107 research outputs found

    Edupreneur: Developing Boardgame As a product of University Entrepreneurial Activities

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    Purpose: This paper will discuss the effectiveness of board games as an educational tool in people's development and the possibility of boardgame as a university product. Developing a board game as an alternative to entrepreneurship products was explored as a stimulating learning program, especially for the adult learning program. People need to gain more competencies to be accelerating with the current condition and compete in this era, as competencies are essential, so people must acquire and learn new competencies. Meanwhile, learning is not a one-way round; it is a complex process that needs to emerge within themself. Board games are instruments that can help people learn new competencies and enhance people capacity, with fun and enjoyable way. Design/methodology/approach: This study uses quantitative research with 70 respondents consist of 60 respondents as the participant of boardgame and 10 lecturers. Findings: Board games could be a learning method that is fun, challenging, and engaging for participants. Board games are great tools to be used as they follow the andragogy assumptions, hence positively impacting learning.  This study aims to give scientific studies on the use of board games in human development settings. As well as the opportunity of the University to develop the edupreneurship within their university. Research limitations/implications: First, this study only conducted at the participants from one holding company that participates in the training program. Further study with larger participants and from various companies is recommended.  Second, this study only uses simple descriptive analysis from the participant's evaluation and lecturer’s opinion, different types of data collection tools might be used in the further study. Practical implications: The study also showed that universities should take part in developing entrepreneurship activities by supporting them. The study also revealed that boardgame could become one of the products from the University, especially from the Faculty of Psychology. Originality/value: Exploring the board games as a learning method that is fun, challenging, and engaging for participants., as well as the possibility of earning income for the lecturers, students and lecturers. Paper type: Research Pape

    Migration of an Escape Room–Style Educational Game to an Online Environment: Design Thinking Methodology

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    The COVID-19 pandemic outbreak has led to a sudden change in education, closing schools and shifting to online teaching, which has become an enormous challenge for teachers and students. Implementing adequate online pedagogical approaches and integrating different digital tools in the teaching process have become a priority in educational systems. Finding a way to keep students' interest and persistence in learning is an important issue that online education is facing. One possible way to establish engaging and interactive learning environments, using the energy and enthusiasm of students for educational purposes, is the use of game-based learning activities and gamification of different parts of the educational process. This paper presents a use case of migrating an escape room–style educational game to an online environment by using the design thinking methodology. We wanted to show that the design thinking methodology is useful to create engaging and motivating online games that provide educational value. Starting from students’ perspective, we created a simple digital escape room–style game where students got an opportunity to self-assess their knowledge in computer science at their own pace. Students tested this prototype game, and their opinions about the game were collected through an online survey. The test's goal was to evaluate the students' perceptions about the implemented digital escape room–style educational game and gather information about whether it could achieve students' engagement in learning computer science during online teaching. In total, 117 students from sixth and seventh grades completed the survey regarding the achieved student engagement. Despite the differences in students’ answers about game complexity and puzzle difficulty, most students liked the activity (mean 4.75, SD 0.67, on a scale from 1 to 5). They enjoyed the game, and they would like to participate in this kind of activity again (mean 4.74, SD 0.68). All (n=117, 100%) students found the digital escape room–style educational game interesting for playing and learning. The results confirmed that digital escape room–style games could be used as an educational tool to engage students in the learning process and achieve learning outcomes. Furthermore, the design thinking methodology proved to be a useful tool in the process of adding novel educational value to the digital escape room–style game.publishedVersio

    How to save the world with zombies? : a scientainment approach to engage young people

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    When trying to sensitize adolescents for sustainability, innovative communication approaches are needed. In the outdoor escape “Zombie mission”, players follow a story and try to save the world by solving puzzles about sustainability topics with scientific information found in the university gardens. This study investigates to whom this scientainment approach appeals and whether it can impart knowledge and raise interest in science and the environment. A mixed methods approach was adopted using questionnaires and interviews. The results suggest that the game is a promising tool for communicating sustainability to adolescents, even those who may not have had prior interest in the environment or science. Participants enjoyed the activity and gained new knowledge as a result

    Improving serious games evaluation by applying learning analytics and data mining techniques

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    Tesis inédita de la Universidad Complutense de Madrid, Facultad de Informática, Departamento de Ingeniería del Software e Inteligencia Artificial, leída el 15/06/2017. Tesis formato europeo (compendio de artículos)Serious games are highly motivational resources effective to teach, raise awareness, or change the perceptions of players. To foster their application in education, teachers and institutions require clear and formal evidences to assess students' learning while they are playing the games. However, traditional assessment techniques rely on external questionnaires, typically carried out before and after playing, that fail to measure players' learning while it is happening. The multiple interactions carried out by players in the games can provide more precise information about how players play, and even be used to assess them. In this regard, game learning analytics techiques propose the collection and analysis of such interactions for multiple purposes, including assessment. The potentially large game learning analytics data collected can be further analyzed with data mining techniques to discover unexpected patterns and to provide measures to evaluate the effect of fames on their players and assess their learning...Los juegos serios son recursos altamente motivadores y efectivos para enseñar, concienciar, o cambiar las percepciones de sus jugadores. Para fomentar su aplicación en educación, los profesores y las instituciones necesitan pruebas claras y automáticas con las que evaluar el aprendizaje de sus estudiantes mientras utilizan los juegos. Tradicionalmente, la evaluación con juegos serios se basa en cuestionarios externos, realizados normalmente antes y después de jugar, que no miden el aprendizaje de los jugadores durante el proceso en sí. Las múltiples interacciones que realizan los jugadores al jugar pueden proporcionar una información más precisa sobre cómo juegan los jugadores e, incluso, utilizarse para evaluar su aprendizaje. En este sentido, las analíticas de aprendizaje para juegos proponen técnicas para la recogida y el análisis de dichas interacciones con múltiples fines, incluida la evaluación de los jugadores. Los datos (potencialmente numerosos) de las analíticas de aprendizaje para juegos pueden analizarse en mayor detalle con técnicas d minería de datos que permiten descubrir patrones ocultos a simple vista y proporcionar mejores medidas para estudiar el efecto de los juegos en los estudiantes y evaluar su aprendizaje...Fac. de InformáticaTRUEunpu

    RISCS Annual Report 2018

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    The Research Institute in Science of Cyber Security (RISCS) takes an evidence-based and interdisciplinary approach to addressing cyber security challenges. By providing a platform for the exchange of ideas, problems and research solutions between academia, industry, and both the UK and international policy communities, RISCS promotes and supports the development of scientific approaches to cyber security. Central to the RISCS agenda is the application of bodies of knowledge to stimulate a transition from ‘common practice’ to ‘evidence-based best practice’ in cyber security. Recognising that cyber security is a contested concept, RISCS operates within a national and international cyber security framework to establish a coherent set of research principles. These principles focus on the deployment of scientific methods and the gathering of evidence to produce sound interventions and responses to cyber security challenges. We actively seek to maximise collaboration amongst our diverse community through a culture of open publication, sharing and expanding our network. Through this collaboration, RISCS develops techniques that enable communities to anticipate emergent cyber security issues from public policy, social practice and technological perspectives. Our end goal is to deliver a world-class portfolio of activity and research findings that maximises the value of social, political and economic research into cyber security and which results in a set of scientifically based options that individuals, institutions and nation states can use to respond to imminent and long term cyber security challenges

    Trends on Educational Gamification: Challenges and Learning Opportunities

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    Games are a natural activity—we all know how to play. Perhaps this is the key feature that explains the increase in the use of game-based learning (GBL) strategies: Applying games to education converts education into a universal activity. Over the last ten years, the way in which education and training is delivered has considerably changed, not only due to a new technologic environment—plenty of social networks, MOOCs, etc.—but also because of the appearance of new methodologies. Such new methodologies are shifting the center of gravity: from the teacher to the student, with the aim of awakening relational aspects, as well as promoting imagination and divergent thinking. One new approach that holds considerable promise for helping to engage learners is, indeed, game-based learning (GBL). However, while a growing number of institutions are beginning to see the validity of GBL, there are still many challenges to overcome before this type of learning can become widespread.In this Special Issue, we want to gather several studies and experiences in GBL to be shared with other teachers and researchers

    Cognitive Architectures for Serious Games

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    This dissertation summarises a research path aimed at fostering the use of Cognitive Architectures in Serious Games research field. Cognitive Architectures are an embodiment of scientific hypotheses and theories aimed at capturing the mechanisms of cognition that are considered consistent over time and independent of specific tasks or domains. The theoretical approaches provided by the research in computational cognitive modelling have been used to formalise a methodological framework to guide researchers and experts in the game-based education sector in designing, implementing, and evaluating Serious Games. The investigation of cognitive processes involved during the game experience represents the fundamental step of the pro- posed approach. Two different case studies are described to discuss the possible use of the suggested framework. In the first case study, the aim was to design a modified version of the Tetris game with the intention of making the game more effective in training the visual-spatial skill called mental rotation. In the second scenario, the frame- work was used as a basis for creating an innovative persuasive game. This case study provides an example of adopting cognitive architectures for implementing a non-player character with human-like behaviour developed using targeted cognitive theories

    Proceedings of the 15th International Conference on Technology in Mathematics Teaching (ICTMT 15)

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