Trends on Educational Gamification: Challenges and Learning Opportunities

Games are a natural activity—we all know how to play. Perhaps this is the key feature that explains the increase in the use of game-based learning (GBL) strategies: Applying games to education converts education into a universal activity. Over the last ten years, the way in which education and training is delivered has considerably changed, not only due to a new technologic environment—plenty of social networks, MOOCs, etc.—but also because of the appearance of new methodologies. Such new methodologies are shifting the center of gravity: from the teacher to the student, with the aim of awakening relational aspects, as well as promoting imagination and divergent thinking. One new approach that holds considerable promise for helping to engage learners is, indeed, game-based learning (GBL). However, while a growing number of institutions are beginning to see the validity of GBL, there are still many challenges to overcome before this type of learning can become widespread.In this Special Issue, we want to gather several studies and experiences in GBL to be shared with other teachers and researchers

Mechanisms implemented for the sustainable development of agriculture: an overview of Cabo Verde performance

In 2005, the Economic Community ofWest African States (ECOWAS) adopted the Common Agricultural Policy of ECOWAS (ECOWAP), as an instrument for implementing the Comprehensive Africa Agriculture Development Program (CAADP). The main goals of ECOWAP/CAADP were set to promote agriculture development and end hunger by 2025. In this study we focused on the Cabo Verde archipelago as one of the best performing countries within ECOWAS in terms of overall sustainable development. In this paper, the evolution of the ECOWAP implementation and of the Sustainable Development Goals (SDGs) associated with agriculture in Cabo Verde, were assessed by semi-quantitative (e.g., agricultural policies, agrarian periodical literature) and quantitative (modeling regression of ECOWAP implementation and Sustainable Development Goals—SDGs—performance) analyses. Our integrated results suggest that the agriculture development strategies, the signature of ECOWAP/CAADP by the national government, and political stability might explain the progress made towards poverty reduction and the improvement of food security. The results also show that agriculture-related SDGs in Cabo Verde are higher than the mean values obtained from the remaining West African countries, well above the top 25% WA countries. Nevertheless, Cabo Verde public expenditure into agriculture under the ECOWAP was generally below the targeted 10% of the national budget, with food import required to meet internal food demandsinfo:eu-repo/semantics/publishedVersio

Identification and Evaluation of Predictors for Learning Success and of Models for Teaching Computer Programming in Contemporary Contexts

Introductory undergraduate computer programming courses are renowned for higher than average failure and withdrawal rates when compared to other subject areas. The closer partnership between higher education and the rapidly expanding digital technology industry, as demonstrated by the establishment of new Degree Apprenticeships in computer science and digital technologies, requires efficient and effective means for teaching programming skills. This research, therefore, aimed to identify reliable predictors of success in learning programming or vulnerability to failure. The research also aimed to evaluate teaching methods and remedial interventions towards recommending a teaching model that supported and engaged learners in contemporary contexts that were relevant to the workplace. Investigation of qualifications designed to prepare students for undergraduate computer science courses revealed that A-level entrants achieved significantly higher programming grades than BTEC students. However, there was little difference between the grades of those with and those without previous qualifications in computing or ICT subjects. Analysis of engagement metrics revealed a strong correlation between extent of co-operation and programming grade, in contrast to a weak correlation between programming grade and code understanding. Further analysis of video recordings, interviews and observational records distinguished between the type of communication that helped peers comprehend tasks and concepts, and other forms of communication that were only concerned with completing tasks. Following the introduction of periodic assessment, essentially converting a single final assessment to three staged summative assessment points, it was found that failing students often pass only one of the three assignment parts. Furthermore, only 10% of those who failed overall had attempted all three assignments. Reasons for failure were attributed to ‘surface’ motivations (such as regulating efforts to achieve a minimum pass of 40%), ineffective working habits or stressful personal circumstances rather than any fundamental difficulty encountered with subject material. A key contribution to pedagogical practice made by this research is to propose an ‘incremental’ teaching model. This model is informed by educational theory and empirical evidence and comprises short cycles of three activities: presenting new topic information, tasking students with a relevant exercise and then demonstrating and discussing the exercise solution. The effectiveness of this model is evidenced by increased engagement, increased quiz scores at the end of each teaching session and increased retention of code knowledge at the end of the course