Mobile Games for Learning:A Pattern-Based Approach

The core concern of this thesis is the design of mobile games for learning. The conditions and requirements that are vital in order to make mobile games suitable and effective for learning environments are investigated. The base for exploration is the pattern approach as an established form of templates that provide solutions for recurrent problems. Building on this acknowledged form of exchanging and re-using knowledge, patterns for game design are used to classify the many gameplay rules and mechanisms in existence. This research draws upon pattern descriptions to analyze learning game concepts and to abstract possible relationships between gameplay patterns and learning outcomes. The linkages that surface are the starting bases for a series of game design concepts and their implementations are subsequently evaluated with regard to learning outcomes. The findings and resulting knowledge from this research is made accessible by way of implications and recommendations for future design decisions

Uso de Jogos Digitais Educativos na Educação Profissional e Tecnológica fundamentados em Teorias de Aprendizagem

Estudos voltados a recursos que interferem diretamente no campo educacional tornam-se cada vez mais pertinentes na era digital, uma vez que, é indispensável o uso de ferramentas que favoreçam os processos de ensino e aprendizagem. Nessa perspectiva surgem os jogos digitais educativos (JDE), cuja utilização crescente como ferramenta educacional traz também a necessidade de reflexões, em especial sobre as teorias de aprendizagem que estão embasando práticas educativas por meio desses recursos. Assim, o presente estudo tem como objetivo geral verificar qual a teoria de aprendizagem é mais citada em artigos encontrados na base de periódicos da Capes, publicados de 2015 a 2018, para fundamentar a utilização de JDE na Educação Profissional e Tecnológica (EPT). A pesquisa realizada traz indícios que sugerem a ocorrência de um número reduzido de artigos sobre JDE em disciplinas técnicas da EPT e que inexiste prevalência de uma teoria de aprendizagem fundamentando JDE

Administering and Implementing the Singapore Mathematics Curriculum at a Learning Center

A learning center in the southeastern part of the United States used the Singapore mathematics curriculum (SMC) to support student learning of a wide range of mathematics skills. However, a study had yet to be conducted to gain an understanding about the administration and implementation of the program. This case study was conceptually based on constructivist pedagogical theory, where learning is constructed between the teacher and students. The research questions explored how the learning center staff administered and implemented the SMC. Data for this study were collected through multiple in-depth interviews and observations of 2 educators at the learning center. These data were analyzed through typological and inductive analyses in order to discover the underlying meaning of the data. The typologies for this study were bar modeling, textbooks, workbooks, teacher edition, activities, and games. The findings that were derived from these analyses focused on 10 themes, which became the basis of a professional development training project. These themes focused on bar modeling, manipulatives, and stages of learning: concrete, pictorial, and abstract, place value, number bonds, visualization, mastery, and games. The project will support positive social change by increasing educators\u27 insight into how to administer and implement the SMC in order to improve student mathematics achievement

A glance backwards: An analysis of youth resiliency through autoethnographical and life history lenses

The purpose of this study was to investigate youth resiliency employing dual methodologies, auto-ethnography and life history research respectively, to reveal how two middle-aged adults (one African-American, the other Caucasian) achieved resiliency; and most importantly, how their experiences and insights might inform ongoing efforts to promote youth resiliency. This research project was a follow-up to a previous study (involving four African American participants – two males and two females) conducted to determine the roles that schools and communities play in promoting youth resiliency. Offering insights into the usefulness of extended research, Herr and Anderson (2005) captured the essence of my decision to conduct a follow-up study here: Doctoral students may be able to capitalize on class projects that require a pilot study or \u27practice research\u27 as part of the course requirements to begin their action research. In addition, doctoral students may have room in their program for an independent study or two. These spaces allow for the kind of ongoing piloting where each separate piece of the research conducted over a series of semesters is actually part of the whole (Herr & Anderson, 2005, p.105). Although participants [from the previous study] were able to succeed despite a negative life trajectory, it yet remained inconclusive whether personal attributes and environmental factors were equally effective in enhancing youth prospects. Additionally, because the previous study was conducted among African-American subjects only, I thought it probative to inquire as to whether findings would be consistent across demographic or socioeconomic boundaries. The story that emerged was of each participant\u27s strength, illustrating how each individual persistently engaged in the world around them in order to negotiate, and ultimately transcend their immediate circumstances. This study reaffirmed the need to talk openly about youth across demographic and socio-cultural divides, with the results offering implications for educators, students, and future research. Findings suggest the need for educators to know students holistically as well as personally, including familiarity with all aspects of a student\u27s identity. If all youth are expected to attain resiliency (or as I prefer transcendence), then classrooms should become environments where personal attributes are enhanced, rather than stymied, with all youth being afforded opportunities for meaningful participation. In summary, this study validated the need for all [not just some] stakeholders to assist all [not just some] youth in channeling their respective strengths in meaningful and productive ways

The Identification of the Potential of Game-based Learning in Vocational Education within the Context of the Project "Play the Learning Game"

Game based-learning exploits the potential of ICT and games engage learners. The objectives of the European project â??Play the Learning Gameâ? are to spread and update the results of the â??Learning Game Portal â? to vocational education teachers and trainers. The 10 transnational partners develop and execute trainings, intend to disseminate the project contents as broadly as possible and promote a transnational discussion among teachers and trainers focusing on the exploitation of the educational potential of multimedia and videogames. Blended learning workshops addressed to Austrian vocational education teachers and trainers are organised to make use of the Learning Game Portal and simultaneously test and describe the usefulness of the contents for their own teaching or training