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

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

Responsible research and innovation in science education: insights from evaluating the impact of using digital media and arts-based methods on RRI values

The European Commission policy approach of Responsible Research and Innovation (RRI) is gaining momentum in European research planning and development as a strategy to align scientific and technological progress with socially desirable and acceptable ends. One of the RRI agendas is science education, aiming to foster future generations' acquisition of skills and values needed to engage in society responsibly. To this end, it is argued that RRI-based science education can benefit from more interdisciplinary methods such as those based on arts and digital technologies. However, the evidence existing on the impact of science education activities using digital media and arts-based methods on RRI values remains underexplored. This article comparatively reviews previous evidence on the evaluation of these activities, from primary to higher education, to examine whether and how RRI-related learning outcomes are evaluated and how these activities impact on students' learning. Forty academic publications were selected and its content analysed according to five RRI values: creative and critical thinking, engagement, inclusiveness, gender equality and integration of ethical issues. When evaluating the impact of digital and arts-based methods in science education activities, creative and critical thinking, engagement and partly inclusiveness are the RRI values mainly addressed. In contrast, gender equality and ethics integration are neglected. Digital-based methods seem to be more focused on students' questioning and inquiry skills, whereas those using arts often examine imagination, curiosity and autonomy. Differences in the evaluation focus between studies on digital media and those on arts partly explain differences in their impact on RRI values, but also result in non-documented outcomes and undermine their potential. Further developments in interdisciplinary approaches to science education following the RRI policy agenda should reinforce the design of the activities as well as procedural aspects of the evaluation research

Do we need permission to play in public? The design of participation for social play video games at play parties and ‘alternative’ games festivals

Play is a fundamental to being Human. It helps to make sense of the self, to learn, to be creative and to relax. The advent of video games challenged traditional notions of play, introducing a single player experience to what had primarily been a communal social activity. As technology has developed, communal play has found both online and real-world spaces within video games. Online streaming, multiplayer games and built-in spectator modes within games underpin online communal play experiences, whilst ‘alternative’ games festivals, play parties and electronic sports, provide real world spaces for people to meet, play and exchange knowledge relating to both playing and making video games. This article reports the study of social play events which bring people together in the same space to explore video games making and playing. Expert interviews with curators, and event facilitators provides qualitative data from which design processes are formalised into a ‘model of participation’ of social play. Four key areas of balance are proposed as core considerations in supporting participation in event design. The study of these events also suggests that their design and fostering of participation has the potential to evoke cultural change in game making and playing practices