Literature Review: Learning Through Game-Based Technology Enhances Cognitive Skills

Purpose: The goal of this study was to determine that video games can have a variety of effects on players, including improving working memory, cognitive flexibility, planning, spatial memory, emotions, and recognition through Digital Game-Based Learning   Theoretical framework: Recent research has indicated positive outcomes for student performance and engagement in digital gaming in education with a significant impact on intrinsic motivation, game mechanics, and the learning process as a whole, with scientifically confirmed favourable consequences. DGBL is a recent creation, thus there is still a lot to research and discover about it.   Design/methodology/approach: This study's objective was to gather and evaluate all empirical studies on improving cognitive abilities through game technology that had been published between 2000 and 2023. The author discusses a number of earlier research to investigate how game-based learning affects the growth of cognitive skills. 75 journal articles and 10 conference papers are examined by the author. The author also looks at three books about game-based learning. The author condenses his investigations into 58 articles by contrasting the various research gaps and approaches. The 58 articles included in this study were chosen from 30 reputable journals and provided trustworthy information as well as empirical evidence for further examination of the results of the 58 studies. These papers all drew their information from reliable sources with high indexes.   Findings: According to the findings of this study, game-based learning should become an important tool and e-resource for future learning in universities, particularly in academic libraries. This research backs up previous findings that game based will play an important role in learning in the future.   Research, Practical & Social implications:  We Suggest that more studies on game-based learning need to be conducted in the future to produce an effective learning environment based on credible frameworks and ideas.   Originality/value: The results indicate that the number of publications is growing and a consistent research framework and procedures for conducting reliable video game research must be developed. When arbitrary information is necessary to advance toward the objective of the game; the context in which the game is used. The study conclusions may be used as a general guideline to create a game-based technology model by indulging all the game elements and through that game-based technology the user will be tested to understand the enhancement of cognitive ability. This study may present the reader with further intriguing study subjects

HSCI2013: proceedings of the 10th International Conference on Hands-on Science

The core topic of the 10th Hands-on Science Conference is "Educating for Science and through Science"Livro de trabalhos extensos aceites para publicação no livro de proceedings da 10ª conferencia HSC

Proceedings of the tenth international conference Models in developing mathematics education: September 11 - 17, 2009, Dresden, Saxony, Germany

This volume contains the papers presented at the International Conference on “Models in Developing Mathematics Education” held from September 11-17, 2009 at The University of Applied Sciences, Dresden, Germany. The Conference was organized jointly by The University of Applied Sciences and The Mathematics Education into the 21st Century Project - a non-commercial international educational project founded in 1986. The Mathematics Education into the 21st Century Project is dedicated to the improvement of mathematics education world-wide through the publication and dissemination of innovative ideas. Many prominent mathematics educators have supported and contributed to the project, including the late Hans Freudental, Andrejs Dunkels and Hilary Shuard, as well as Bruce Meserve and Marilyn Suydam, Alan Osborne and Margaret Kasten, Mogens Niss, Tibor Nemetz, Ubi D’Ambrosio, Brian Wilson, Tatsuro Miwa, Henry Pollack, Werner Blum, Roberto Baldino, Waclaw Zawadowski, and many others throughout the world. Information on our project and its future work can be found on Our Project Home Page http://math.unipa.it/~grim/21project.htm It has been our pleasure to edit all of the papers for these Proceedings. Not all papers are about research in mathematics education, a number of them report on innovative experiences in the classroom and on new technology. We believe that “mathematics education” is fundamentally a “practicum” and in order to be “successful” all new materials, new ideas and new research must be tested and implemented in the classroom, the real “chalk face” of our discipline, and of our profession as mathematics educators. These Proceedings begin with a Plenary Paper and then the contributions of the Principal Authors in alphabetical name order. We sincerely thank all of the contributors for their time and creative effort. It is clear from the variety and quality of the papers that the conference has attracted many innovative mathematics educators from around the world. These Proceedings will therefore be useful in reviewing past work and looking ahead to the future

Exploring Digital Equity Through Parent Perceptions of Students’ Use of 1:1 Devices: a Mixed Methods Approach

Over the last two decades, 1:1 initiatives, in which each child in a school building is provided a school-issued device, have increased dramatically around the world. However, the outcomes of such programs are not always clear and studies regarding 1:1 one programs have found mixed results. It is important to ensure that1:1 initiatives are equitable and do not perpetuate the digital divide. Many studies exist that examine use of 1:1 devices in schools from a teacher or student perspective. However, only a few studies examine the experience of 1:1 initiatives from a parent perspective and also focus on equity. The purpose of this mixed methods study was to explore parents’ perspectives about their child’s use of school-issued devices for learning and completion of schoolwork in school and at home. The setting for this study was a rural school district in the Mid-Atlantic region of the United States, which began implementing a 1:1 initiative several years ago. An online survey comprised of demographic questions, Likert-scale items and open-ended response was utilized to collect information regarding parents’ feelings about the devices. Results of the study find that parents are generally positive regarding the devices and feel they are important for their child’s learning, but parents still have some concerns. This study also found that access to reliable, high-speed internet is still a barrier in this rural community

A Case Study of the Station Rotation Blended Learning Model in a Third Grade Classroom

The purpose of this study was to provide educators and other individuals who are interested in the Station Rotation blended learning model with an opportunity to peek inside a classroom setting as the model was being implemented in a third grade classroom. Specifically, this study researched what happened in a third grade classroom during an implementation of the Station Rotation blended learning model and the resulting perceptions of the model by the third graders who were part of the study. One teacher and 31 third graders participated in this case study over the period of a semester. Through a teacher questionnaire, teacher/researcher journals, and observations by a principal, an assistant principal, a literacy instructional coach, a math instructional coach, and the researcher (via video), nine themes emerged that explained what happened during the Station Rotation blended learning implementation. Seven of the themes were directly related to the teacher’s actions within the blended classroom: Managing Learning Materials/Work Spaces, Routines, Classroom Management, Technology, Teacher’s Role, Logistics of Blended Learning, and Instructional Considerations. Two of the themes, while not actions directly performed by the teacher, still impacted the teacher’s decisions during the implementation: Students’ Actions and Interruptions to Learning. It was recommended that future blended educators consider these nine themes as they begin implementing a Station Rotation blended learning model in their classrooms. Additionally, 31 third grade students participated in student focus group interviews and completed student questionnaires. Five positive and two negative themes emerged that explained the perceptions the students had about the Station Rotation blended learning model. The five positive themes were Content, Technology, Learning, Fun, and Getting Help, and the two negative themes were Challenging Work and Technology. While the students did share two negative themes, the overall perceptions of the Station Rotation blended learning model were very positive. Finally, recommendations were given to future educators about implementing this model in their classrooms. These recommendations included five lessons for educators who are ready to begin blending learning. The five lessons were (1) give yourself permission to make mistakes and learn with the students, (2) be flexible, (3) start small; you do not have to blend every lesson of every subject every day, (4) it is okay to teach a whole class lesson when needed, and (5) collaborate with other blended learning teachers. Implications for current and future educational fields were provided including insights into what occurs during a Station Rotation blended learning model within an elementary school classroom and by giving a genuine look at how students in an elementary-aged classroom perceive the Station Rotation blended learning model

FRIENDSHIP AND SOCIABILITY IN THE VERSE LETTERS OF JOHN DONNE

The verse letters of John Donne have been understudied and critically underappreciated for almost as long as they have existed in print. In their 1978 article, “Dark Texts Need Notes,” David Aers and Gunther Kress posit that the root of this condemnation and neglect is “the lack of a descriptive or interpretative framework within which the real interest of these poems can be perceived and analyzed” (138). This dissertation develops such a framework based on the concept of sociability. Within this framework, sociability conceptualizes Donne’s verse letters as literary objects that are not only representative of social exchange, but are themselves social artifacts whose presence in multiple contexts and perspectives perform and generate social connection. This dissertation explores three applications of sociability: the lexicon of friendship common to Donne and his contemporaries via the classical model of friendship outlined by Cicero; the metaphors of the letter as a physical manifestation of its sender meant to embody social ties in epistolary communication despite anxieties over physical absence; and the social configurations, organization, and reader reception of early modern manuscripts. Ultimately, these applications point to the need for a new editorial practice: the network edition emphasizes sociability and social relationships by employing a network visualization as its primary user interface. This interface informs a methodology for engaging new readers with applications of sociability in the network edition. In Donne’s case, recontextualizing the verse letters within an editorial framework that showcases their value as social artifacts of literary exchange is a necessary first step to a fuller critical appreciation of these poems and has significant implications for our understanding of the coterie poetry of Donne and his contemporaries

Agents of Transculturation

Ever since antiquity, but increasingly since the global transformation of the world order in the early modern period, communication between members of different cultural groups depended on translators, diplomats, traders, and other specialists with a knowledge of both cultures. Successful communication and traffic relied on the mediating agency of persons who had been exposed, often in their childhood or through captivities, to the customs and languages of both cultures involved in the contact. Other border crossers and go-betweens acted as missionaries, traders, political refugees, beachcombers, pirates, anthropologists, actors in zoos, runaway slaves, and itinerant doctors. Because of their frequently precarious lives, the written traces left by these figures are often thin. While some of their lives have to be carefully reconstructed through critical readings of the documents left by others (frequently by their enemies), others have left autobiographical texts which allow for a richer assessment of their function as cultural border crossers and mediators.With examples covering from various historical periods between the early modern period and the present, as well as geographical areas such as the Mediterranean, Africa, the Americas, Hawaii, New Zealand and northern Europe, scholars from various disciplines and methodological backgrounds – reaching from history to religious studies and from literary studies to ethnology – fathom the intricacies of in-betweeness and reflect on the impact which "agents of transculturation" have in situations of cultural, social and political encounters

Women's Literary Networks and Romanticism

The eighteenth century witnessed the rapid expansion of social, political, religious and literary networks in Great Britain. Increased availability of and access to print combined with the ease with which individuals could correspond across distance ensured that it was easier than ever before for writers to enter into the marketplace of ideas. However, we still lack a complex understanding of how literary networks functioned, what the term ‘network’ means in context, and how women writers in particular adopted and adapted to the creative possibilities of networks. This collection of essays address these issues from a variety of perspectives, arguing that networks not only provided women with access to the literary marketplace, but fundamentally altered how they related to each other, to their literary production, and to the broader social sphere. By examining the texts and networks of authors as diverse as Sally Wesley, Elizabeth Hamilton, Susanna Watts, Elizabeth Heyrick, Joanna Baillie, Mary Berry, Mary Russell Mitford, Mary Shelley and Elizabeth Barrett Browning, this volume demonstrates that attention to the scope and influence of women’s literary networks upends long standing assumptions about gender, literary influence and authorial formation during the Romantic period. Furthermore, it suggests that we must rethink what counts as literature in the Romantic period, how we read it, and how we draw the boundaries of Romanticism

"Rescuing some youthful minds" : benevolent women and the rise of the orphan asylum as civic household in early Republic Natchez

textIn 1816 a group of white, affluent women in Natchez, Mississippi founded the Female Charitable Society, one of many ladies' associations in the early republic devoted to the care of poor and orphaned children. Born during a pervasive evangelical awakening, the Society established a charity school then, after a few years, constructed an orphan asylum. In doing so, benevolent women created not only a shelter for parentless boys and girls but a "civic household" of which they served as a collective head. Supported by charitable contributions rather than tax revenue, the orphan asylum functioned as a model environment, one that would rear prepubescent white children to be moral and industrious in trades that befit their born condition. The asylum also represented an opportunity for personal spiritual renewal on the part of donors as well as a landmark of municipal refinement. By promoting themselves as the natural caretakers of poor young children and fostering a culture of sympathy for them, benevolent women challenged the primacy of the statutory system of juvenile relief, which dated back to the earliest days of colonial settlement. Gradually, the Female Charitable Society raised the standard of relief for prepubescent indigent minors, diverted them from bound apprenticeship, wrested jurisdiction over them from male county officials, and gathered them into the household. The female-run orphan asylum largely supplanted apprenticeship as the preferred system of juvenile relief in Natchez, mirroring developments in other cities around the country. This study investigates why and how the orphan asylum emerged as a prominent form of juvenile relief in the United States. Using Natchez as a case study, this work underscores the role of benevolent women in effecting concrete transformations within the community as well as the impact of changes in domestic familial relations on child welfare. This study also expands the notion of "republican motherhood" to include "civic motherhood," that is, the public cultivation of maternal authority over poor children. Members of the Natchez Female Charitable Society positioned themselves as the rightful guardians of white, indigent boys and girls and was eventually granted legal authority over them by the State of Mississippi.Histor