53,854 research outputs found
Group-centered framework towards a positive design of digital collaboration in global settings
Globally distributed groups require collaborative systems to support their
work. Besides being able to support the teamwork, these systems also should
promote well-being and maximize the human potential that leads to an engaging
system and joyful experience. Designing such system is a significant challenge
and requires a thorough understanding of group work. We used the field theory
as a lens to view the essential aspects of group motivation and then utilized
collaboration personas to analyze the elements of group work. We integrated
well-being determinants as engagement factors to develop a group-centered
framework for digital collaboration in a global setting. Based on the outcomes,
we proposed a conceptual framework to design an engaging collaborative system
and recommend system values that can be used to evaluate the system furtherComment: 6 Pages, 3 Figures, Positive computing, International Conference on
Industrial Enterprise and System Engineerin
Gen X and Digital Games: Looking back to look forward
Despite there being increased attention in recent years to older adults who actively play digital games, it seems that there has been comparatively minimal scholarly focus on the next generation of older adult gamers â Generation X gamers. Although there have been few, current audience studies that examine this population within a gaming context, a temporal perspective reveals another story. Older members of this generation were the first age cohort to be exposed to and engage in video gameplay at an early age (i.e., childhood). With the emerging popularity of video games in the 1980s, this did not escape the attention of scholars. This study provides an overview of those early studies that assessed video game use and its potential (for better or worse) among the older members Gen X. The study themes identified include: health, education, and behavior. In addition, the first studies that identified gaming characteristics of this generation in their formative years emerged in the latter half of that decade. By identifying themes in these early studies, scholars have the potential to track an entire generationâs gaming history and characteristics from childhood to present day. Ultimately, this may glean richer insight into those qualities when they become the next older generation of digital game players
Recommended from our members
Education in the Wild: Contextual and Location-Based Mobile Learning in Action. A Report from the STELLAR Alpine Rendez-Vous Workshop Series
Recommended from our members
Introduction to location-based mobile learning
[About the book]
The report follows on from a 2-day workshop funded by the STELLAR Network of Excellence as part of their 2009 Alpine Rendez-Vous workshop series and is edited by Elizabeth Brown with a foreword from Mike Sharples. Contributors have provided examples of innovative and exciting research projects and practical applications for mobile learning in a location-sensitive setting, including the sharing of good practice and the key findings that have resulted from this work. There is also a debate about whether location-based and contextual learning results in shallower learning strategies and a section detailing the future challenges for location-based learning
Recommended from our members
Augmenting the field experience: a student-led comparison of techniques and technologies
In this study we report on our experiences of creating and running a student fieldtrip exercise which allowed students to compare a range of approaches to the design of technologies for augmenting landscape scenes. The main study site is around Keswick in the English Lake District, Cumbria, UK, an attractive upland environment popular with tourists and walkers. The aim of the exercise for the students was to assess the effectiveness of various forms of geographic information in augmenting real landscape scenes, as mediated through a range of techniques and technologies. These techniques were: computer-generated acetate overlays showing annotated wireframe views from certain key points; a custom-designed application running on a PDA; a mediascape running on the mScape software on a GPS-enabled mobile phone; Google Earth on a tablet PC; and a head-mounted in-field Virtual Reality system. Each group of students had all five techniques available to them, and were tasked with comparing them in the context of creating a visitor guide to the area centred on the field centre. Here we summarise their findings and reflect upon some of the broader research questions emerging from the project
Both Facts and Feelings: Emotion and News Literacy
News literacy education has long focused on the significance of facts, sourcing, and verifiability. While these are critical aspects of news, rapidly developing emotion analytics technologies intended to respond to and even alter digital news audiencesâ emotions also demand that we pay greater attention to the role of emotion in news consumption. This essay explores the role of emotion in the âfake newsâ phenomenon and the implementation of emotion analytics tools in news distribution. I examine the function of emotion in news consumption and the status of emotion within existing news literacy training programs. Finally, I offer suggestions for addressing emotional responses to news with students, including both mindfulness techniques and psychological research on thinking processes
Cognitive and affective perspectives on immersive technology in education
This research explains the rationale behind the utilization of mobile learning technologies. It involves a qualitative study among children to better understand their opinions and perceptions toward the use of educational applications (apps) that are available on their mobile devices, including smartphones and tablets. The researchers organized semi-structured, face-to-face interview sessions with primary school students who were using mobile technologies at their primary school. The students reported that their engagement with the educational apps has improved their competencies. They acquired relational and communicative skills as they collaborated in teams. On the other hand, there were a few students who were not perceiving the usefulness and the ease of use of the educational apps on their mobile device. This study indicates that the research participants had different skillsets as they exhibited different learning abilities. In conclusion, this contribution opens-up avenues for future research in this promising field of study.peer-reviewe
Integrating Computer Technology in Early Childhood Education Environments: Issues Raised by Early Childhood Educators
The purpose of this study was to assess the educatorsâ perspectives on the introduction of computer technology in the early childhood education environment. Fifty early childhood educators completed a survey and participated in focus groups. Parallels existed between the individually completed survey data and the focus group discussions. The qualitative data provided a richer understanding of the issues faced by these educators. Thematic analyses of the focus group discussions revealed that many of the educatorsâ concerns involved the effect of technology on the educators themselves, with secondary emphasis on how computers affected the students and parents. Although educators generally supported the integration of computers, they also identified critical concerns and limitations.
Lâobjectif de cette Ă©tude Ă©tait dâĂ©valuer les points de vue des Ă©ducateurs relatifs Ă lâintroduction de la technologie informatique dans un milieu dâĂ©ducation des jeunes enfants. Cinquante Ă©ducateurs de la petite enfance ont complĂ©tĂ© une enquĂȘte et ont participĂ© aux sessions de groupes de discussion. La recherche a trouvĂ© des correspondances entre les donnĂ©es des enquĂȘtes individuelles et les discussions de groupe. Les donnĂ©es qualitatives ont permis une meilleure connaissance des enjeux auxquels sont confrontĂ©s ces Ă©ducateurs. Des analyses thĂ©matiques des discussions de groupe ont rĂ©vĂ©lĂ© que plusieurs des prĂ©occupations des Ă©ducateurs portaient sur lâeffet de la technologie sur les Ă©ducateurs eux-mĂȘmes et, en deuxiĂšme lieu, sur lâinfluence des ordinateurs sur les Ă©lĂšves et les parents. Tout en indiquant quâils appuyaient globalement lâintĂ©gration des ordinateurs, les Ă©ducateurs ont Ă©galement identifiĂ© des prĂ©occupations et des limites importantes
Recommended from our members
Location-based and contextual mobile learning. A STELLAR Small-Scale Study
This study starts from several inputs that the partners have collected from previous and current running research projects and a workshop organised at the STELLAR Alpine Rendevous 2010. In the study, several steps have been taken, firstly a literature review and analysis of existing systems; secondly, mobile learning experts have been involved in a concept mapping study to identify the main challenges that can be solved via mobile learning; and thirdly, an identification of educational patterns based on these examples has been done.
Out of this study the partners aim to develop an educational framework for contextual learning as a unifying approach in the field. Therefore one of our central research questions is: how can we investigate, theorise, model and support contextual learning
- âŠ