Exerbraining for Schools: Combining Body and Brain Training

AbstractThe growing obesity problem has reinforced policymakers and educators to devise strategies that encourage introduction of novel and engaging physical activities in schools. At the same time, the gaming industry has introduced a game genre that requires the player to be physically involved in the game (e.g. Nintendo Wii, Kinect). In fact, exergames (physically activating games) is an emerging trend that may influence also the implementation of the physical education curriculum and classroom activities in the near future. In this paper we discuss the possibilities and limitations that exergames can provid e for schools. We review exergaming practices that have been introduced to schools and propose a new form of exergaming, exerbraining that combines both body and brain training and thus could fit well to school context. We report the results of the case study in which we tested an exerbraining game involving mathematical content. The results showed that students enjoyed playing the game a lot and exerbraining games can provide effective learning solutions for schools

Persuasive Mobile Device Sound Sensing in a Classroom Setting

This paper presents an idea on how to utilize mobile phones to support learning in the classroom. The paper also tries to initiate discussion on whether we can create new kinds of learning applications using mobile devices and whether this could be the way we should proceed in developing 21st century learning applications. In this study, a mobile phone is programmed to function as a collective sound sensor. To achieve an appropriate learning atmosphere, the designed system attempts to maintain the noise level at a comfortable tolerance level in the classroom. The main aim of the mobile application is to change student behaviour through persuasive visualizations. The prototype application was piloted during spring 2012 with a total of 72 students and two teachers. The results, based on observations and interviews, are promising and several subjects for future work arose during the pilot study

A user experience case study: two embodied cognition user interface solutions for a math learning game

Game-based learning solutions provide possibilities to teach conceptual number knowledge in engaging ways. The evaluation of user experience and error-proneness of the user interface are crucial in the educational game development process and game-based assessment. In the present study, we investigated how two different user interfaces of the rational number game, Semideus, influenced the game character controlling accuracy and user experience. Two user interfaces varying in the intensity of physical activities needed for controlling the game character were compared. Thirty-six university students played both Semideus game versions for 20 minutes in randomized order.  In order to compare the tilting (low physical intensity) and walking (high physical intensity) user interfaces we used stealth assessment as an objective measure of controlling accuracy as well as flow experience and playability questionnaires as subjective measures of user experience. The results revealed that there was no significant difference in game controlling accuracy between the user interface solutions, suggesting that the intensity of the physical activities did not influence the error-proneness. However, the subjective measures indicated that students appreciated the tilting user interface significantly more than the walking user interface. Implications of the findings for future research and further development of the Semideus game are discussed

A user experience case study: two embodied cognition user interface solutions for a math learning game

Game-based learning solutions provide possibilities to teach conceptual number knowledge in engaging ways. The evaluation of user experience and error-proneness of the user interface are crucial in the educational game development process and game-based assessment. In the present study, we investigated how two different user interfaces of the rational number game, Semideus, influenced the game character controlling accuracy and user experience. Two user interfaces varying in the intensity of physical activities needed for controlling the game character were compared. Thirty-six university students played both Semideus game versions for 20 minutes in randomized order.  In order to compare the tilting (low physical intensity) and walking (high physical intensity) user interfaces we used stealth assessment as an objective measure of controlling accuracy as well as flow experience and playability questionnaires as subjective measures of user experience. The results revealed that there was no significant difference in game controlling accuracy between the user interface solutions, suggesting that the intensity of the physical activities did not influence the error-proneness. However, the subjective measures indicated that students appreciated the tilting user interface significantly more than the walking user interface. Implications of the findings for future research and further development of the Semideus game are discussed

Flow experience in game based learning – a systematic literature review

The entertaining elements implemented in a serious game are key factors in determining whether a player will be engaged in a play-learn process and able to achieve the desired learning outcomes. Thus, optimization of subjective playing experience is a crucial part of a game design process. Flow theory can be adopted for measuring user experience and analyzing the quality of serious game designs. In addition, flow seems to have a positive influence on performance enhancement, learning and engagement. The focus of this review is especially on examining the meaning of flow in the context of serious games as well as exploring the relationship between flow and learning, factors that influence occurrence of flow and how flow is operationalized. The review revealed that there are mainly conceptual considerations about flow in serious games, but no robust empirical evidence about the meaning of flow. This is in line with other studies. We argue that research on flow should focus on the specific aspects related to the very nature of serious games that combine enjoyment and learning. Furthermore, new methods to measure flow and analyse the data need to be developed and studied.publishedVersionPeer reviewe

Using video games to combine learning and assessment in mathematics education

One problem with most education systems is that learning and (summative) assessment are generally treated as quite separate things in schools. We argue that video games can provide an opportunity to combine these processes in an engaging and effective way. The present study focuses on investigating the effectiveness and the assessment power of two different mathematics video games, Semideus and Wuzzit Trouble. In the current study, we validated the Semideus game as a rational number test instrument. We used it as a pre- and a post-test for a three-hour intervention in which we studied the effectiveness of Wuzzit Trouble, a game built on whole number arithmetic and designed to enhance mathematical thinking and problem solving skills. The results showed that (1) games can be used to assess mathematical knowledge validly, and (2) even short game-based interventions can be very effective. Based on the results, we argue that game-based assessment can create a more complete picture of mathematical knowledge than simply measuring students' accuracy, providing indicators of student misconceptions and conceptual change processe