The serious game constructivist framework for children's learning

Recent studies have shown adoption of basic tenets of constructivism in the design of learning environments. Individual representation of knowledge; active learning through exploration; and learning through social interaction or collaboration make-up the basic tenets of constructivism that is addressed in turns in relation to serious games. In contrast to behaviourism which views learners as active recipients of information, in constructivism, the learner is an active processor of information. The constructivist view of learning has been embraced by the video game world. We are currently witnessing a dwindling interest in drill and practice educational games and an overwhelming acceptance of serious games believed to be consistent with the constructivist view of learning. The broadness of constructivism has made it difficult for serious games to completely adopt this principle. This paper aims at ascertaining the extent to which serious games have adopted this pedagogical principle in its approach to facilitating learning

Cognitive and affective perspectives on immersive technology in education

This research explains the rationale behind the utilization of mobile learning technologies. It involves a qualitative study among children to better understand their opinions and perceptions toward the use of educational applications (apps) that are available on their mobile devices, including smartphones and tablets. The researchers organized semi-structured, face-to-face interview sessions with primary school students who were using mobile technologies at their primary school. The students reported that their engagement with the educational apps has improved their competencies. They acquired relational and communicative skills as they collaborated in teams. On the other hand, there were a few students who were not perceiving the usefulness and the ease of use of the educational apps on their mobile device. This study indicates that the research participants had different skillsets as they exhibited different learning abilities. In conclusion, this contribution opens-up avenues for future research in this promising field of study.peer-reviewe

Responsible research and innovation in science education: insights from evaluating the impact of using digital media and arts-based methods on RRI values

The European Commission policy approach of Responsible Research and Innovation (RRI) is gaining momentum in European research planning and development as a strategy to align scientific and technological progress with socially desirable and acceptable ends. One of the RRI agendas is science education, aiming to foster future generations' acquisition of skills and values needed to engage in society responsibly. To this end, it is argued that RRI-based science education can benefit from more interdisciplinary methods such as those based on arts and digital technologies. However, the evidence existing on the impact of science education activities using digital media and arts-based methods on RRI values remains underexplored. This article comparatively reviews previous evidence on the evaluation of these activities, from primary to higher education, to examine whether and how RRI-related learning outcomes are evaluated and how these activities impact on students' learning. Forty academic publications were selected and its content analysed according to five RRI values: creative and critical thinking, engagement, inclusiveness, gender equality and integration of ethical issues. When evaluating the impact of digital and arts-based methods in science education activities, creative and critical thinking, engagement and partly inclusiveness are the RRI values mainly addressed. In contrast, gender equality and ethics integration are neglected. Digital-based methods seem to be more focused on students' questioning and inquiry skills, whereas those using arts often examine imagination, curiosity and autonomy. Differences in the evaluation focus between studies on digital media and those on arts partly explain differences in their impact on RRI values, but also result in non-documented outcomes and undermine their potential. Further developments in interdisciplinary approaches to science education following the RRI policy agenda should reinforce the design of the activities as well as procedural aspects of the evaluation research

DIGITAL GAME-BASED LEARNING MODEL AS AN EDUCATIONAL APPROACH

Today, the rapid development of technology has also affected the existing learning processes. In addition, this development has made it necessary for children to develop skills by the needs of the 21st century.  In this research, an alternative to the question of how we can support and update learning activities suitable for our age is presented. Digital game-based learning concepts are explained in the light of the literature and suggestions on how to use them from early childhood are presented.  Game is the most important supportive activity for development areas in early childhood. It also similarly affects learning processes. Learning with play makes the child more active and makes him excited about learning. This increases the motivation to learn. According to the research, when DGBL is used effectively, it has been seen that children support many 21st century skills such as critical thinking, problem-solving, and cooperative learning. This review demonstrated the importance of combining learning and game of digital technology used as an education model. In addition, Practical recommendations are presented for using technology in preschool children

Viable Health Games: Elements for Success

The main purpose of this study is to identify the elements of children's health games that have a positive impact on children’s health. The investigation is done by evaluating previous health game studies concentrating on children and five health affairs (such as asthma, cancer, diabetes, nutrition and obesity). In order to do so, firstly the topic of children’s health games is explained through its roots, as it is an interdisciplinary topic pertinent with many other fields. For this reason, the topics regarding the children’s health games as games, video games, children’s gameplay, and serious games along with health, relevant health affairs, and health promotion were covered. Secondly, the meta-study was conducted with the 56 articles on children’s health games. These 56 articles were analyzed with the coding technique defined by Charmaz’s Grounded Theory Method (Charmaz, 2006) for finding out which elements of children’s health games have a positive impact on children’s health promotion. The main result suggests that, although there are 24 different elements found and listed which all positive in their nature, their positive impact is a matter of how they are used or implemented through the consumption cycle of children’s health games and how all these elements interact with each other. In addition to this, a pragmatic proposal is formulated for possibly better or more successful health games. The study concludes with the declaration of the limitations encountered through the research and the recommendations for future research.siirretty Doriast

Mobile learning: benefits of augmented reality in geometry teaching

As a consequence of the technological advances and the widespread use of mobile devices to access information and communication in the last decades, mobile learning has become a spontaneous learning model, providing a more flexible and collaborative technology-based learning. Thus, mobile technologies can create new opportunities for enhancing the pupils’ learning experiences. This paper presents the development of a game to assist teaching and learning, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. Findings show that by using the game, students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.This research was supported by the Arts and Humanities Research Council Design Star CDT (AH/L503770/1), the Portuguese Foundation for Science and Technology (FCT) projects LARSyS (UID/EEA/50009/2013) and CIAC-Research Centre for Arts and Communication.info:eu-repo/semantics/publishedVersio

Constructivist education : developing a constructivist kindergarten program

This paper is a review of literature relative to the importance of using constructivist approaches in the kindergarten program. The primary focus of this paper was to look at the features of a constructivist approach. Advantages and criticisms of constructivism are included. This study also provides guidelines designed to help educators, specifically kindergarten teachers, implement constructivist approaches in their classrooms. The conclusion of this paper offers suggestions and cautions to educators on implementing these guidelines. Recommendations for further research in the area are stated

Digital game based learning: an exploratory analysis of perceived educational benefits at a junior high school level.

Masters Degree. University of KwaZulu-Natal, Durban.Digital Game Based Learning (DGBL) incorporates innovative tools that are widely recognized as having considerable potential to foster and support active learning, problem-solving and communication while providing an environment that embraces practice and learning through failure. The many proponents of DGBL believe that its use can provide a teaching approach that is relevant to the digital needs of the youth of today. Indeed, there are many studies that document the many benefits associated with DGBL for both teaching and learning. However, as was discovered in this study, there are many issues concerning the successful implementation and adoption of constructivist teaching technologies such as DGBL. Computer games can be expensive to purchase and difficult to personalise. Moreover, learners and educators alike; need to be convinced of their effectiveness before buying into their use. Furthermore, many educators simply do not have the time; or the expertise, to be able to effectively design and create games of their own. A problem exacerbated by the, perceived, high level of specialist expertise normally associated with game development. While there are many theorized benefits associated with DGBL there are as many issues concerning its successful implementation. The main purpose of this study was to investigate these theoretical benefits by addressing the following research questions: Can DGBL positively influence teaching and learning? And can DGBL positively influence learner perceptions of Information Technology (IT), with specific reference to coding? A survey was deployed after the implementation of an intervention within Grade 8 Computer Literacy classrooms. The instrument explored the perceptions and effectiveness of DGBL and served to inform the closed-ended questions used in the follow-up focus group interviews. To further support the data, educator interviews also took place post-intervention. The study found that DGBL did have a positive effect on both teaching and learning. Educator and learner views were either reinforced or changed in favour of a DGBL approach to teaching IT. The study recommended, further study into the academic and inter-disciplinary benefits of DGBL be conducted. The study also recommends the development of a set of guidelines on the use of DGBL as a means to support 21st century skills development in the classroom

EFFECTIVENESS OF SUPPLEMENTARY LEARNING MATERIALS UTILIZING DIGITAL PLAY-BASED LEARNING PACKAGE

This study explores the potential of digital play-based learning packages to enhance the reading and counting skills of young learners in kindergarten. The subjects of this study were the 30 kindergarten learners of Shuttle Elementary School, South Fatima District, Barangay San Jose, General Santos City enrolled during school year 2021-2022. This study used the pre-experimental design, specifically, the single group pre-test and post-test design. Frequency counts, mean and t-test were utilized to interpret and analyze the gathered data. Based on the findings, it was found out that Digital Play-Based supplementary learning packages were effective and had improved the reading and counting skills of kindergarten learners. Nevertheless, the use of Digital Play-Based Supplementary Learning Packages may be implemented in teaching reading and counting among young learners in the academe. Ultimately, this study provides valuable insights for educators who seek to promote creativity and engagement in their classrooms, and underscores the importance of leveraging technology in support of learning outcomes.  Article visualizations