Editorial: Positive Technology: Designing E-experiences for Positive Change

While there is little doubt that our lives are becoming increasingly digital, whether this change is for the better or for the worse is far from being settled. Rather, over the past years concerns about the personal and social impacts of technologies have been growing, fueled by dystopian Orwellian scenarios that almost on daily basis are generously dispensed by major Western media outlets. According to a recent poll involving some 1,150 experts, 47% of respondents predict that individuals’ well-being will bemore helped than harmed by digital life in the next decade, while 32% say people’s well-being will bemore harmed than helped. Only 21% of those surveyed indicated that the impact of technologies on people well-being will be negligible compared to now (Pew Research Center, 2018)

Learning Mechanics and Game Mechanics Under the Perspective of Self-Determination Theory to Foster Motivation in Digital Game Based Learning

Background: Using digital games for educational purposes has been associated with higher levels of motivation among learners of different educational levels. However, the underlying psychological factors involved in digital game based learning (DGBL) have been rarely analyzed considering self-determination theory (SDT, Ryan \& Deci, 2000b); the relation of SDT with the flow experience (Csikszentmihalyi, 1990) has neither been evaluated in the context of DGBL

MMOG Game-Based Knowledge Conversion: An Ecological View Of Mutualistic Co-Presence

This research-in-progress study aims to extend the research on Massively Multiplayer Online Game (MMOG) collaborative learning by theoretically exploring the role of virtual co-presence from an ecological perspective. Although a growing number of researchers has started to investigate learning behaviors of digital native in the MMOG virtual environment, the study for theoretical justification of collaborative behavior and motivational profile of players in MMOG is still under-researched. To bridge this gap, this study applies concepts from ecology, namely biological interactions, and integrates with technology-based collaborative learning streams of research to theoretically explore the patterns of knowledge conversion in MMOG. Based on existing literatures, this study proposes two constructs of co-presence based on the theory of symbiosis in the field of ecology on biological interaction to explain and predict gamers’ motivational profile and participation in knowledge conversion mode in the MMOG game-based learning, Also, this study proposes a multiple method approach (including field observation, self-reported survey and focus group interview) to test four hypotheses that advocate the research potentials of MMOG in future research

An evaluation of constructivism for learners with ADHD: Development of a constructivist pedagogy for special needs

We examine whether constructivist eLearning tools can be used to help learners cope with special educational needs, such as difficulties with attention and concentration. Preliminary work is reported here, in which we seek to determine the reasons why a constructivist approach is difficult for learners with ADHD. This work is intended to lead to recommendations of how learners with ADHD could benefit from constructivist eLearning systems, e.g. through the managed use of multimedia technology. A preliminary model has been developed that illustrates the areas in which constructivist pedagogies need to address the limitations of ADHD learners. Further work will expand this model and eventually test it in a real environment (e.g. in a school with ADHD learners). The outcome will encourage a reconsideration of existing multimedia theories as they relate to learners with special needs, and provide new directions in order to support learners with ADHD

Integrating health behavior theory and design elements in serious games.

Background: Internet interventions for improving health and well-being have the potential to reach many people and fill gaps in service provision. Serious gaming interfaces provide opportunities to optimize user adherence and impact. Health interventions based in theory and evidence and tailored to psychological constructs have been found to be more effective to promote behavior change. Defining the design elements which engage users and help them to meet their goals can contribute to better informed serious games. Objective: To elucidate design elements important in SPARX, a serious game for adolescents with depression, from a user-centered perspective. Methods: We proposed a model based on an established theory of health behavior change and practical features of serious game design to organize ideas and rationale. We analyzed data from 5 studies comprising a total of 22 focus groups and 66 semistructured interviews conducted with youth and families in New Zealand and Australia who had viewed or used SPARX. User perceptions of the game were applied to this framework. Results: A coherent framework was established using the three constructs of self-determination theory (SDT), autonomy, competence, and relatedness, to organize user perceptions and design elements within four areas important in design: computer game, accessibility, working alliance, and learning in immersion. User perceptions mapped well to the framework, which may assist developers in understanding the context of user needs. By mapping these elements against the constructs of SDT, we were able to propose a sound theoretical base for the model. Conclusions: This study’s method allowed for the articulation of design elements in a serious game from a user-centered perspective within a coherent overarching framework. The framework can be used to deliberately incorporate serious game design elements that support a user’s sense of autonomy, competence, and relatedness, key constructs which have been found to mediate motivation at all stages of the change process. The resulting model introduces promising avenues for future exploration. Involving users in program design remains an imperative if serious games are to be fit for purpose

Constraints and opportunities facing women entrepreneurs in developing countries: a relational perspective

Purpose: this purpose of the paper to examine the interplay of constraints and opportunities affecting female entrepreneurship in developing countries. The paper integrates salient micro- and macro-level perspectives and provides a rounded account of opportunities and constraints as part of a holistic interdependent system.Design/methodology/approach: the paper adopts an integrative multi-level research design and an interpretive research methodology, capitalizing on in-depth interviews with ten women entrepreneurs to explore their perceptions and interpretations of constraints and opportunities facing female entrepreneurship in the Lebanese context.Findings: the findings presented in this paper clearly illustrate the relevance of micro-, meso-, and macro-level factors in entrepreneurship research and the usefulness of integrating multiple lens and units of analysis to capture the complexity of the women entrepreneurship experience in any particular context.Originality/value: the value added of this research lies in adapting a framework recently popularized in the context of diversity management for use in entrepreneurship research, helping to capture in turn the dynamic interplay of multiple levels of analysis and objective/subjective factors influencing female entrepreneurshi

Class tournament as an assessment method in physics courses : a pilot study

Testing knowledge is an integral part of a summative assessment at schools. It can be performed in many different ways. In this study we propose assessment of physics knowledge by using a class tournament approach. Prior to a statistical analysis of the results obtained over a tournament organized in one of Polish high schools, all its specifics are discussed at length, including the types of questions assigned, as well as additional self- and peer-evaluation questionnaires, constituting an integral part of the tournament. The impact of the tournament upon student improvement is examined by confronting the results of a post-test with pre-tournament students’ achievements reflected in scores earned in former, tests written by the students in experimental group and their colleagues from control group. We also present some of students’ and teachers’ feedback on the idea of a tournament as a tool of assessment. Both the analysis of the tournament results and the students’ and teachers’ opinions point to at least several benefits of our approach