Students as producers: Designing games to teach social science research methods and ethics

In this paper we explore our experiences of a staff-student collaborative project that sought to design games and learning resources that could be used to 'liven-up' research methods and ethics teaching in the social sciences. Final and second year undergraduate social science students were encouraged to reflect on their own experiences of both research methods teaching and the process of doing primary research, in order to design games resources that would be useful for future cohorts of students. The concept of games was applied twofold in the project: the development of the teaching resources was itself set up in a games format: we based our initial workshops on the style of the BBC's "Apprentice" programme in order to come up with ideas for the games resources and to introduce a competitive element into the design process. Two groups of students were given a brief to design a games resource that would 'liven up' social science research methods and ethics teaching. Groups then spent an intensive day working on the brief alongside an academic facilitator before pitching their final game concept in a presentation at the end of the day when a winner was announced. In subsequent workshops students worked collaboratively to further develop both games before piloting them on further groups of students prior to production. The second application of the games concept lay in the development of an actual learning resource to be used in future research methods and ethics teaching. The premise of developing an undergraduate dissertation, its (realistic) design and the potential ethical and methodological problems encountered when doing research underpinned the learning objectives for the games developed. The developed games resources have been introduced into the curriculum to supplement the existing (more traditional) learning and teaching strategies and to add a 'fun' element into research methods teaching. Developing a game-based learning approach themselves has thereby increased students' influence on the design of teaching and learning strategies and helped produce a useful learning resource for future cohorts. The paper highlights the benefits of staff-student collaboration in the design and production of game resources, and in particular, the potential for harnessing students' experiences of teaching and learning through feeding it into curriculum development. The paper also demonstrates the benefits of gamification - through a discussion of the positive student feedback and evaluation received by the developed games

Teacher Development Model to Facilitate Science Teaching through the Concept of Professional Learning Community

This research aimed to develop and evaluate a teacher development model that enhances science learning management based on professional learning community principles. In the initial phase, input was obtained from five experts in science learning management. This model was further refined with insights from experts in curriculum design, assessment, and evaluation. The model's impact was tested with 16 science teachers from eight schools under the Roi Et Municipality during the second semester of the academic year 2022. The research tools included the teacher development model, a quality assessment metric for science learning, and a teacher satisfaction survey. Data were analyzed using basic statistical methods, with the Wilcoxon Signed Rank Test for hypothesis validation. The results identified four key strategies: Learning Management Design, Learning Activity Organization, Use of Learning Media and Resources, and Learning Measurement and Evaluation. The model comprises six primary components: origin, objectives, principles, structure, content, and teaching process. The quality of science teaching improved over two phases, with a significant difference in quality scores at a 0.05 level. The model received positive feedback, with a satisfaction score averaging 4.52

Teacher Development Model to Facilitate Science Teaching through the Concept of Professional Learning Community

This research aimed to develop and evaluate a teacher development model that enhances science learning management based on professional learning community principles. In the initial phase, input was obtained from five experts in science learning management. This model was further refined with insights from experts in curriculum design, assessment, and evaluation. The model's impact was tested with 16 science teachers from eight schools under the Roi Et Municipality during the second semester of the academic year 2022. The research tools included the teacher development model, a quality assessment metric for science learning, and a teacher satisfaction survey. Data were analyzed using basic statistical methods, with the Wilcoxon Signed Rank Test for hypothesis validation. The results identified four key strategies: Learning Management Design, Learning Activity Organization, Use of Learning Media and Resources, and Learning Measurement and Evaluation. The model comprises six primary components: origin, objectives, principles, structure, content, and teaching process. The quality of science teaching improved over two phases, with a significant difference in quality scores at a 0.05 level. The model received positive feedback, with a satisfaction score averaging 4.52

Differentiation of the Causal Characteristics and Influences of Virtual Reality and the Effects on Learning at a Science Exhibit

Within the context of the informal science center, exhibits are the main interface for public learning. Essential to the success of a science center is how well exhibits model effective strategies for learning. Virtual Reality (VR) technology with its flexible, adaptive, multimedia, and immersive-learning capabilities is emerging for use by science centers in exhibits; however, research on learning in virtual environments at exhibits is scarce. To support the future development of VR science exhibits it is critical to investigate VR\u27s pedagogical value and effects on science learning. Research investigated the Smoke & Mirrors VR exhibit at the Reuben H. Fleet Science Center in San Diego, California. Inquiry focused on the interplay between elements of the exhibit\u27s design, assessing the separate and interactive effects of visual imagery, moving images, sound, narration, and interactive tools to differentiate the causal characteristics and influences that enhanced and detracted from learning. Case study methodology was employed utilizing visitor observations and interviews with 14 participants. Findings indicated that realistic visual elements with text were the primary sources of content learning; however, positive results were limited to only a few participants. High cognitive load due to interactive tools; instructional design; and movement of visual images were found to be significant detracting characteristics of participant learning. Other characteristics and influences of VR were also found that directly effected learning. Research results will inform the forthcoming design of a new VR exhibit at the Reuben H. Fleet Science Center and to the design and development of future VR exhibits at informal science centers. A prior brief mixed-methods evaluation of Smoke & Mirrors was conducted in 2003, contributing background to the study and its future implications and strategies

Computer Tutorials and Drill-Practice Strategies on Senior Science Students\u27 Academic Achievement on Energy Transformation in Nature, Uyo, Nigeria

The study used computer tutorial and drill- practice strategies to investigate students\u27 achievement on energy transformation in nature, Uyo, Nigeria. The study was guided by three research questions and three hypotheses. Quasi-experimental design of non-randomized pretest, posttest control group was used for the study. Population was all 2,629 senior secondary two students and sample size was 210 science students selected from three secondary schools in their intact classes using purposive sampling technique. The instrument for data collection was Achievement Test. Three lecturers of test, measurement and evaluation in Science Education did instrument validation. Reliability index was .85 obtained using Kuder-Richardson Formulae-21. Data analysis for research questions used mean and standard deviation and ANCOVA for hypotheses formulated at .05 significant level. Findings revealed that students taught computer tutorial achieved and retained higher than those taught with computer drill-practice and lecture methods. Gender is a non-significant factor in academic achievement of students. The findings concluded that, computer tutorial enhances students\u27 academic achievement in energy transformation in nature. The study recommends that teachers of science embrace computer tutorial and drill-practice strategies in teaching science concepts

Evaluating the Success of Making Equitable, Predictable, and Transparent Development Decisions by Encouraging Community and Stakeholder Collaboration Through Two Participatory Design Case Studies

The purpose of this thesis is to use participatory design strategies throughout the design process in order to make fair, transparent, and successful design outcomes. Participatory design is an approach that encourages actively involving all stakeholders, clients, community members, and site users to make sure the solution meets their desires and needs. This approach is used in two community based projects; the Ecological Screen in Fairfield, CT and Wolcott Park in West Hartford, CT. For my research I completed a series of stakeholder and client meetings, public workshops, and surveys in order to educate the public and build a strong consensus not only for the final design result, but also at every step throughout the process. This thesis provides case studies of the Ecological Screen and Wolcott Park projects in order to fully evaluate the effectiveness of its participatory design component. I used different evaluation methods for each case study. For the Ecological Screen project, I used a single method approach that focused on qualitative research. I had received speculation for using this evaluation method from the science community at UCONN. I then teamed up with social scientist, Dr. Miriah Russo Kelly, who educated me on using a blended methods approach. This mixed approach combined qualitative and quantitative research strategies through the use of surveys in order to evaluate the success of the participatory design component for the Wolcott Park Project. This thesis will explain the participatory design process as a fully integrated component of the design process throughout each case study. These processes will be evaluated through the separate methods as explained above. This thesis will also show how using blended or mixed research methods, instead of a single qualitative approach, when it comes to evaluating the success of a participatory design component will lead to a more concrete and in-depth findings. These discoveries lead to the development of an improved participatory design process and evaluation method that can be used in future projects

Information Technologies and System Evaluation: Uses and Practices in the Online Context

The purpose of this paper is to have a clear understanding of user’s management strategies’ in an online information technologies environment. The contribution focuses on a recent exploratory study carried out with notarial e-tourism platforms for a better understanding of design evaluation and uses. The conceptual framework links various dimensions with a strategic perspective in the information science and technologies domains: online information design evaluation. We develop a conceptual model emerging from the review of existing literature. We identify that homepage construction, users’ satisfaction, Web 2.0 technologies and social media initiatives are key factors affecting positively the website design effectiveness. We stress that even though the different dimensions can be considered separately, as they have an interdependent and a positive correlation with platform performance. Research finding are used as a basis for developing prescriptive guidelines to better direct the activities for designing and developing e-commerce online platforms. &nbsp

Learner-generated digital media (LGDM) as an assessment tool in tertiary science education: A review of literature

© 2018, The International Academic Forum (IAFOR). All rights reserved. Learner-Generated Digital Media (LGDM) in tertiary science education focuses on research skills, inquiry, active learning, teamwork, and collaboration. LGDM across disciplines is under-theorised, under-researched, and only in its early development. This paper evaluates the research in the field of LGDM in tertiary science education. The literature review had four stages – identification, screening, filtering, and selection of relevant scholarly research. Results showed that research in the field of LGDM assignments had been done without a systematic approach to designing, implementing, and evaluating the assessment task. Most studies neglected student digital media training and are characterised by a lack of compelling marking rubrics or strategies to ensure efficient groupwork. Studies also lack rigorous methodologies for data capture to evaluate the intervention and they use small sample size cohorts and different digital media types that require different sets of production skills. With the empirical data available, validation of the benefits of LGDM assignments in science education is not possible, and studies have limited scalability. These gaps in the literature create a need to develop theoretical models for the design, implementation, and evaluation of LGDM in the classroom. This paper discusses future research needs in this field and the implications for assessment design

Year Five Annual Report: Activities, Findings and Evaluators\u27 Reports

The National Center for Engineering and Technology Education (NCETE) received funding from the National Science Foundation on September 15, 2004. Originally NCETE proposed the following goals for the Center: • To build capacity in graduate education and develop a new cadre of leaders who are engaged in research, teacher preparation, and professional development with the knowledge and skill to integrate engineering into technology education • To conduct research in how students learn engineering and technological concepts; how students learn design and problem solving, assessment and evaluation strategies; and how best to prepare technology teachers • To refocus technology teacher education (TTE) to prepare increasing numbers of new teachers, representing the diversity of the nation, who can infuse engineering principles, predictive analytical methods, and design into the K-12 schools • To design and deliver professional development for practicing K-12 teachers and TTE faculty to enhance their knowledge and skills so they can infuse engineering principles, predictive analytical methods, and design into the curriculum, thereby enhancing problem solving abilities in students. • To develop methods for encouraging a diverse array of K-12 students to choose science, technology engineering and mathematics careers