Validation of Serious Games Attributes Using the Technology Acceptance Model

The paper introduces a conceptual model for the design of serious games and uses the Technology Acceptance Model (TAM) for its validation. A specially developed game introduced international students to public transport in Southampton. After completing the game, participants completed a short questionnaire and the data was analysed using structural equation modelling (SEM). The results identified the attributes and combinations of attributes that led the learner to accept and to use the serious game for learning. These findings are relevant in helping game designers and educational practitioners design serious games for effective learning

Issues for consideration to adopt educational computer games for learning and teaching

Computer games have started to gain attention in the domain of learning and teaching. The integration of computer games for education in the classroom has starting to gain acceptance in some countries. However, for schools which have never used computer games in the classroom, study still need to be conducted to investigate the teachers' belief and attitude toward the usage. The purpose of this paper is to examine issues for consideration when adopting educational computer games for learning and teaching. This paper also examines the concepts that related to educational computer games and aspects of learning and teaching. In addition, the theories of technology acceptance which use to assess the perception, belief and attitude of teachers and students have also been investigated

Promoting New Patterns in Household Energy Consumption with Pervasive Learning Games

Engaging computer games can be used to change energy consumption patterns in the home. PowerAgent is a pervasive game for Java-enabled mobile phones that is designed to influence everyday activities and use of electricity in the domestic setting. PowerAgent is connected to the household’s automatic electricity meter reading equipment via the cell network, and this setup makes it possible to use actual consumption data in the game. In this paper, we present a two-level model for cognitive and behavior learning, and we discuss the properties of PowerAgent in relation to the underlying situated learning, social learning, and persuasive technology components that we have included in the game

Up and down the number line: modelling collaboration in contrasting school and home environments

This paper is concerned with user modelling issues such as adaptive educational environments, adaptive information retrieval, and support for collaboration. The HomeWork project is examining the use of learner modelling strategies within both school and home environments for young children aged 5 – 7 years. The learning experience within the home context can vary considerably from school especially for very young learners, and this project focuses on the use of modelling which can take into account the informality and potentially contrasting learning styles experienced within the home and school

Putting theory oriented evaluation into practice

Evaluations of gaming simulations and business games as teaching devices are typically end-state driven. This emphasis fails to detect how the simulation being evaluated does or does not bring about its desired consequences. This paper advances the use of a logic model approach which possesses a holistic perspective that aims at including all elements associated with the situation created by a game. The use of the logic model approach is illustrated as applied to Simgame, a board game created for secondary school level business education in six European Union countries

Toward future 'mixed reality' learning spaces for STEAM education

Digital technology is becoming more integrated and part of modern society. As this begins to happen, technologies including augmented reality, virtual reality, 3d printing and user supplied mobile devices (collectively referred to as mixed reality) are often being touted as likely to become more a part of the classroom and learning environment. In the discipline areas of STEAM education, experts are expected to be at the forefront of technology and how it might fit into their classroom. This is especially important because increasingly, educators are finding themselves surrounded by new learners that expect to be engaged with participatory, interactive, sensory-rich, experimental activities with greater opportunities for student input and creativity. This paper will explore learner and academic perspectives on mixed reality case studies in 3d spatial design (multimedia and architecture), paramedic science and information technology, through the use of existing data as well as additional one-on-one interviews around the use of mixed reality in the classroom. Results show that mixed reality can provide engagement, critical thinking and problem solving benefits for students in line with this new generation of learners, but also demonstrates that more work needs to be done to refine mixed reality solutions for the classroom

Location-based and contextual mobile learning. A STELLAR Small-Scale Study

This study starts from several inputs that the partners have collected from previous and current running research projects and a workshop organised at the STELLAR Alpine Rendevous 2010. In the study, several steps have been taken, firstly a literature review and analysis of existing systems; secondly, mobile learning experts have been involved in a concept mapping study to identify the main challenges that can be solved via mobile learning; and thirdly, an identification of educational patterns based on these examples has been done. Out of this study the partners aim to develop an educational framework for contextual learning as a unifying approach in the field. Therefore one of our central research questions is: how can we investigate, theorise, model and support contextual learning