Serious Games to Teach Ethics

In this paper, we are focusing on digital serious games (edugames) and how they can be utilized in teaching in the ethics and citizenship domain. Our aim is to combine narrative techniques with intelligent tutoring techniques in a single model that adopts and based on educational theories and classroom educational strategies. The model has been used to implement an adaptive educational interactive narrative system (AEINS). AEINS is an inquiry based edugame to support teaching ethics. The AEINS version presented in this paper targets students between the age of 8 and 11. The idea is centered around presenting and involving students in different moral dilemmas (called teaching moments) within which the Socratic Method is the used pedagogy in the teaching process. AEINS monitors and analyzes the students actions in order to provide an individualized story-path and an individualized learning process. The student is an active participant in the educational process and is able to interact with the edugame as a first person player. We claim that such interaction can help in developing new or deeper thoughts about different moral situations. Our aim is to contribute to the design of serious games and help raise awareness of ethics and citizenship in children

Favoriser le développement de compétences non techniques chez les étudiants en médecine grâce à la participation des patients : revue rapide

Background: To train physicians who will respond to patients’ evolving needs and expectations, medical schools must seek educational strategies to foster the development of non-technical competencies in students. This article aims to synthetize studies that focus on patient engagement in medical training as a promising strategy to foster the development of those competencies.Methods: We conducted a rapid review of the literature to synthetize primary quantitative, qualitative and mixed studies (January 2000-January 2022) describing patient engagement interventions in medical education and reporting non-technical learning outcomes. Studies were extracted from Medline and ERIC. Two independent reviewers were involved in study selection and data extraction. A narrative synthesis of results was performed.Results: Of the 3875 identified, 24 met the inclusion criteria and were retained. We found evidence of a range of non-technical educational outcomes (e. g. attitudinal changes, new knowledge and understanding). Studies also described various approaches regarding patient recruitment, preparation, and support and participation design (e.g., contact duration, learning environment, patient autonomy, and format). Some emerging practical suggestions are proposed.Conclusion: Our results suggest that patient engagement in medical education can be a valuable means to foster a range of non-technical competencies, as well as formative and critical reflexivity. They also suggest conditions under which patient engagement practices can be more efficient in fostering non-instrumental patient roles in different educational contexts. This supports a plea for sensible and responsive interventional approaches.Contexte : Pour former des médecins aptes à répondre aux besoins et attentes évolutifs des patients, les facultés de médecine doivent trouver des stratégies éducatives pour stimuler le développement de compétences non techniques chez les étudiants. Cet article vise à synthétiser les études qui traitent de la participation des patients à la formation médicale comme stratégie prometteuse pour favoriser le développement de ces compétences. Méthodes : Nous avons effectué une revue rapide de la littérature pour synthétiser les études primaires quantitatives, qualitatives et mixtes (janvier 2000-janvier 2022) qui décrivent des interventions visant l’engagement des patients dans la formation médicale et qui font état de résultats d’apprentissage non technique. Les études ont été extraites de Medline et d’ERIC. Deux examinateurs indépendants ont participé à la sélection des études et à l’extraction des données. Une synthèse narrative des résultats est présentée. Résultats : Parmi les 3875 études recensées, 24 répondaient aux critères d’inclusion et ont été retenues. Ces études font état d’apprentissages non techniques (par exemple, des changements d’attitude, des compréhensions et connaissances nouvelles). Les études décrivent également diverses approches de recrutement et de préparation des patients, et diverses manières de concevoir leur participation (par exemple, la durée du contact, l’environnement d’apprentissage, l’autonomie du patient et le format) et le soutien pédagogique qui en découle. Quelques suggestions pratiques émergentes sont proposées. Conclusion : D’après nos résultats, l’engagement du patient dans l’éducation médicale constitue une avenue prometteuse pour favoriser le développement d’une panoplie de compétences non techniques, tout comme la réflexivité formative et critique des étudiants. Ils indiquent également certaines conditions et contextes éducatifs qui favorisent la participation non instrumentale des patients. Il s’agit d’un plaidoyer en faveur d’interventions éducatives centrées sur les besoins et préoccupations des acteurs impliqués et sur les particularités des contextes locaux

ONLINE DOA’ FROM AL-QURAN AND HADITH FOR MUSLIM KIDS

This paper is prepared to provide an overview on a new approach for Islamic Education Webbased especially for doa’ for young Muslim children range about 5-7 years old. The main objective of this project is to develop a website to educate young Muslim children on the practice of daily doa’. Additionally, a survey has been carried out among 50 respondents and the majority of them are parents and teacher. The aim is to get their opinions in order to identify whether the web-based learning is feasible to be implemented and reliable to be used for the children. Based on the conducted survey, about 54% of respondents that are basically parents and teachers disagreed that teaching about Islam in school are efficient and effective way to be utilized. Therefore, it is believed there should be an alternative method can be used in order to increase their complete understanding about Islam. Hence, about 78% of the respondents agreed that learning about Islam via online is a practical way to be implemented in local market. The usability and interactivity features are the core elements that are going to be focused on. One of the key of interactivity features that is going to be focused is visual narrative. This is because nowadays, people tend to have interest on something that is related to graphic. In the other words, the power of image and narrative enables to allow a great deal of variety in methodology and presentation. However, there is still no existing websites that are offering doa’ as part of teaching module in interactive way based on researches made recently. Therefore, an interview with the experts from Islamic and Multimedia fields are also have been conducted with the intention of getting the needs and requirements before designing the interface so that it could meet the users’ expectations after development process. It can be concluded that it is a great opportunity to develop an Islamic Education Web-based that is focusing on doa’ as to promote the whole Islamic of Life for Muslim children

Aprendizaje permanente basado en el uso de las historias digitales en la formación empresarial

In this paper we discuss collaborative learning strategies based on the use of digital stories in corporate training and lifelong learning. The text starts with a concise review on theoretical and technical foundations about the use of digital technologies in collaborative strategies in lifelong learning. We will also discuss if the corporate training may be improved by the use of individual audio-visual experience in learning process. Careful planning, scripting and production of audio-visual digital stories can help in the construction of collaborative learning spaces in which adults are in the context of vocational training throughout life. Our analysis concludes emphasizing on the need to experience the routing performance of digital stories in the context of corporate training, following the reference levels mentioned here, so we can have in a future more theoretical and empirical elements for the validation and conceptualization in the use of digital stories in the context of corporate training. Ultimately we believe that lifelong learning can be improved with the use of strategies that promote the production of personal audio-visual for those involved in teaching and learning process in organizational context.En este trabajo se discuten las estrategias de aprendizaje colaborativo basado en el uso de las historias digitales en la formación empresarial y el aprendizaje permanente. El texto comienza con una breve revisión de los fundamentos teóricos y técnicos sobre el uso de las tecnologías digitales en las estrategias de colaboración en el aprendizaje permanente. También vamos a discutir si la formación corporativa se puede mejorar mediante el uso de la experiencia audiovisual individual en el proceso de aprendizaje. También se argumenta que la cuidadosa planificación, programación y producción de historias digitales audiovisuales puede ayudar en la construcción de espacios de aprendizaje colaborativo en el que los adultos se encuentran en el marco de la formación profesional permanente. El análisis concluye con el énfasis en la necesidad de experimentar el rendimiento de enrutamiento de las historias digitales en el contexto de la formación corporativa, siguiendo los niveles de referencia mencionados aquí, así que podemos tener en un futuro elementos empíricos para la validación más teórico y como para la conceptualización para el uso de historias digitales en el contexto de la formación corporativa. En definitiva, creemos que el aprendizaje permanente se puede mejorar con el uso de estrategias que promuevan la producción de personal audio-visual para los involucrados en el proceso de enseñanza y aprendizaje en el contexto organizacional

Mapping Learning and Game Mechanics for Serious Games Analysis in Engineering Education

In a world where students are increasing digitally tethered to powerful, ‘always on’ mobile devices, new models of engagement and approaches to teaching and learning are required from educators. Serious Games (SG) have proved to have instructional potential but there is still a lack of methodologies and tools not only for their design but also to support game analysis and assessment. This paper explores the use of SG to increase student engagement and retention. The development phase of the Circuit Warz game is presented to demonstrate how electronic engineering education can be radically reimagined to create immersive, highly engaging learning experiences that are problem-centered and pedagogically sound. The Learning Mechanics–Game Mechanics (LM-GM) framework for SG game analysis is introduced and its practical use in an educational game design scenario is shown as a case study

Looking Beyond a Clever Narrative: Visual Context and Attention are Primary Drivers of Affect in Video Advertisements

Emotion evoked by an advertisement plays a key role in influencing brand recall and eventual consumer choices. Automatic ad affect recognition has several useful applications. However, the use of content-based feature representations does not give insights into how affect is modulated by aspects such as the ad scene setting, salient object attributes and their interactions. Neither do such approaches inform us on how humans prioritize visual information for ad understanding. Our work addresses these lacunae by decomposing video content into detected objects, coarse scene structure, object statistics and actively attended objects identified via eye-gaze. We measure the importance of each of these information channels by systematically incorporating related information into ad affect prediction models. Contrary to the popular notion that ad affect hinges on the narrative and the clever use of linguistic and social cues, we find that actively attended objects and the coarse scene structure better encode affective information as compared to individual scene objects or conspicuous background elements.Comment: Accepted for publication in the Proceedings of 20th ACM International Conference on Multimodal Interaction, Boulder, CO, US