Countdown VR: a Serious Game in Virtual Reality to Develop Mental Computation Skills

Virtual reality (VR) can be utilized to create video games exploring novel ways to control and interact with the environment. VR can be employed to revisit, extend, and enhance old video games to give them a new lease of life. In this paper, we describe the game Countdown VR in which players must use mental computation to reach a target number. Mental computation is used in everyday life, it is used for quick calculations and estimations. Countdown VR is a serious game designed and implemented using the Learning Mechanics-Game Mechanics framework. We provide an analysis of different approaches for determining the difficulty level of the game based on a number and target to attain and a selection of numbers combined to reach the target. We assess the user's performance and user's experience in the game, with questionnaires to quantify the related workload, usability, flow, motivation, and potential symptoms of users playing the game. The results provide key information related to the relationships between the subjective and objective evaluations of the proposed VR game by players, with a high correlation between VR sickness questionnaires, and moderate correlations between usability and motivation, flow and motivation

Examining the Impact of Online Math Games on Student Performance and Attitudes

Low mathematics scores in the U.S. have been pressing the educators to find engaging strategies and effective tools to promote math performance. While emerging technologies, such as digital math games, show promises in improving mathematical education, existing studies have garnered mixed findings and thereby necessitating further investigation. This study aims to examine the impact of skill-based online math games on students’ math performance and attitudes, as well as students’ perceptions of the games. Thirty-eight students ranging from fifth to eighth grade participated in the study. The results showed a mixed picture of the impact of the online games on math performance and attitude. Implications and recommendations for future research are also discussed

The Effects of Digital Game-Based Learning on Algebraic Procedural and Conceptual Understanding and Motivation Towards Mathematics

This study examined the impact of digital game-based learning (DGBL) on procedural and conceptual understanding of algebraic expressions and equations and the motivation of students towards classroom mathematics. The mixed-methods sequential explanatory design was used in this study to collect data to determine the effectiveness of DGBL in a 7th grade STEM class. Following a pre-test and pre-motivation survey, students were assigned to either the DGBL group or the non-gaming computer applications as supplemental to mathematics instruction. In order to address both procedural targets and conceptual targets students would be using the technology interventions in addition to traditional math instruction as part of their daily math class, and a problem-based unit taught as part of their STEM class. Following the treatment, a post-test, post-motivation survey, and a conceptual assessment were administered, as well as a digital questionnaire. No significant differences were detected between their understanding of procedural or conceptual problems, nor was there a significant impact to their motivation towards mathematics based on the quantitative data gathered. Students displayed an enthusiastic response to the DGBL environment based on their transcripts from the follow-up questionnaire. The results of the study imply that there is a need for further development of DGBL systems and scaffolded supports to assist students in making connections from the digital environment to classroom mathematics. It further indicates that enjoyment of the DGBL environment does not necessarily transfer to motivation to learn the subject matter in the non-digital environment

How Preservice Teachers Develop Awareness and Beliefs About Design Features and Academic Language Features When Choosing and Evaluating Digital Math Games for English Language Learners

This mixed methods study examined how preservice teachers developed awareness and beliefs about design features and academic language features when choosing and evaluating digital math games for English language learners. The overarching research question for this study was, “How do preservice teachers develop awareness and beliefs about design features and academic language features when choosing and evaluating digital math games for English language learners (ELLs)?” During the study, 21 elementary preservice teachers participated in online learning modules about design features and academic language features in digital math games. During the modules, preservice teachers chose and evaluated three digital math games for ELLs based on their awareness of the design features and academic language features in the games. Preservice teachers completed a pre- and post-belief survey, a pre- and post-evaluation rubric, two module reflections, and participated in semistructured interviews. I analyzed qualitative and quantitative data by identifying common themes among open-ended responses on the surveys and evaluation rubrics, module reflections, and responses to the semi-structured interviews. I then used frequency tables to count the themes that emerged and visualized the frequency counts using bar graphs. I then examined the changes in beliefs from pre- to post-surveys and scores from pre- to post- evaluation rubrics. Finally, I compared the results from these analyses to examine how the qualitative and quantitative results agreed or disagreed. Results showed a positive change in preservice teachers’ beliefs about using digital math games to enhance mathematics instruction for ELLs after they participated in the learning modules. Results also showed an increase in preservice teachers’ awareness of design features and academic language features. This indicates that using the learning modules, and the opportunity to choose and evaluate the digital math games, supported a positive impact on preservice teachers’ beliefs and awareness of design features and academic language features

An Eurhythmatic Response to Adaptive Accrual: A Rhetoric of Adaptation

This dissertation applies to the study of adaptation principles of rhetoric, transtextual analysis and visual semiotics. It posits that adaptations are imitations-with-variations and that rather than existing in binary, one-to-one correspondence with their models, adaptations and their models accrue semiosis, forming large “megatexts.” These megatexts are composed of networks of associations that have meaning and change according to their contexts. Adaptation analysis becomes a matter of reading associations and textual linkages, or “reading through” the accrued texts. Eurhythmatic analysis, an analytical strategy drawn from both ancient and modern rhetoric, accounts for these variations while emphasizing the material contexts out of which variations emerge. This project uses these rhetorical strategies to address issues particular to new media adaptations, such as the nature of authorial ethos and identity in a marketplace of competing adaptations and collaborative creation. It examines the process of rhetorical identification that occurs in video game adaptations which ostensibly claim the same model, yet vie for legitimacy – children squabbling for the birthright of the recognized heir. Finally, this thesis examines the new adaptive possibilities opened up by the DVD anthologizing process whereby diverse texts are brought under a titular umbrella. These texts and the navigational overlays designed to constrain and control them, blur the otherwise clear boundaries between adaptation and model, between inside and out. In transtextual terms, this distinctive adaptive form is an internal hypertext, or an adaptation situated on the threshold that distinguishes the paratext from the hypertext

AI in Learning: Designing the Future

AI (Artificial Intelligence) is predicted to radically change teaching and learning in both schools and industry causing radical disruption of work. AI can support well-being initiatives and lifelong learning but educational institutions and companies need to take the changing technology into account. Moving towards AI supported by digital tools requires a dramatic shift in the concept of learning, expertise and the businesses built off of it. Based on the latest research on AI and how it is changing learning and education, this book will focus on the enormous opportunities to expand educational settings with AI for learning in and beyond the traditional classroom. This open access book also introduces ethical challenges related to learning and education, while connecting human learning and machine learning. This book will be of use to a variety of readers, including researchers, AI users, companies and policy makers

The student-produced electronic portfolio in craft education

The authors studied primary school students’ experiences of using an electronic portfolio in their craft education over four years. A stimulated recall interview was applied to collect user experiences and qualitative content analysis to analyse the collected data. The results indicate that the electronic portfolio was experienced as a multipurpose tool to support learning. It makes the learning process visible and in that way helps focus on and improves the quality of learning. © ISLS.Peer reviewe

AI in Learning: Designing the Future

AI (Artificial Intelligence) is predicted to radically change teaching and learning in both schools and industry causing radical disruption of work. AI can support well-being initiatives and lifelong learning but educational institutions and companies need to take the changing technology into account. Moving towards AI supported by digital tools requires a dramatic shift in the concept of learning, expertise and the businesses built off of it. Based on the latest research on AI and how it is changing learning and education, this book will focus on the enormous opportunities to expand educational settings with AI for learning in and beyond the traditional classroom. This open access book also introduces ethical challenges related to learning and education, while connecting human learning and machine learning. This book will be of use to a variety of readers, including researchers, AI users, companies and policy makers

Let There Be Dragons! Towards Designing an Engaging Quest that Enhances Curiosity and Learning About Genetics

This study implemented a convergent parallel mixed methods approach to investigate game-based learning within an educational game compared to a modified entertainment game. Participants (N=31) were recruited from public middle and high schools as well as home school groups. Comparative data of participants’ perceptions, preferences and learning outcomes were investigated to inform better educational game design. This study also considers player personality to determine how dispositional curiosity influences an individual’s approach, acceptance, and interaction with novel learning environments, specifically games. Findings show a statistically significant gain in genetics academic knowledge after the game-based learning intervention. The difference in knowledge gained for the two games was not statistically significant. All dimensions of engagement, motivation and curiosity were statistically significantly higher for the modified entertainment game. Increases in scientific curiosity was statistically significantly higher for the modified entertainment game while scientific curiosity statistically significantly decreased after playing the educational game. Qualitative analysis revealed five themes and provided deeper understanding of game design features that enhance learning, curiosity and engagement from the player’s perception. Integration of quantitative and qualitative results suggest overall convergence and enhanced understanding of theoretical and practical implications of this research and identifies key relationships between game design, player perceptions and learning outcomes to inform better educational game design and implementation