Using Interactive Video Technology for the Development of Game-Based Learning

[[abstract]]Interactive video technologies are developed for providing interactions for users to get better interactivity in watching TV programs. Since receiving TV programs is a common affair for general users, many systems with interactive TV technologies are implemented for educational or commercial purposes. Learning by playing game is a hot topic in current distance learning systems. Most of game-based learning systems designed by computer programmers and domain experts. Generating interactive game courses is hard for content providers since they are not computer experts. The interactive game authoring tool proposed in this paper provides a friendly interface to help the users to create their educational games easily. The students will be attracted in such learning platform with entertaining elements.[[conferencetype]]國際[[conferencedate]]20070910~20070914[[conferencelocation]]Xian, Chin

Pelatihan Membuat Soal Matematika Secara Daring Menggunakan Aplikasi Kahoot

In the world of education, it is currently commonly known as learning media that can be used as teaching aids for teachers to make it easier for students to understand the material being taught. Learning media can clarify the presentation of messages and information from teachers to students so that they can facilitate and improve learning processes and outcomes. Learning media can also overcome the limitations of the senses, space and time. One form of media is Kahoot. Kahoot is a game-based learning platform that uses educational technology in schools and other educational institutions. Kahoot is in the form of a multiple choice quiz game application or a survey of opinions and opinions of students or members of public institutions conducted online via a browser. learning through Kahoot is very easy to implement. Kahoot can be played through different browsers to browsers installed on student gadgets. The Kahoot application is very interesting, because the teacher can create quizzes by inserting pictures or videos in the problem so that it can attract students' attention. Kahoot is because the question is equipped with an image or video. Even using short expressions, accompanied by music that is appropriate for their age. Not only that, kahoot can be a form of online interactive media

A Teacher in the Living Room? Educational Media for Babies, Toddlers, and Preschoolers

Examines available research, and arguments by proponents and critics, of electronic educational media use by young children. Examines educational claims in marketing and provides recommendations for developing research and product standards

The Industry and Policy Context for Digital Games for Empowerment and Inclusion:Market Analysis, Future Prospects and Key Challenges in Videogames, Serious Games and Gamification

The effective use of digital games for empowerment and social inclusion (DGEI) of people and communities at risk of exclusion will be shaped by, and may influence the development of a range of sectors that supply products, services, technology and research. The principal industries that would appear to be implicated are the 'videogames' industry, and an emerging 'serious games' industry. The videogames industry is an ecosystem of developers, publishers and other service providers drawn from the interactive media, software and broader ICT industry that services the mainstream leisure market in games, The 'serious games' industry is a rather fragmented and growing network of firms, users, research and policy makers from a variety of sectors. This emerging industry is are trying to develop knowledge, products, services and a market for the use of digital games, and products inspired by digital games, for a range of non-leisure applications. This report provides a summary of the state of play of these industries, their trajectories and the challenges they face. It also analyses the contribution they could make to exploiting digital games for empowerment and social inclusion. Finally, it explores existing policy towards activities in these industries and markets, and draws conclusions as to the future policy relevance of engaging with them to support innovation and uptake of effective digital game-based approaches to empowerment and social inclusion.JRC.J.3-Information Societ

Bringing tabletop technologies to kindergarten children

Taking computer technology away from the desktop and into a more physical, manipulative space, is known that provide many benefits and is generally considered to result in a system that is easier to learn and more natural to use. This paper describes a design solution that allows kindergarten children to take the benefits of the new pedagogical possibilities that tangible interaction and tabletop technologies offer for manipulative learning. After analysis of children's cognitive and psychomotor skills, we have designed and tuned a prototype game that is suitable for children aged 3 to 4 years old. Our prototype uniquely combines low cost tangible interaction and tabletop technology with tutored learning. The design has been based on the observation of children using the technology, letting them freely play with the application during three play sessions. These observational sessions informed the design decisions for the game whilst also confirming the children's enjoyment of the prototype

Automated Game Design Learning

While general game playing is an active field of research, the learning of game design has tended to be either a secondary goal of such research or it has been solely the domain of humans. We propose a field of research, Automated Game Design Learning (AGDL), with the direct purpose of learning game designs directly through interaction with games in the mode that most people experience games: via play. We detail existing work that touches the edges of this field, describe current successful projects in AGDL and the theoretical foundations that enable them, point to promising applications enabled by AGDL, and discuss next steps for this exciting area of study. The key moves of AGDL are to use game programs as the ultimate source of truth about their own design, and to make these design properties available to other systems and avenues of inquiry.Comment: 8 pages, 2 figures. Accepted for CIG 201

Game Changer: Investing in Digital Play to Advance Children's Learning and Health

Based on a literature review and interviews with digital learning experts, explores how digital games can foster skills and knowledge for better academic performance and health. Makes recommendations for government research, partnerships, and media

Towards a Lightweight Approach for Modding Serious Educational Games: Assisting Novice Designers

Serious educational games (SEGs) are a growing segment of the education community’s pedagogical toolbox. Effectively creating such games remains challenging, as teachers and industry trainers are content experts; typically they are not game designers with the theoretical knowledge and practical experience needed to create a quality SEG. Here, a lightweight approach to interactively explore and modify existing SEGs is introduced, a toll that can be broadly adopted by educators for pedagogically sound SEGs. Novice game designers can rapidly explore the educational and traditional elements of a game, with a stress on tracking the SEG learning objectives, as well as allowing for reviewing and altering a variety of graphic and audio game elements