Integrating Technology With Student-Centered Learning

Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications

Player agency in interactive narrative: audience, actor & author

The question motivating this review paper is, how can computer-based interactive narrative be used as a constructivist learn- ing activity? The paper proposes that player agency can be used to link interactive narrative to learner agency in constructivist theory, and to classify approaches to interactive narrative. The traditional question driving research in interactive narrative is, ‘how can an in- teractive narrative deal with a high degree of player agency, while maintaining a coherent and well-formed narrative?’ This question derives from an Aristotelian approach to interactive narrative that, as the question shows, is inherently antagonistic to player agency. Within this approach, player agency must be restricted and manip- ulated to maintain the narrative. Two alternative approaches based on Brecht’s Epic Theatre and Boal’s Theatre of the Oppressed are reviewed. If a Boalian approach to interactive narrative is taken the conflict between narrative and player agency dissolves. The question that emerges from this approach is quite different from the traditional question above, and presents a more useful approach to applying in- teractive narrative as a constructivist learning activity

Google Glass App for Displaying ASL Videos for Deaf Children – The Preliminary Race

Glass Vision 3D is a grant-funded project focused on the goal of developing and researching the feasibility & usability of a Google Glass app that will allow young Deaf children to look at an object in the classroom and see an augmented reality projection that displays an American Sign Language (ASL) related video. Session will show the system (Glass app) that was developed and summarize feedback gathered during focus-group testing of the prototype

Google Glass App for Displaying ASL Videos for Deaf Children – The Preliminary Race

Glass Vision 3D is a grant-funded project focused on the goal of developing and researching the feasibility & usability of a Google Glass app that will allow young Deaf children to look at an object in the classroom and see an augmented reality projection that displays an American Sign Language (ASL) related video. Session will show the system (Glass app) that was developed and summarize feedback gathered during focus-group testing of the prototype

Assessing Foreign Language Learning Through Mobile Game-Based Learning Environments

With increasing globalization, foreign language skills have become one of the main requirements when applying for a job in leading ICT companies. Due to their ubiquity and multi-functionality, mobile devices allow teachers to provide technology-friendly students with highly dynamic learning contents in line with their lifestyle. Unfortunately, most of the available APPs still support a mainly one-way interaction (teacher to learner or computer-client interaction). The authors have designed an APP based on a highly interactive, ubiquitous and constructive learning approach. The current paper illustrates firstly how the APP has helped learners to get actively involved in their own learning process sharing and assessing their foreign language knowledge. And secondly, how students’ logs can be used to automate the assessment of different skills such as the ability to explain terms in a foreign language or to assess definitions created by other game players

Adaptive and Re-adaptive Pedagogies in Higher Education: A Comparative, Longitudinal Study of Their Impact on Professional Competence Development across Diverse Curricula

This study addresses concerns that traditional, lecture-based teaching methods may not sufficiently develop the integrated competencies demanded by modern professional practice. A disconnect exists between conventional pedagogy and desired learning outcomes, prompting increased interest in innovative, student-centered instructional models tailored to competence growth. Despite this, nuanced differences in competence development across diverse university curricula remain underexplored, with research predominantly relying on students’ self-assessments. To address these gaps, this study employs longitudinal mixed-methods approaches with regard to theory triangulation and investigator triangulation to better understand how professional knowledge, skills, and dispositions evolve across varied curricula and contexts. This research emphasizes adaptive and re-adaptive teaching approaches incorporating technology, individualization, and experiential learning, which may uniquely integrate skill development with contextual conceptual learning. Specific attention is paid to professional education paths like design, media, and communications degrees, where contemporary competence models stress capabilities beyond core conceptual knowledge. Results from this study aim to guide reform efforts to optimize professional competence development across diverse academic areas