Level up learning: a national survey on teaching with digital games

Digital games have the potential to transform K-12 education as we know it. But what has been the real experience among teachers who use games in the classroom? In 2013, the Games and Learning Publishing Council conducted a national survey among nearly 700 K-8 teachers. The report reveals key findings from the survey, and looks at how often and why teachers use games in the classroom, as well as issues they encounter in their efforts to implement digital games into their practice

Literacy for digital futures : Mind, body, text

The unprecedented rate of global, technological, and societal change calls for a radical, new understanding of literacy. This book offers a nuanced framework for making sense of literacy by addressing knowledge as contextualised, embodied, multimodal, and digitally mediated. In today’s world of technological breakthroughs, social shifts, and rapid changes to the educational landscape, literacy can no longer be understood through established curriculum and static text structures. To prepare teachers, scholars, and researchers for the digital future, the book is organised around three themes – Mind and Materiality; Body and Senses; and Texts and Digital Semiotics – to shape readers’ understanding of literacy. Opening up new interdisciplinary themes, Mills, Unsworth, and Scholes confront emerging issues for next-generation digital literacy practices. The volume helps new and established researchers rethink dynamic changes in the materiality of texts and their implications for the mind and body, and features recommendations for educational and professional practice

Intentional Technology For Teaching Practice

In today’s era, where educational technology is in a near-constant state of evolution, the imperative is not just to adopt technology, but to do so with a defined purpose and strategy. As educators within military education there is a growing need to discern which technological tools and practices align best with our mission and the goals we set for our students. Teaching is more than just transferring knowledge—it’s about fostering environments conducive to growth, critical thinking, and lifelong learning. This e-book contains collective insights, experiences, and reflections from faculty participating in a Faculty Learning Community (FLC) a yearlong, structured, community of practice, engaged in the thoughtful exploration of educational technology topics during the academic year of 2022-2023 at the Air Force Institute of Technology. Whether by leveraging social annotation tools to engage students in reading, formulating effective methods to produce and utilize educational content, innovating with game-based learning, or seamlessly integrating multiple applications for meaningful classroom experiences, our aim is to provide you with insights and actionable guidance for use within your own classrooms

adVantage -- Seeing the Universe: How Virtual Reality can Further Augment a Three-Dimensional Model of a Star-Planet-Satellite System for Educational Gain in Undergraduate Astronomy Education

This thesis introduces the “adVantage – Seeing the Universe” system, a learning environment designed to augment introductory undergraduate astronomy education. The goal of the adVantage project is to show how an immersive virtual reality (VR) environment can be used effectively to model the relative sizes and distances between objects in space. To this end, adVantage leverages the benefits of three-dimensional models by letting users observe astronomical phenomena from multiple locations. The system uses pre-set vantage points to structure students’ progress through a “mission” designed to improve their understanding of scale. With this first mission, adVantage demonstrates the potential benefits of representing larger distances as multiples of smaller steps of a constant and observable size to convey relative distance in space, and of judging relative size by making observations at various vantage points a constant distance away from each other. Using an HTC Vive headset and hand-controllers, students exploring in adVantage will be able to observe the relative sizes and orbital movements of the subjects of the system: e.g., the exoplanet WASP-12b, its Sun-like star, WASP-12, and imagined satellites constructed to resemble the Earth and its Moon. In the first mission, users investigate the Earth’s average orbital radius around the Sun with the average orbital radius of WASP-12b around WASP-12 as a yardstick

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

A double-edged sword: Use of computer algebra systems in first-year Engineering Mathematics and Mechanics courses

Many secondary-level mathematics students have experience with graphical calculators from high school. For the purposes of this paper we define graphical calculators as those able to perform rudimentary symbolic manipulation and solve complicated equations requiring very modest user knowledge. The use of more advanced computer algebra systems e.g. Maple, Mathematica, Mathcad, Matlab/MuPad is becoming more prevalent in tertiary-level courses. This paper explores our students’ experience using one such system (MuPad) in first-year tertiary Engineering Mathematics and Mechanics courses. The effectiveness of graphical calculators and computer algebra systems in mathematical pedagogy has been investigated by a multitude of educational researchers (e.g. Ravaglia et al. 1998). Most of these studies found very small or no correlation between student use of graphical calculators or exposure to computer algebra systems with future achievement in mathematics courses (Buteau et al. 2010). In this paper we focus instead on students’ attitude towards a more advanced standalone computer algebra system (MuPad), and whether students’ inclination to use the system is indicative of their mathematical understanding. Paper describing some preliminary research into use of computer algebra systems for teaching engineering mathematics

Stealth Assessment

An approach to performance-based assessments that embeds assessments in digital games in order to measure how students are progressing toward targeted goals.To succeed in today's interconnected and complex world, workers need to be able to think systemically, creatively, and critically. Equipping K-16 students with these twenty-first-century competencies requires new thinking not only about what should be taught in school but also about how to develop valid assessments to measure and support these competencies. In Stealth Assessment, Valerie Shute and Matthew Ventura investigate an approach that embeds performance-based assessments in digital games. They argue that using well-designed games as vehicles to assess and support learning will help combat students' growing disengagement from school, provide dynamic and ongoing measures of learning processes and outcomes, and offer students opportunities to apply such complex competencies as creativity, problem solving, persistence, and collaboration. Embedding assessments within games provides a way to monitor players' progress toward targeted competencies and to use that information to support learning.Shute and Ventura discuss problems with such traditional assessment methods as multiple-choice questions, review evidence relating to digital games and learning, and illustrate the stealth-assessment approach with a set of assessments they are developing and embedding in the digital game Newton's Playground. These stealth assessments are intended to measure levels of creativity, persistence, and conceptual understanding of Newtonian physics during game play. Finally, they consider future research directions related to stealth assessment in education

The equipped explorer : virtual reality as a medium for learning

Thesis: Ph. D., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2018.Cataloged from PDF version of thesis.Includes bibliographical references (pages 177-183).What opportunities does virtual reality offer to improve the way we learn? In this thesis, I investigate the ways that constructivist approaches, in particular exploratory and experiential learning, can be uniquely supported by immersive virtual worlds. Against the background of these learning theories, I introduce a design framework that centers around defining a medium of virtuality that is fundamentally social, and uses capture of movement and interaction as a key means for creating interactive scenarios and narrative. Within the world conjured by this medium, the Equipped Explorer learns, reviews, creates and communicates using tools that I propose and classify according to a taxonomy. A series of prototypes and design explorations are used as proofs of concept for aspects of the design framework. Experimental studies are used to investigate foundational questions concerning the learning benefits of using VR over 2D interactive media, and the viability of social interaction and collaboration in VR. I reflect on the implications of this framework and my experimental results to extrapolate how they might impact the future classroom and the practice of learning and discovery more broadly. Finally, I discuss what kinds of research might be needed to maximize that impact moving forward.by Scott Wilkins Greenwald.Ph. D

Abstracts: HASTAC 2017: The Possible Worlds of Digital Humanities

The document contains abstracts for HASTAC 2017