110,448 research outputs found
Decimal to Binary Number Conversion can be Fun
Numbering systems are of great importance in Computer Science and Engineering education. The binary numbering system can be considered as one of the most fundamental, since its understanding is essential for the understanding of other Computer Science and Engineering concepts, such as data representation, data storage, computer architecture, networking, and many more. Yet, students are having difficulties understanding it. One approach which has been shown to improve learning of different science and mathematics concepts is the use of educational games. Educational games have the potential to engage and motivate learners through fun activities. This paper presents a small exploratory survey on an electronic educational game for practicing decimal to binary number conversions
The Effects of Home Computers on Educational Outcomes: Evidence from a Field Experiment with Schoolchildren
Are home computers are an important input in the educational production
function? To address this question, we conduct a field experiment
involving the provision of free computers to schoolchildren for home
use. Low-income children attending middle and high schools in 15 schools
in California were randomly selected to receive free computers and
followed over the school year. The results indicate that the experiment
substantially increased computer ownership and total computer use among
the schoolchildren with no substitution away from use at school or other
locations outside the home. We find no evidence that the home computers
improved educational outcomes for the treatment group. From detailed
administrative data provided by the schools and a follow-up survey, we
find no evidence of positive effects on a comprehensive set of outcomes
such as grades, test scores, credits, attendance, school enrollment,
computer skills, and college aspirations. The estimates also do not
indicate that the effects of home computers on educational outcomes are
instead negative. Our estimates are precise enough to rule out even
modestly-sized positive or negative impacts. The lack of a positive net
effect on educational outcomes may be due to displacement from
non-educational uses such as for games, social networking, and
entertainment. We find evidence that total hours of computer use for
games and social networking increases substantially with having a home
computer, and increases more than total hours of computer use for schoolwork
The multimedia challenges raised by pervasive games
Pervasive gaming is a new form of multimedia entertainment that extends the traditional computer gaming experience out into the real world. Through a combination of personal devices, positioning systems and other multimedia sensors, combined with wireless networking, a pervasive game can respond to a player’s movements and context and enable them to communicate with a game server and other players. We review recent examples of pervasive games in order to explain their distinctive characteristics as multimedia applications. We then consider the challenge of scaling pervasive games to include potentially very large numbers of players. We propose a new approach based upon a campaign model in which individuals, local groups and experts draw on a combination of pervasive games, online services and broadcasting to take part in national or even global events. We discuss the challenges that this raises for further researc
Social networking and digital gaming media convergence : classification and its consequences for appropriation
Within the field of Information Systems, a good proportion of research is concerned with the work organisation and this has, to some extent, restricted the kind of application areas given consideration. Yet, it is clear that information and communication technology deployments beyond the work organisation are acquiring increased importance in our lives. With this in mind, we offer a field study of the appropriation of an online play space known as Habbo Hotel. Habbo Hotel, as a site of media convergence, incorporates social networking and digital gaming functionality. Our research highlights the ethical problems such a dual classification of technology may bring. We focus upon a particular set of activities undertaken within and facilitated by the space – scamming. Scammers dupe members with respect to their ‘Furni’, virtual objects that have online and offline economic value. Through our analysis we show that sometimes, online activities are bracketed off from those defined as offline and that this can be related to how the technology is classified by members – as a social networking site and/or a digital game. In turn, this may affect members’ beliefs about rights and wrongs. We conclude that given increasing media convergence, the way forward is to continue the project of educating people regarding the difficulties of determining rights and wrongs, and how rights and wrongs may be acted out with respect to new technologies of play online and offline
Generation M2: Media in the Lives of 8- to 18-Year-Olds
Examines trends in which media youth use, for how much time, how new media platforms have affected media consumption, what role mobile and online media play, what media environment youth live in, and how patterns vary by gender, age, and race/ethnicity
KS3 and KS4 learners' use of Web 2.0 technologies in and out of school - summary
This is a summary of the second report from research commissioned by Becta into Web 2.0 technologies for learning at Key Stages 3 and 4. This report describes findings from data collected using a guided survey of 2,611 Year 8 and Year 10 pupils and 60 focus groups held with approximately 300 learners. The analysis explores learner use of Web 2.0 technologies and their motivations for using social networking sites and the implications of these findings for teachers and providers
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