Males having Sex with Males (MSM) groups in Kolkata, India. MSM groups are marginalised and are at higher risk of HIV/AIDS, falling under the core groups for the National AIDS Control and Prevention programmes in India. Peer to peer education for behaviour change in HIV/AIDS prevention projects is a bottom up approach to reach out to this marginalised population for HIV prevention. Training is in place for MSM peer educators but research shows gaps in their support and learning needs. This project developed a mobile game based learning tool to address the peer educators’ learning and support needs. Using a participatory research approach a multiplayer SMS based simulation game was developed, deployed and evaluated, using an existing game engine called ‘Day of the Figurines’. In an effort to enhance experience sharing and peer learning the real life experiences of the peer educators were captured and incorporated through a participatory and iterative process as scenarios of the game. A SMS game on mobile phones was chosen to be in keeping with the marginalised, secretive nature of the MSM identity of the peer educators as well as be in keeping with the mobile nature of their work. The SMS game was piloted in Nottingham and Kolkata and the final intervention was deployed and evaluated in Kolkata with a group of sixteen peer educators from MANAS Bangla, a network of community based MSM organisations in Kolkata, India. Evaluation of the game showed it to be useable, relevant to peer education, interesting and entertaining but in some cases slow, uninteresting and confusing. The game play was affected by technical faults but players still exchanged SMS messages with the game and communicated between players using the ‘chat’ feature of the game. Playing the game enabled players to acquire better communication skills and increased confidence, it gave them a feeling of self-efficacy and influenced their work practices. The intervention was instrumental in increasing the peer educators’ critical consciousness, it created a space to address the practical barriers faced by the peer educators by providing dialogic methods for developing knowledge, encouraging and facilitating collaboration, developing communication skills and increasing access to learning opportunities. This research contributes an exploration of peer educators’ problems, evaluation of mobile game based learning and account of participants’ experiences in a mobile-health development context in resource constrained settings