Board games as a teaching tool for technology classes in Compulsory Secondary Education

Aquest treball estudia la tècnica coneguda com game-based learning, és a dir, l’ús dels jocs com a eina didàctica. Primer que res, es fa recerca sobre els treballs ja existents i es veu que, tot i haver-hi articles sobre game-based learning, és difícil trobar-ne de relacionats amb la tecnologia, més enllà d’ensenyar a programar. A continuació, es revisen els continguts curriculars i les competències de secundària i es relacionen amb alguns jocs de taula ja existents, dels quals es detallen breument les regles de joc. Es veu que hi ha continguts curriculars, pels quals es difícil trobar un joc que hi encaixi. A més a més, es desenvolupa la idea d’un nou joc de taula, basat en el ja existent Party & Co., per treballar alguns dels continguts curriculars pels quals no s’ha trobat cap joc existent que s’hi escaigui. Finalment, s’explica una experiència duta a terme durant el període de pràctiques en el centre escolar al curs de 3r d’ESO. Es disposava de tres grups i en tots tres es va seguir la mateixa programació: classe introductòria expositiva, una sessió de muntatge de robots LEGO, 4 sessions de programació i un petit test. En un dels tres grups, però, es va fer una classe prèvia extra on es va jugar a un joc de taula anomenat RoboRally. Els objectius eren dobles: que aprenguessin la importància de l’algorísmica i que s’ho passessin bé. Els resultats mostren que aquest grup va treballar més i millor. En el treball s’analitzen els resultats obtinguts

Spartan Daily, December 02, 1938

Volume 27, Issue 49https://scholarworks.sjsu.edu/spartandaily/2839/thumbnail.jp

Educational Math Games for First Grade

The purpose of the project is to create appropriate educational math games for first grade. Thirty-six new games were generated to replace the math games used in the Everyday Math curriculum used in my classroom. The games were taught to twenty first graders. The results showed that using mathematical games relating to the concepts being taught, helped students better understand and master the concepts

Trolling in asynchronous computer-mediated communication: From user discussions to academic definitions

Whilst computer-mediated communication (CMC) can benefit users by providing quick and easy communication between those separated by time and space, it can also provide varying degrees of anonymity that may encourage a sense of impunity and freedom from being held accountable for inappropriate online behaviour. As such, CMC is a fertile ground for studying impoliteness, whether it occurs in response to perceived threat (flaming), or as an end in its own right (trolling). Currently, first and secondorder definitions of terms such as im/politeness (Brown and Levinson 1987; Bousfield 2008; Culpeper 2008; Terkourafi 2008), in-civility (Lakoff 2005), rudeness (Beebe 1995, Kienpointner 1997, 2008), and etiquette (Coulmas 1992), are subject to much discussion and debate, yet the CMC phenomenon of trolling is not adequately captured by any of these terms. Following Bousfield (in press), Culpeper (2010) and others, this paper suggests that a definition of trolling should be informed first and foremost by user discussions. Taking examples from a 172-million-word, asynchronous CMC corpus, four interrelated conditions of aggression, deception, disruption, and success are discussed. Finally, a working definition of trolling is presented

Behavioural Development Economics: Lessons from field labs in the developing world

Explanations of poverty, growth and development more generally depend on the assumptions made about individual preferences and the willingness to engage in strategic behaviour. Economic experiments, especially those conducted in the field, have begun to paint a picture of economic agents in developing communities that is at some variance from the traditional portrait. We review this growing literature with an eye towards preference-related experiments conducted in the field. We rely on these studies, in addition to our own experiences in the field, to offer lessons on what development economists might learn from experiments. We conclude by sharing our thoughts on how to conduct experiments in the field, and then offer a few ideas for future research.

Experiments and Economic Development: Lessons from Field Labs in the Developing World

Along with the traditional primitives of economic development (material preferences, technology, and endowments), there is a growing interest in exploring how psychological and sociological factores (e.g., bounded rationality, norms, or social preferences) also influence economic decisions, the evolution of institutions, and outcomes. Simultaneously, a vast literature has arisen arguing that economic experiments are important tools in identifying and quantifying the role of institutions, socialnorms and preferences on behavior and outcomes. Reflecting on our experience conducting experiments in the field over more than five years, we survey the growing literature at the intersection of these two research areas. Our review has four components. In the introduction we set the stage identifying a set of behavioral factors that seem to be central for understanding growth and economic development./ We then divide the existing literature in two piles: standard experiments conducted in the field and on how to econometrically identify sociological factors in experimental data. We conclude by suggesting topics for future research.experimental economics, behavioral economics, institutions, social preferences, poverty, development

Autonomy in Video Games and Gamification

In the past decade, gamification (using game elements in non-gaming tasks to enhance motivation and engagement) has become a popular concept in many industries, but few studies have explored the principles under which it works. Self-determination theory suggests three psychological needs that gamification fulfills: competence, relatedness, and autonomy. Autonomy, a person\u27s perception that they have the ability to act however they choose, has emerged as an important, yet less-studied aspect in gamification. Inclusion of autonomy in gamification should foster engagement, enjoyment, and better performance. An experiment inspired by the above was carried out in which a sample of college students (N = 57) played a video game called Super Mario Bros. Crossover with either the choice to customize the aesthetics of their character and background (autonomy-supportive) or no choice of aesthetics (non-supportive). It was hypothesized that conditions involving more choice would lead to higher perceived autonomy and performance, and that perceived autonomy would be positively correlated with engagement, enjoyment, and performance. The manipulation resulted in no significant difference in perceived autonomy or performance, and perceived autonomy was only significantly positively correlated with enjoyment. Prior Super Mario Bros. experience was also found to positively correlate with perceived autonomy in the autonomy-supportive condition. The choice of aesthetics does not appear to have been sufficiently strong enough to increase perceived autonomy in this context