Demystifying the educational benefits of different gaming genres

As research continues into the use of computer games for educational purposes, educators still appear reluctant to incorporate them into their teaching. One contributing factor to this reluctance is the lack of information regarding the benefits offered by the different games available today. These differences appear to have been largely overlooked by the academic community, resulting in a lack of information being made available to both the academic and education communities alike. Without this information, educators will find it difficult to determine whether a game will suit their teaching needs, and will continue to avoid using them. This paper studies a selection of games from several different genres, assessing each one in its ability to fulfil a set of previously identified requirements for a good educational resource. The results of the investigation showed that there were indeed strong differences between the genres, allowing for some suggestions to be made regarding their use in education, as well as leaving room for some interesting future work

Demystifying the Educational Benefits of Different Gaming Genres

As research continues into the use of computer games for educational purposes, educators still appear reluctant to incorporate them into their teaching. One contributing factor to this reluctance is the lack of information regarding the benefits offered by the different games available today. These differences appear to have been largely overlooked by the academic community, resulting in a lack of information being made available to both the academic and education communities alike. Without this information, educators will find it difficult to determine whether a game will suit their teaching needs, and will continue to avoid using them. This paper studies a selection of games from several different genres, assessing each one in its ability to fulfil a set of previously identified requirements for a good educational resource. The results of the investigation showed that there were indeed strong differences between the genres, allowing for some suggestions to be made regarding their use in education, as well as leaving room for some interesting future work

A Four Dimensional Model of Formal and Informal Learning

Learning systems focused on collaborative learning are often described in terms of formal and informal learning, however definitions of formal and informal learning vary, which makes it difficult to compare systems that may have been described using different perspectives. In this paper we present a framework for describing formality in e-learning systems, which can account for the most common perspectives: formality focused on Learning Objective, Learning Environment, Learning Activity and/or Learning Tool. Our framework can be used to compare different e-learning systems, and can also describe collaborative systems where different students can take very different roles in the activity, and the degree of formality can vary according to the role

Learning Through Rich Environments

Research into games in education most frequently expresses itself in the form of noting that games interest and motivate, and that we might therefore find the learning process improved if we were to use games as a vehicle for the delivery of learning content. We do not wish to take this approach, but to analyse what it is that makes games interesting and motivating and apply this in the context of designing learning scenarios. Many papers propose taxonomies of game style and criteria for good game design, tending to list good ideas and observed issues, but meeting difficulties when trying to generalise. We review some of the more important contributions in the area, and distil these into models to help us understand what's involved by defining the concept of a “Rich Environment.” We conclude with an example of how these models may be applied to the design of a learning environment

Guidance Notes for Cloud Research Users

There is a rapidly increasing range of research activities which involve the outsourcing of computing and storage resources to public Cloud Service Providers (CSPs), who provide managed and scalable resources virtualised as a single service. For example Amazon Elastic Computing Cloud (EC2) and Simple Storage Service (S3) are two widely adopted open cloud solutions, which aim at providing pooled computing and storage services and charge users according to their weighted resource usage. Other examples include employment of Google Application Engine and Microsoft Azure as development platforms for research applications. Despite a lot of activity and publication on cloud computing, the term itself and the technologies that underpin it are still confusing to many. This note, as one of deliverables of the TeciRes project1, provides guidance to researchers who are potential end users of public CSPs for research activities. The note contains information to researchers on: •The difference between and relation to current research computing models •The considerations that have to be taken into account before moving to cloud-aided research •The issues associated with cloud computing for research that are currently being investigated •Tips and tricks when using cloud computing Readers who are interested in provisioning cloud capabilities for research should also refer to our guidance notes to cloud infrastructure service providers. This guidance notes focuses on technical aspects only. Readers who are interested in non-technical guidance should refer to the briefing paper produced by the “using cloud computing for research” project

The Audible Life of the Image

"Since at least 1980 Godard’s cinema has been explicitly looking for (its) music, as if for its outside. In Sauve qui peut (la vie) Paul Godard hears, and asks about it, coming through the hotel room wall, and it follows him down to the lobby, but remains “off,” like Marguerite Duras’s voice, in spite of his questions, until the final sequence. At that moment, at the end of the section entitled “Music,” the protagonist is at the same time struck by a car and struck by the entrance of the music into the diegetic present of the film, as the camera pans past an orchestra playing on the sidewalk while Paul fades off under the quizzical gaze of his daughter. By 2004, with Notre musique, it would seem to have taken over the whole text, for the film was announced as being about the collaboration between Godard and German record label ECM. In the context of that film it is difficult to determine both what that music is and who we are, although this discussion will try to advance a hypothesis in that regard. In fact, my main contention will be that music in Godard’s films functions as something like the absent image(s), not those it has lost but rather its cinema to come, what remains to be discovered and live within it, the survival of it. Not a cinema that cannot be seen, rather the image that can perhaps only be heard; and not the romantic or psychedelic dream of a synaesthetic apotheosis either, rather the technological coincidence of sonimage that has also been the precise direction of Godard’s cinematic research for more than thirty years. For the argument I will be making here is inscribed within my own investigation of what I call “technological life,” the means by which, in “prosthetic” symbiosis, or “dorsal” umbrality, a form lives beyond the simplistic opposition of animate and inanimate, or against the reductive presuppositions of autokinetic ipseity...

Mobile VLE vs. Mobile PLE: How Informal is Mobile Learning?

Mobile Learning Systems are often described as supporting informal learning; as such they are a good fit to the idea of Personal Learning Environments (PLEs), software systems that users choose and tailor to fit their own learning preferences. This paper explores the question of whether existing m-learning research is more in the spirit of PLEs or Virtual Learning Environments (VLEs). To do this we survey the mobile learning systems presented at M-Learn 2007 in order to see if they might be regarded as informal or formal learning. In order to categorise the systems we present a four dimensional framework of formality, based on Learning Objective, Learning Environment, Learning Activity and Learning Tools. We use the framework to show that mobile systems tend to be informal in terms of their environment, but ignore the other factors. Thus we can conclude that despite the claims of m-learning systems to better support informal and personal learning, today’s m-learning research is actually more in the spirit of a VLE than a PLE, and that there remains a great deal of unexplored ground in the area of Mobile PLE systems

Towards Financial Cloud Framework - Modelling and Benchmarking of Financial Assets in Public and Private Clouds

Literature identifies two problems in clouds: (i) there are few financial clouds and (ii) portability of financial modelling from desktop to cloud is challenging. To address these two problems, we propose the Financial Cloud Framework (FCF), which contains business models, forecasting, sustainability, modelling, simulation and benchmarking of financial assets. We select Monte Carlo Methods for pricing and Black Scholes Model for risk analysis. Our objective is to demonstrate portability, speed, accuracy and reliability of financial models in the clouds, and present how modelling, simulation and benchmarking fit into FCF. Experiments and benchmark are performed in public and private clouds, where portability, speed, accuracy and reliability from desktop to clouds are successfully demonstrated