Using motivation derived from computer gaming in the context of computer based instruction

This paper was originally presented at the IEEE Technically Sponsored SAI Computing Conference 2016, London, 13-15 July 2016. Abstract— this paper explores how to exploit game based motivation as a way to promote engagement in computer-based instruction, and in particular in online learning interaction. The paper explores the human psychology of gaming and how this can be applied to learning, the computer mechanics of media presentation, affordances and possibilities, and the emerging interaction of playing games and how this itself can provide a pedagogical scaffolding to learning. In doing so the paper focuses on four aspects of Game Based Motivation and how it may be used; (i) the game player’s perception; (ii) the game designers’ model of how to motivate; (iii) team aspects and social interaction as a motivating factor; (iv) psychological models of motivation. This includes the increasing social nature of computer interaction. The paper concludes with a manifesto for exploiting game based motivation in learning

Spartan Daily, May 7, 2007

Volume 128, Issue 53https://scholarworks.sjsu.edu/spartandaily/10367/thumbnail.jp

Prince Charming has Perfect White Teeth: Performativity and Media Education

This paper argues that Judith Butler’s post structuralist theory of performativity provides a valuable tool for understanding how students might contest prevailing hegemonic gender discourses in media education classrooms. It suggests an alternative to structuralist "empowerment" and "critical pedagogy" approaches, which continue to motivate many media educators, despite serious questions being asked about their effectiveness. The paper draws on data collected from a unit of work about video games, completed by year ten students at an all boys’ secondary school in Brisbane. It argues that many media related activities fail to elicit genuinely "critical" responses because they are complicit in the regulation of hegemonic discourses. It suggests that teachers are more likely to create the potential for variation in their students’ gender performances if activities are dialogic and open-ended and avoid placing emphasis on discourses of excellence and competition

Spartan Daily, November 23, 1970

Volume 58, Issue 42https://scholarworks.sjsu.edu/spartandaily/5409/thumbnail.jp

The effects of cooperative and competitive games on classroom interaction frequencies

This research looks at the effects of playing cooperative and competitive computer games on pupils’ classroom interaction frequency, as an index of their cooperation and engagement in class. It was predicted that students who played a cooperative game would receive higher teacher ratings of classroom interaction frequency, whereas students who played a competitive game would receive lower teacher ratings of classroom interaction frequency. Thirty-two school children with behaviour and learning difficulties played either a cooperative or competitive version of the Wii for a week. The pre- and post-game classroom interaction scores were different for the cooperative and competitive game conditions in the predicted directions. The findings suggest that cooperative games may benefit the social interaction of pupils within the classroom

Learning from the children : exploring preschool children's encounters with ICT at home

This paper is an account of our attempts to understand preschool children's experiences with information and communication technologies (ICT) at home. Using case study data, we focus on what we can learn from talking directly to the children that might otherwise have been overlooked and on describing and evaluating the methods we adopted to ensure that we maximised the children's contributions to the research. By paying attention to the children's perspectives we have learned that they are discriminating users of ICT who evaluate their own performances, know what gives them pleasure and who differentiate between operational competence and the substantive activities made possible by ICT

Spartan Daily, May 3, 1965

Volume 52, Issue 113https://scholarworks.sjsu.edu/spartandaily/4714/thumbnail.jp

Spartan Daily September 18, 2018

Volume 151, Issue 12https://scholarworks.sjsu.edu/spartan_daily_2018/1054/thumbnail.jp

DEVELOPMENT OF COLLABORATION SKILLS THROUGH WORKING IN AN INTERNATIONAL STUDENT TEAM

The foundation of collaboration is composed of the structural interaction. The skills of collaboration are acquired only during a group work. The field of sports is rich in a potential of group collaboration elements. It is presumed that in a process of development of collaboration skills a tight interaction, positive interdependence should be achieved, skills of joint work developed, direct communication, ability to reflect as well as personal responsibility should he promoted. The aim of the research is to analyze and assess the cooperation skills of students, participating in an international Erasmus IP project by applying the tourism and sports animation program. The following research methods were applied: analysis of scientific literature, semi-structured interview, development project (Erasmus Intensive Program’s (IP) Project “Sport for tourist animation at a seaside resort”, and qualitative data analysis. The research was conducted during the month of January of 2013, using the Skype program. The semi-structured interview had 6 students.  Research results revealed that a favorable environment for cooperative learning was ensured: a positive psychological climate was established which allowed the project participants to develop skills of self-expression (self-confidence, self-esteem, creativity). Students were able to feel psychologically safe, shared their experience, were attentive and friendly, supported, and encouraged each other. They were united by a sense of unity and a common goal. Team based and individual collaboration skills of students were developed throughout all of the tourism and sport related activities. The following skills of students, participating in the Erasmus IP project, were developed: ability to express and accept a verbal and physical emotional support; cooperative learning, listening to others and expression of own ideas; play assigned role; pursue a common goal; be a leader, supervise, organize; actively participate, when activities are organized by others; rate the activities in consideration of their efficiency and values. Results gathered from the interview responses highlighted a specific factor in regards to development of the collaboration skill – a sense of national pride and responsibility for own country and university had influence on students’ sense of responsibility. KEYWORDS: collaboration skills, development, international group, students. DOI: http://dx.doi.org/10.15181//atee.v1i0.1317