Creative learning with serious games [editorial]

This paper, summarises the Creative Learning with Serious Games workshop that took place in the Fun and Games 2010 conference. The workshop discussed innovative methodological approaches to Serious Games for creative learning. A special emphasis was given to state-ofthe- art research work and cross-discipline approaches (e.g. the mix of Storytelling and Serious Games). In addition, different case studies coming from very different European (research) projects were presented and discussed with the participants. Five papers were selected via a peer reviewed process to be presented at the workshop. The authors presented their work and demonstrated their applications during the second part of the workshop

Assessing brain activations associated with emotional regulation during virtual reality mood induction procedures

Emotional regulation strategies are used by people to influence their emotional responses to external or internal emotional stimuli. The aim of this study is to evaluate the brain activations that are associated with the application of two different emotional regulation strategies (cognitive reappraisal and expressive suppression) during virtual reality mood induction procedures. We used Emotiv EPOC to measure the brain electrical activity of participants while sadness is induced using a virtual reality environment. We monitored 24 participants, who were distributed among three experimental groups: a control group, a cognitive reappraisal group and an expressive suppression group. In the control group, we found significant activations in several right frontal regions that are related to the induction of negative emotions . We also found significant activations in the limbic, occipital, and parietal regions in the emotional regulation groups. These regions are related to the application of emotional regulation strategies. The results are consistent with those shown in the literature, which were obtained through clinical neuroimaging systems.The work of A. Rodriguez was funded by the Spanish MEC under an FPI Grant BES-2011-043316. The work of Miriam Clemente was funded by the Generalitat Valenciana under a VALi+d Grant.Rodríguez Ortega, A.; Rey, B.; Clemente Bellido, M.; Wrzesien, M.; Alcañiz Raya, ML. (2015). Assessing brain activations associated with emotional regulation during virtual reality mood induction procedures. Expert Systems with Applications. 42(3):1699-1709. https://doi.org/10.1016/j.eswa.2014.10.006S1699170942

Diseño de un videojuego orientado a mejorar el proceso de enseñanza-aprendizaje de la lengua inglesa

Desde que el proceso de la globalización empezó a tener efectos en la sociedad actual, la lengua inglesa se ha impuesto como primera opción de comunicación entre las grandes empresas y sobre todo en el ámbito de los negocios. Por estos motivos se hace necesario el conocimiento de esta lengua que con el paso de los años ha ido creciendo en número de hablantes. Cada vez son más las personas que quieren dominar la lengua inglesa. El aprendizaje en esta doctrina se va iniciando en edades muy tempranas, facilitando y mejorando así la adquisición de una base de conocimientos con todas las destrezas que tiene la lengua inglesa: lectura, escritura, expresión oral y comprensión oral. Con este proyecto se quiso mejorar el proceso de enseñanza-aprendizaje de la lengua inglesa en un rango de población menor de 13 años. Se propuso crear un método de aprendizaje que motivara al usuario y le reportase una ayuda constante durante su progreso en el conocimiento de la lengua inglesa. El mejor método que se pensó para llevar a cabo este objetivo fue la realización de un videojuego que cumpliese todas las características propuestas anteriormente. Un videojuego de aprendizaje en inglés, que además incluyese algo tan novedoso como el reconocimiento de voz para mejorar la expresión oral del usuario, ayudaría a la población a mejorar el nivel de inglés básico en todas las destrezas así como el establecimiento de una base sólida que serviría para asentar mejor futuros conocimientos más avanzados. ABSTRACT Since Globalization began to have an effect on today's society, the English language has emerged as the first choice for communication among companies and especially in the field of business. Therefore, the command of this language, which over the years has grown in number of speakers, has become more and more necessary. Increasingly people want to master the English language. They start learning at very early age, thus facilitating and improving the acquisition of a new knowledge like English language. The skills of English must be practiced are: reading, writing, listening and speaking. If people learnt all these skills, they could achieve a high level of English. In this project, the aim is to improve the process of teaching and learning English in a range of population less than 13 years. To do so, an interactive learning video game that motivates the users and brings them constant help during their progress in the learning of the English language is designed. The video game designed to learn English, also includes some novelties from the point of view of the technology used as is speech recognition. The aim of this integration is to improve speaking skills of users, who will therefore improve the standard of English in all four basic learning skills and establish a solid base that would facilitate the acquisition of future advanced knowledge

Teacher Perceptions Regarding Administrative Decision-Making at a Predominately Mexican American High School in Academic Jeopardy

The purpose of this this mixed methods study, utilizing survey and interview data, was to present teacher perceptions regarding the decision-making process and outcomes of school administrators for a South Texas school that is in accountability jeopardy. The study took into consideration whether administrative practices were genuine regarding student success, especially when fifty-two percent of the population consists of English Language Learners. The researcher proposed to document teacher perceptions about administrative practices and the relationship to accountability mandates, high-stakes state assessments, and the true mission of the school. The theoretical framework for this study regarding decision-making by school administration utilizes the lenses of mindfulness and sense-making. A sequential explanatory design allowed for the collection and analysis of quantitative data followed by a collection and analysis of qualitative data. The findings gathered through teacher mindfulness surveys and interviews indicated that all ninety-one participants strongly felt that although school administrators were mindful of the school mission that administrative practices focused greatly on accountability compliance. The majority of participants did indicate that school administrators were good stewards of the organization, but a solid majority indicated that goals were not genuine to the school mission. At a high school with a population that comprised fifty-two percent English Language Learners was in academic jeopardy as defined by federal and state accountability mandates and high-stakes testing practice directed at securing only compliance numbers, marginalizes genuine instruction. Recommendations for practice include the development of organizational mission statements that take into account accountability and compliance mandates and that reinforce proactive procedures for planned and unplanned events. Administrators must be collegial in sharing best practices with other organizations. Recommendations for further study include expanding this study to include other organizations with similar demographics and compliance challenges and the examination of administrative decision-making practices on specific instructional disciplines. School administrators must be mindful of these situations and use sense-making practices to make the right decision. School administrators must also insure that mission statements, goals, and objectives are more in line with the true direction of the organization

A COMPARISON BETWEEN MOTIVATIONS AND PERSONALITY TRAITS IN RELIGIOUS TOURISTS AND CRUISE SHIP TOURISTS

The purpose of this paper is to analyze the motivations and the personality traits that characterize tourists who choose religious travels versus cruises. Participating in the research were 683 Italian tourists (345 males and 338 females, age range 18–63 years); 483 who went to a pilgrimage travel and 200 who chose a cruise ship in the Mediterranean Sea. Both groups of tourists completed the Travel Motivation Scale and the Big Five Questionnaire. Results show that different motivations and personality traits characterize the different types of tourists and, further, that motivations for traveling are predicted by specific —some similar, other divergent— personality trait