Fiabot!: design and evaluation of a mobile storytelling application for schools

This paper contributes to the ongoing debate about how digital technology can be integrated into the formal education system. Within a longitudinal research study, which lasted four years, we conducted an investigation on how mobile technology can support educational activities as defined by a school curriculum. Among the topics included in the school curriculum, we focused on the literary field and developed a Digital StoryTelling (DST) application, Fiabot!, to support this activity. Here, we describe the design of the application and how we evaluated its impact on educational activities. The application was designed and evaluated in two primary schools. The study had the objectives of exploring whether Fiabot! supports children in achieving educational objectives defined by the curriculum, how this effectively supports teachers, and to what extent children like using it for the creation and sharing of their stories. Our findings show that the application has a positive impact on curriculum enactment and effectively supports the related educational activities. Overall, Fiabot! wasdemonstrated to be very effective in stimulating children's discussion of a story's plot and characters. Thus, Fiabot! supported children not only in being creative but also in organizing their work and exploring a digital media opportunity. This resulted in the development of new skills and the better grounding of previously acquired knowledge, while teachers also had the opportunity to expand their teaching skills and get a taste of ICT's potential in education

Lest they forget:exploring commemoration and remembrance through games and digital technologies

The centennial of the First World War has encouraged a wide range of projects to commemorate the participants and communities affected by the conflict. This chapter considers how games and interactivity can be used to enhance commemoration and remembrance with new audiences. The digital commemorations undertaken for the Battle of Loos, and as part of the wider “Great War Dundee” project, are discussed. Emphasis is placed on how game design techniques and technology were utilized to plan an empathy game and then further developed into the interactive documentary and visualization, Loos: The Fallen Fourth. The chapter concludes with a consideration of how these narratives engaged with the community and helped shape a wider understanding. The digital components of this project can be accessed via greatwardundee.com and greatwardundee.itch.io

Getting residents closer to public institutions through gamification

With the huge growth of mobile device users, in recent years, the need and the opportunity to create new digital services and platforms has arisen. These platforms and services not only make people’s daily life easier, but also facilitate and improve communication between institutions and people. Also, new ways of achieving the intended goals are being developed and tested. Gamification is an example, where institutions and people’s communication is encouraged through the offering of incentives/rewards that potentiate involvement with that particular institution. In practice, institutions offer rewards to participants who perform predetermined tasks, for recommendation, dissemination, evaluation or greater involvement of people with that particular institution. The concept of smart cities is also getting huge attention nowadays. Making a city “smart” is emerging as a strategy to mitigate the problems generated by the urban population growth and rapid urbanization. In this work, we propose a digital solution, in the form of a mobile application, which has as its main goal to improve city hall public services and people’s communication, bringing them closer. This is achieved using gamification techniques that aim to engage residents with city hall services. It is provided a report system that enables residents to communicate to the city hall services, some issues regarding their town that they wish to be solved, such as broken structures, clogged sewers, among others. The proposed system also has a lore that leads to extra motivation to complete missions, be part of player gatherings and events, and meet new people and to better explore the cities’ wonders. An admin platform for the maintenance and administration of the system is also proposed, to better help keeping the application’s content fresh and updated, allowing for a better user experience for the population. The proposed system is being prepared for testing in real environments, the simulation results, as showed in tThis work has been supported by COMPETE: POCI-01-0145-FEDER-007043 and FCT –Fundação para a Ciência e Tecnologia within the Project Scope: UID/CEC/00319/201

Augmented Reality Museum’s Gaming for Digital Natives: Haunted Encounters in the Carvalhal’s Palace

Memories of Carvalhal’s Palace – Haunted Encounters is an Aug mented Reality (AR) location-based game which involves players in uncovering the mystery behind the haunted aspects of a museum premises. The game de ployed at the Natural History Museum of Funchal makes use of mobile interac tive AR and gaming strategies to promote the engagement of teenage visitors (digital natives) in museum experiences. Through this game, the audience em barks in a journey through the museum spaces, collecting scientific information about selected exhibits, while interacting with their tridimensional (3D) AR mod els. The audience’s interactions with the museum exhibits are rewarded with pieces of a map, which will guide them to a hidden location, the scientific library of the museum. There participants can finally unlock the mysteries they have been summoned to solve. The game’s goal stems from the fact that digital native teenagers are identified as an audience group that is often excluded from a mu seum’s curatorial strategies [1] and as consequence, they appears to be generally disinterested in what museums might offer [2]. In this article, we present the de scription and rational behind Memories of Carvalhal’s Palace: Haunted Encoun ters mobile gaming application and then discuss the results of first empirical tests performed to evaluate the usefulness and usability of the game.info:eu-repo/semantics/publishedVersio

Digital Language Death

Of the approximately 7,000 languages spoken today, some 2,500 are generally considered endangered. Here we argue that this consensus figure vastly underestimates the danger of digital language death, in that less than 5% of all languages can still ascend to the digital realm. We present evidence of a massive die-off caused by the digital divide

Towards dialogue: audio feedback on politics essays

This paper evaluates the use of audio feedback on assignments through the case study of a politics course, highlighting a number of pedagogical benefits. In particular, and using student testimonies, it argues that audio feedback provides a more personal feel to feedback; criticism, it appears, is easier to accept in the spoken word – as one student suggests, you know the marker is ‘not being harsh’ and is ‘just trying to help you really’. In addition, the paper notes the chief practical benefit of audio feedback: it reduces the overall time spent by lecturers in providing comments. While this paper is positive in favour of audio feedback throughout, it also discusses some potential challenges including anonymous marking – which affects the relationship between marker and student – and the fact that one size does not fit all, with different students preferring different types of feedback. The paper also attempts to provide practical tips to professionals wishing to use this method of feedback

Does digital video enhance student learning in field-based experiments and develop graduate attributes beyond the classroom?

This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Geography in Higher Education on 02/05/2016, available online: http://www.tandfonline.com/doi/full/10.1080/03098265.2016.1141186?src=recsysThe connection between fieldwork and development of graduate attributes is explored in this paper. Digital technologies present opportunities to potentially enhance the learning experience of students undertaking fieldwork, and develop core digital attributes and competencies required by Higher Education Institutions (HEIs) and employers. This paper reports the success of adopting digital video capture in technology-rich field experiments that form part of final year undergraduate courses in Physical Geography at an HEI in New Zealand. Student perceptions were obtained via a range of approaches. Results suggest that deployment of digital video reinforces student learning and connects with core graduate attributes

Networked youth research for empowerment in digital society. The WYRED project

European Commision (EC). Funding H2020/CSA. Project Code: 72706