Long term effects on technology enhanced learning : The use of weekly digital lessons in mathematics

In this study we investigate the effects of long-term technology enhanced learning (TEL) in mathematics learning performance and fluency, and how technology enhanced learning can be integrated into regular curriculum. The study was conducted in five second grade classes. Two of the classes formed a treatment group and the remaining three formed a control group. The treatment group used TEL in one mathematics lesson per week for 18 to 24 months. Other lessons were not changed. The difference in learning performance between the groups tested using a post-test; for that, we used a mathematics performance test and a mathematics fluency test. The results showed that the treatment group using TEL got statistically significantly higher learning performance results compared to the control group. The difference in arithmetic fluency was not statistically significant even though there was a small difference in favor of the treatment group. However, the difference in errors made in the fluency test was statistically significant in favor of the treatment group.Peer reviewe

Integrating Technology With Student-Centered Learning

Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications

Designer modeling for personalized game content creation tools

With the growing use of automated content creation and computer-aided design tools in game development, there is potential for enhancing the design process through personalized interactions between the software and the game developer. This paper proposes designer modeling for capturing the designer’s preferences, goals and processes from their interaction with a computer- aided design tool, and suggests methods and domains within game development where such a model can be applied. We describe how designer modeling could be integrated with current work on automated and mixed- initiative content creation, and envision future directions which focus on personalizing the processes to a designer’s particular wishes.peer-reviewe

Long term effects on technology enhanced learning: The use of weekly digital lessons in mathematics

In this study we investigate the effects of long-term technology enhanced learning (TEL) in mathematics learning performance and fluency, and how technology enhanced learning can be integrated into regular curriculum. The study was conducted in five second grade classes. Two of the classes formed a treatment group and the remaining three formed a control group. The treatment group used TEL in one mathematics lesson per week for 18 to 24 months. Other lessons were not changed. The difference in learning performance between the groups tested using a post-test; for that, we used a mathematics performance test and a mathematics fluency test. The results showed that the treatment group using TEL got statistically significantly higher learning performance results compared to the control group. The difference in arithmetic fluency was not statistically significant even though there was a small difference in favor of the treatment group. However, the difference in errors made in the fluency test was statistically significant in favor of the treatment group.  </div

The effectiveness of computer games on mathematics learning in elementary school

This study examined the use of mathematics computer games on math achievement as assessed by teachers, tests taken by students and students\u27 attitudes. Students who played recreational games at home and used the computer game at school improved more on the math achievement measure compared to students who only played at home, who only played at school, and who played at neither home nor school, indicating that recreational game playing can prime children to gain more benefits from educational software

Puzzle-Based Learning for Cyber Security Education

Puzzle-based learning has proven to result in a better STEM learning environment in mathematics, physics, and computer science. However, no significant work has been done in computer and cyber security, only the idea of using puzzles to teach cyber security has only been introduced very recently. We introduce two different puzzle designs, truth table based and decision tree based. In both cases participants have to make decisions according to their knowledge and scenario. We conducted some informal surveys and believe that such interactive learning will help students to understand complex cyber-attack paths and countermeasures for fraud detection, cybercrime, and advanced persistent threats (APTs). Participants will learn not only to protect a specific system but also an entire class of systems with different hardware/software components and architectures, providing similar service. The survey result shows that the puzzle-based learning method has been beneficial for the students towards their learning

Social Addictive Gameful Engineering (SAGE): A Game-based Learning and Assessment System for Computational Thinking

At an unrivaled and enduring pace, computing has transformed the world, resulting in demand for a universal fourth foundation beyond reading, writing, and arithmetic: computational thinking (CT). Despite increasingly widespread acceptance of CT as a crucial competency for all, transforming education systems accordingly has proven complex. The principal hypothesis of this thesis is that we can improve the efficiency and efficacy of teaching and learning CT by building gameful learning and assessment systems on top of block-based programming environments. Additionally, we believe this can be accomplished at scale and cost conducive to accelerating CT dissemination for all. After introducing the requirements, approach, and architecture, we present a solution named Gameful Direct Instruction. This involves embedding Parsons Programming Puzzles (PPPs) in Scratch, which is a block-based programming environment currently used prevalently in grades 6-8. PPPs encourage students to practice CT by assembling into correct order sets of mixed-up blocks that comprise samples of well-written code which focus on individual concepts. The structure provided by PPPs enable instructors to design games that steer learner attention toward targeted learning goals through puzzle-solving play. Learners receive continuous automated feedback as they attempt to arrange programming constructs in correct order, leading to more efficient comprehension of core CT concepts than they might otherwise attain through less structured Scratch assignments. We measure this efficiency first via a pilot study conducted after the initial integration of PPPs with Scratch, and second after the addition of scaffolding enhancements in a study involving a larger adult general population. We complement Gameful Direct Instruction with a solution named Gameful Constructionism. This involves integrating with Scratch implicit assessment functionality that facilitates constructionist video game (CVG) design and play. CVGs enable learner to explore CT using construction tools sufficiently expressive for personally meaningful gameplay. Instructors are enabled to guide learning by defining game objectives useful for implicit assessment, while affording learners the opportunity to take ownership of the experience and progress through the sequence of interest and motivation toward sustained engagement. When strategically arranged within a learning progression after PPP gameplay produces evidence of efficient comprehension, CVGs amplify the impact of direct instruction by providing the sculpted context in which learners can apply CT concepts more freely, thereby broadening and deepening understanding, and improving learning efficacy. We measure this efficacy in a study of the general adult population. Since these approaches leverage low fidelity yet motivating gameful techniques, they facilitate the development of learning content at scale and cost supportive of widespread CT uptake. We conclude this thesis with a glance at future work that anticipates further progress in scalability via a solution named Gameful Intelligent Tutoring. This involves augmenting Scratch with Intelligent Tutoring System (ITS) functionality that offers across-activity next-game recommendations, and within-activity just-in-time and on-demand hints. Since these data-driven methods operate without requiring knowledge engineering for each game designed, the instructor can evolve her role from one focused on knowledge transfer to one centered on supporting learning through the design of educational experiences, and we can accelerate the dissemination of CT at scale and reasonable cost while also advancing toward continuously differentiated instruction for each learner

An Analysis of Gamification and Game-Based Learning as Strategies for Anti-Oppressive Education

Educational institutions have historically been environments where oppression takes place in the forms of racism, sexism, ableism, homophobia, transphobia, and classism among others (Kumashiro, 2000; Chen-Hayes, 2001; Dedotsi & Paraskevopoulou-Kollia, 2019). Anti-oppressive education is the active rejection of or refusal to participate in forms of oppression that take place in schools, and in turn facilitating strategies for education that works against oppression (Kumashiro, 2000). There are existing theories for how to promote and engage this anti-oppressive education, such as introducing narratives and education about marginalized communities that counter and challenge educators’ preconceived biases about students (Warren, 2023; Kumashiro, 2000), transforming schools into safe and welcoming spaces that provide students with support, advocacy, and resources specific to their identities, and through acknowledgement and embracing of their complex and unique identities (Kumashiro, 2000). Gamification and game-based learning are emerging as new teaching practices in classrooms and have benefits in several areas such as lesson engagement, learning outcomes, classroom environment, accessibility practices, collaboration in the classroom, teaching delivery, learning effectiveness, exploration and risk-taking in a safe environment, and the student’s sense of control, agency, and ownership over their learning process. However, there is a gap in the educational research literature on the use of gamification and game-based learning as potential strategies for combating the various forms of oppression that take place in schools. They have not yet been thoroughly explored for their potential to be beneficial for anti-oppressive education. This study explores how gamification and game-based learning can be tools to promote education that supports students in classrooms, creates excitement around learning, and contributes to an anti-oppressive learning environment through providing education about and for marginalized groups, counter-narratives that combat some educators’ prejudiced beliefs about equity-deserving students, and providing education that has the power to change society through challenging both implicit and explicit social and cultural biases as well as building empathy and a deeper understanding of some of the lived experiences of marginalized communities. This analysis is driven by close readings of two digital games— Lucas Pope’s Papers, Please (2013) and McKinney’s SPENT (2011)—, an in-depth discussion of theories of oppression and anti-oppression, and an analysis of publicly available policy documents from eleven of Ontario’s public school boards, universities, and colleges, including: Waterloo Region District School Board, Toronto District School Board, York District School Board, Thames Valley District School Board, Wilfrid Laurier University, University of Guelph, University of Waterloo, Toronto Metropolitan University, Conestoga College, Mohawk College, and Fanshawe College