Lost in the Middle Kingdom: Teaching New Languages Using Serious Games and Language Learning Methodologies

This thesis focuses on the design and development of a serious video game for language learning entitled Lost in the Middle Kingdom. Our game utilizes several language learning methodologies including second language acquisition theory, content-based instruction, and task-based language teaching. This thesis examines previous language learning games and their drawbacks in order to create a more effective experience. Lost in the Middle Kingdom seeks to balance language learning with fun and intuitive gameplay in order to deliver a form of interactive media that is accepted by both the gaming and research communities. Our test data illustrates the strengths and weaknesses of our game and how future improvements can bolster its effectiveness

Mario Math with Millennials: The Impact of Playing the Nintendo DS on Student Achievement

One of the biggest innovations of the last century has been the invention of the video game. Video games are an extremely popular form of entertainment today. While some question the use of video games in education, others argue that video games are one innovation that if introduced into the classroom, might change how teachers effectively engage learners. This quantitative study examined the impact of Brain Age 2 for the Nintendo DS on seventh grade achievement in math and on student attitude towards school. A sample of eighty seventh graders from the same school played the Nintendo DS daily for fifteen minutes over nine weeks. No significant difference was found in math achievement after using the game. Achievement in mathematics was analyzed with a paired t-test. Student attitude was measured using a survey and analyzed using nonparametric statistics. On the survey, students who played the Nintendo DS daily reported a more positive attitude towards their teachers, classes, and school than those that did not play the Nintendo DS

The Effectiveness of Using U-Dictionary Application in Learning English

This study uses qualitative research methods to determine the effectiveness of using a u-dictionary application in the learning of English. The data were analyzed using qualitative approaches by the researchers. In this study, questionnaires were employed as research instruments, meetings were held at Google, and interviews were done (open questions). The students of SMK Walisongo Bekasi are the focus of this study. The author takes 20 students using the online dictionary as a sample. The method used by the author is the questionnaire. As a result, it can be concluded that the u-dictionary application can motivate them to learn English because by using this application learning can be easier, faster, and more practical. Meanwhile, students' difficulties in using the u-dictionary application are a bad signal and the lack of funds to fulfill quotas. According to the results of the students' questionnaire, 14 out of  20 students (70%) found the application u-dictionary learning to be highly fascinating. The school should give additional assistance and facilities for instructors and kids to continue using the internet by providing sufficient quota facilities for teachers and other supports, according to policy recommendations. As a result, using the application u-dictionary can help teachers carry out a variety of online teaching and learning activities with their pupils

Investigation of the Effects of a Situated Learning Digital Game on Mathematics Education at the Primary School Level

Previous research suggests games can improve learning outcomesand students’ motivation. However, there still exists insufficient clarity on the design principles and pedagogical approach that should underpinmathematics educational games. This thesis is aimed at evaluating the effects of an educationalgame on the learningperformance and levels of anxiety promoted by mathematics activities of primary school students. The game was designed based on theprinciples of situated learning, following acombination of an in-depth literature review, a collection of teachers’ perceptions about educational games, and features ofclassroom games. Empirical evaluation of the game was performed through a 5-weeks experiment carried out in three Irish schools, with the participationof 88 students. The investigationhad a pre-post-test designand aimed to evaluate the effects of the gameon students’ mathematics performance and anxiety. In the first week, students answered the Learning Outcomes on Mathematics for Children (LOMC), a questionnaire that measured students’ knowledge ofmathematics. The same studentsalso answered the Modified Abbreviated Math Anxiety Scale (mAMAS), a validated self-report questionnaire to assess maths anxiety ofprimary school children. During the following three weeks, students had weekly gameplay sessions of 45-60 minutes

Challenging Social Media Threats using Collective Well-being Aware Recommendation Algorithms and an Educational Virtual Companion

Social media (SM) have become an integral part of our lives, expanding our inter-linking capabilities to new levels. There is plenty to be said about their positive effects. On the other hand however, some serious negative implications of SM have repeatedly been highlighted in recent years, pointing at various SM threats for society, and its teenagers in particular: from common issues (e.g. digital addiction and polarization) and manipulative influences of algorithms to teenager-specific issues (e.g. body stereotyping). The full impact of current SM platform design -- both at an individual and societal level -- asks for a comprehensive evaluation and conceptual improvement. We extend measures of Collective Well-Being (CWB) to SM communities. As users' relationships and interactions are a central component of CWB, education is crucial to improve CWB. We thus propose a framework based on an adaptive "social media virtual companion" for educating and supporting the entire students' community to interact with SM. The virtual companion will be powered by a Recommender System (CWB-RS) that will optimize a CWB metric instead of engagement or platform profit, which currently largely drives recommender systems thereby disregarding any societal collateral effect. CWB-RS will optimize CWB both in the short term, by balancing the level of SM threat the students are exposed to, as well as in the long term, by adopting an Intelligent Tutor System role and enabling adaptive and personalized sequencing of playful learning activities. This framework offers an initial step on understanding how to design SM systems and embedded educational interventions that favor a more healthy and positive society

Instagram branding frame for Arctic artists and designers based on service design

In the remote Lapland region of Finland, Arctic artists and designers face challenges due to the limited local market and networking opportunities. This research leverages social media, notably Instagram, to boost their visibility and market presence. Grounded in digital service design and participatory design, the study employed the Double Diamond model across three phases: Interview and landscape analysis, Generating Workshops, and Prototyping. Data sources included interviews, landscape analysis, participatory workshops, and service prototypes. The data gathered shed light on Arctic artists and designers' motivations, challenges, and branding practices. It also yielded a frame with tailored 68 recommendations, covering themes, scheduling, content, and services. These recommendations facilitate branding, visibility, engagement, and efficiency