Using Interactive Video Technology for the Development of Game-Based Learning

[[abstract]]Interactive video technologies are developed for providing interactions for users to get better interactivity in watching TV programs. Since receiving TV programs is a common affair for general users, many systems with interactive TV technologies are implemented for educational or commercial purposes. Learning by playing game is a hot topic in current distance learning systems. Most of game-based learning systems designed by computer programmers and domain experts. Generating interactive game courses is hard for content providers since they are not computer experts. The interactive game authoring tool proposed in this paper provides a friendly interface to help the users to create their educational games easily. The students will be attracted in such learning platform with entertaining elements.[[conferencetype]]國際[[conferencedate]]20070910~20070914[[conferencelocation]]Xian, Chin

PENGEMBANGAN MULTIMEDIA INTERAKTIF BERBASIS GAME PADA KOMPETENSI DASAR TEKNIK PENGGUNAAN SUHU RENDAH

Belum tersedianya sarana belajar mandiri bagi peserta didik SMKN 1 Cibadak, menjadi peluang peneliti untuk mengembangkan materi interaktif dalam bentuk game agar membuat peserta didik tertarik untuk belajar dan tidak cepat bosan. Tujuan penelitian ini yaitu untuk mengetahui pengembangan dan kelayakan produk multimedia interaktif berbasis game yang dikembangkan pada Kompetensi Dasar teknik penggunaan suhu rendah. Pengembangan multimedia interaktif berbasis game dilakukan menggunakan metode penelitian dan pengembangan (Research and Development) dengan tahap identifikasi potensi dan masalah, pengumpulan data, desain produk, validasi desain, revisi desain, uji coba produk, revisi produk ke-1, uji coba pemakaian, revisi produk ke-2 hingga dihasilkan produk akhir. Pada penelitian ini, game yang akan dibuat yaitu dengan tipe adventure dimana game tersebut menawarkan penggunanya untuk mengeksplorasi dan memecahkan teka-teki sebagai daya tarik utama. Pada game ini terdiri dari 6 materi, masing-masing materi memiliki 4-5 soal evaluasi yang harus dijawab agar dapat melanjutkan permainan ke materi selanjutnya dan dapat menonton video tutorial teknik penggunaan suhu rendah (pendinginan dan pembekuan) dan harus menjawab beberapa soal dari video tutorial yang di tonton setelah itu pemain dapat mengetahui skor yang diperoleh. Kelayakan media diukur berdasarkan hasil validasi ahli media, ahli materi, dan ahli bahasa serta hasil uji coba terhadap responden (peserta didik kelas X A3 jurusan Teknologi Pengolahan Hasil Pertanian, SMK Negeri 1 Cibadak). Hasil penelitian menunjukkan multimedia interaktif berbasis game dinyatakan “sangat layak” sebagai media pembelajaran oleh ahli media, ahli materi, dan ahli bahasa, serta hasil rata-rata tanggapan responden menunjukakan bahwa 90% responden sangat layak bahwa multimedia interaktif berbasis game yang dikembangkan digunakan sebagai media pembelajaran pada mata pelajaran Dasar Proses Pengolahan Hasil Pertanian (DPPHP) pada Kompetensi Dasar teknik penggunaan suhu rendah di SMKN 1 Cibadak.--------The unavailability of independent learning facilities for students of SMKN 1 Cibadak has become an opportunity for researchers to develop interactive material in the form of games to make students interested in learning and not get bored quickly. The purpose of this research is to find out the feasibility of game-based interactive multimedia products developed at Basic Competence techniques for using low temperatures. Game-based interactive multimedia development is carried out using research and development methods with the identification of potential and problems, data collection, product design, design validation, design revision, product testing, 1st product revision, usage testing, and 2nd revision of product to produce the final product. In this study, the game that will be created is the type of adventure where the game offers users to explore and solve puzzles as the main attraction. In this game consists of 6 material, each material has 4-5 evaluation questions that must be answered in order to be able to continue the game to the next material and be able to watch video tutorials using low temperature techniques (cooling and freezing) and have to answer some questions from the video tutorial watched after that the player can find out the score obtained. The feasibility of the media was measured based on the results of the validation of media experts, material experts, and linguists, as well as the results of trials on respondents (students of class X A3 majoring in Agricultural Product Processing Technology, SMKN 1 Cibadak). The results showed that game-based interactive multimedia was declared very feasible as a learning medium by media experts, material experts, and linguists, and the average results of respondents' responses indicated that 90% of respondents strongly agreed that gamebased interactive multimedia developed was used as learning media in the Basic Subjects of Agricultural Product Processing Process (DPPHP) in Basic Competence techniques for low temperature use at SMKN 1 Cibadak

Game Changer: Investing in Digital Play to Advance Children's Learning and Health

Based on a literature review and interviews with digital learning experts, explores how digital games can foster skills and knowledge for better academic performance and health. Makes recommendations for government research, partnerships, and media

Making in-class skills training more effective: the scope for interactive videos to complement the delivery of practical pedestrian training

Skills and awareness of young pedestrians can be improved with on-street practical pedestrian training, often delivered in schools in the United Kingdom by local authorities with the intention of improving road safety. This training is often supplemented by in-class paper based worksheet activities which are seen to be less effective than practical training in that they focus on knowledge acquisition rather than directly improving the correct application of safe pedestrian skills at the roadside. Previous research indicates that interactive video tools have the potential to develop procedural skills whilst offering an engaging road safety educational experience, which could positively impact on road crossing behaviour.In this paper, the design and development of a hazard-identification interactive road safety training video targeting child road crossing skills is presented. The interactive video was shown to be an engaging training resource for 6-7 year old children. The tool’s scope for improving pedestrians’ roadside skills is considered along with the wider implications for interactive video to aid safety training in other areas

Bringing tabletop technologies to kindergarten children

Taking computer technology away from the desktop and into a more physical, manipulative space, is known that provide many benefits and is generally considered to result in a system that is easier to learn and more natural to use. This paper describes a design solution that allows kindergarten children to take the benefits of the new pedagogical possibilities that tangible interaction and tabletop technologies offer for manipulative learning. After analysis of children's cognitive and psychomotor skills, we have designed and tuned a prototype game that is suitable for children aged 3 to 4 years old. Our prototype uniquely combines low cost tangible interaction and tabletop technology with tutored learning. The design has been based on the observation of children using the technology, letting them freely play with the application during three play sessions. These observational sessions informed the design decisions for the game whilst also confirming the children's enjoyment of the prototype

Learning computing heritage through gaming – whilst teaching digital development through history

This paper analyses the potential of computer games and interactive projects within the learning programmes for cultural heritage institutions through our experiences working in partnership between higher education and a museum. Gamification is cited as a key disruptive technology for the business and enterprise community, and developments in games technology are also driving the expansion of digital media into all different screen spaces, and various platforms. Our research aims to take these as beneficial indicators for pedagogic development, using gaming to support knowledge transfer related to a museum setting, and using the museum as a key scenario for our students to support the practice of game development. Thus gamification is applied as both a topic and a methodology for educational purposes

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

Advances in Teaching & Learning Day Abstracts 2005

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2005