Surviving the game : Interaction in an adult online learning community

In many Higher Education institutions, fun or enjoyment represents purposelessness, and is often characterised as something that should only be indulged in at specific times, in measured ways, and on special occasions. Play and games are thus often assigned a role that is secondary to ‘real’ work. This essentially artificial separation between work and play has had a profound effect on traditional learning theories and educational design. The purpose of this study is to investigate the role of the metaphor of a game in the interaction, dynamics and complexities of a web-based module that is presented to adult learners. The uniqueness of this study is attributable to a combination of the following elements: • games and play, and their motivational potential and value for adults • adult learners, group complexities and dynamics, and the various kinds of online interactions to which learners are subjected • the World Wide Web as a learning environment. The case study upon which this thesis is based is the facilitation of a particular module that is presented as part of a two-year tutored Masters degree in Computer Integrated Education at the University of Pretoria. The presentation of the module simulated the spirit and atmosphere of SurvivorThesis (PhD)--University of Pretoria, 2004.Curriculum StudiesPhDUnrestricte

Affordances of mobile devices and note-taking apps to support cognitively demanding note-taking

Note-taking is one of the more common and ever-present learning activities that form an important part of all students’ daily lives. The potential of using technology to enhance note-taking activities has recently come under the spotlight. However, while mobile technologies may be applauded for their mobility and the value they can add to students’ learning experience, they could easily become a distracting factor, rather than the improvement they were intended to be. In this qualitative study, eight students volunteered to experiment with various mobile devices for a period of 6 weeks, and to share their experiences in a series of five group interviews. Information found in the literature about note-taking, combined with the students’ feedback on their experiences, provided insight into how students record and process information. The affordances of mobile devices for cognitively demanding note-taking that are regarded as useful in a teaching and learning environment were also discussed in the group interviews. All the students agreed that they would not commit themselves to using only one application or device. They emphasised the fact that they used more than one device, and in some cases multiple applications on those devices, depending on their educational setting. This article gives students, lecturers and software developers insight into the affordances of mobile devices and note-taking applications (apps), in order to support cognitively demanding note-taking.This work was supported by a NRF GRANT: THUTHUKA Funding Instrument (PhD Track).A NRF GRANT: THUTHUKA Funding Instrument (PhD Track)https://link.springer.com/journal/10639am2019Science, Mathematics and Technology Educatio

Design principles for introducing 21st century skills by means of game-based learning

Educators are drawn into a battle for student attention and engagement in any learning environment. This article describes how a learning environment can be changed into a game-based activity to ensure student engagement. Modules aimed at the professional development of students present numerous challenges in the structuring of learning environments that develop communication, collaboration, creativity and critical thinking skills, the 4Cs of 21st century skills. This article is based on an activity designed for 145 engineering students and intended to habituate them to the university while simultaneously exposing them to opportunities for the development of the 4Cs. During the design, execution and refinement of the learning environment in five consecutive years, 15 design principles that could be employed to facilitate the implementation of a game-based learning activity emerged. Student reflection essays, lecturer observations, field notes and a focus group interview conducted with tutors and colleagues were analysed qualitatively to inform the investigation into students’ experiences of a game-based learning environment aimed at their professional development. The voices of the students were used to confirm the value of this environment. The design principles can be employed in other learning environments to support practitioners’ game-based learning efforts.http:/journals.sagepub.com/home/ihehj2023Science, Mathematics and Technology Educatio

Using a game-based learning environment to develop the 4Cs

It is becoming increasingly difficult to ignore the disparity between learning environments, the needs of students, and the expectations of the ever-evolving workplace in South Africa. This study investigated the influence of a gamebased learning environment on the development of the 4Cs (communication, collaboration, creativity and critical thinking) that students need to be successful in their studies and subsequently in industry. The data for the study was collected by means of reflective essays that were written by 145 first-year engineering students only one month after the completion of the game-based activity. A focus group interview was conducted with six participants and it shed further light on the students' experiences. Their comments, harnessed by analysing their essays qualitatively, confirmed that a game-based learning environment provided opportunities to develop the 4Cs. Thus, the implementation of game-based learning environments in higher education should be further investigated.https://unisapressjournals.co.za/index.php/Progressiohj2023Science, Mathematics and Technology Educatio

Curriculum development methodologies for English for occupational purposes in tourism management : a case study from a South African university of technology

The development of English for Occupational Purposes (EOP) curricula for universities of technology has become increasingly important. These institutions aim to produce graduates who can function effectively, upon entry into the occupational world. Since English is regarded as the global lingua franca, the demand for EOP is growing worldwide, so that, universally, employees can function in their fields of specialisation. Therefore, EOP wants and needs analyses have become imperative. This implies that the methodologies used to gather data from stakeholders in the development of EOP curricula should be effective. This paper takes a closer look at such methodologies, by exploring the perceptions of stakeholders on some of them, and the value that stakeholders could add to EOP curriculum development for Tourism Management at a South African university of technology.http://www.ajhtl.comScience, Mathematics and Technology Educatio

The relationship between integrating educational technology in mathematics education and the mathematics achievement of German students

The Education system in Germany recently invested five billion euro in digital infrastructure for about 40 000 schools. Therefore, this mixed-method study explored the relationship between integrating educational technology in mathematics education and the mathematics achievement of Grade 4 German students. Descriptive statistics and two-level Hierarchical Linear Models (HLM) were used to analyse the Trends in Mathematics and Science Study (TIMSS) 2015 questionnaire data of students, their parents, mathematics teachers and principals. Semi-structured interviews and classroom observations were also used to collect data at two schools, which were conveniently and purposefully selected. Findings from HLM revealed that students who owned a mobile phone, a computer/tablet as well as those who used computers/tablets ‘every or almost every day’ at home, at school and other places for schoolwork, achieved lower mathematics scores than their counterparts. While the shared use of a computer/tablet and an internet connection positively and significantly predict student performances.https://www.ejmste.compm2021Science, Mathematics and Technology Educatio

The relationship between using information and communication technology in education and the mathematics achievement of students

In his State of the Nation address on 7 February 2019, the president of the Republic of South Africa. Mr. Cyril Ramaphosa, stated that the government would provide digital workbooks and textbooks to every school child in South Africa by 2025. (De Villiers, 2019). This announcement begs the question how effective the incorporation of Information and Computer Technology (ICT) is in Education. This study adapted the comprehensive model of educational effectiveness created by Creemers (1994) to explore the relationship between the use of educational technology in mathematics and mathematics achievement in South Africa. The questionnaire responses from Grade 5 students, their mathematics teachers and school principals, participating in TIMSS 2015 research project, have been utilised in this study. Findings from descriptive statistics showed that almost 90% of the students were taught by teachers who did not have computers in their mathematics classrooms. Consequently, only 10% of students were taught by teachers who utilised computers in the classroom. The minority of these teachers used computers ‘every, or almost every, day’ in order to explore mathematical concepts (8.37%), to search for ideas relating to mathematics (2.14%) or to practice mathematical skills and procedures (6.26%). Hierarchical linear modelling revealed that students that were in mathematical classes with computers generally outperformed those who didn’t have computers.http://www.e-iji.netpm2020Science, Mathematics and Technology Educatio

A paperless classroom : importance of training and support in the implementation of electronic textbooks in Gauteng public schools

The Gauteng Department of Education (GDE) is responsible for managing and administering public and registered private educational institutions within this South African province. The GDE has introduced a Paperless Classroom project where prioritised schools are provided with smartboards, laptops and tablets to teachers and learners in targeted grades. This study aims to add to the corpus of knowledge on Information and Communication Technologies (ICT) in education by establishing whether schools in Gauteng are ready to adopt and implement electronic textbooks in their classrooms in terms of support and training. The focus of this study is on the training and support, as the GDE received an influx of requests from these teachers on receiving additional training and better support shortly after receiving the ICTs. The study followed a pragmatic approach using a parallel concurrent mixed-method design where quantitative and qualitative data were collected using an online questionnaire and an interview protocol. Purposively sampling was used to collect quantitative data and 55 responses were received, whereas both purposive and convenience sampling were used to collect qualitative data and 20 participants were interviewed. The study used the Technology Acceptance Model as a theoretical framework through which the study was conducted. The Perceived Usefulness construct focused on the usefulness of electronic textbooks, while the Perceived Ease of Use and the External Factors are constructs facilitating and enabling the use of electronic textbooks. Quantitative data analysis was done using SPSS. Interviews were transcribed and thematically analysed. Most respondents were not satisfied with the training they received. It was entry-level basic training and did not help schools use ICTs and address the technical glitches they experienced pedagogically. The quality of the devices was not up to standard. The e-textbooks had licensing issues, and only a limited number were available. Although technical support was provided, it was not adequate. Many systemic issues such as maintenance and replacement plans of the devices, safety, update, and the licensing of the electronic textbooks should still be addressed for successful implementation. The results of the study may offer some insights before the roll-out of electronic textbooks is done to the whole province. Furthermore, the study may also provide clues to the South African provinces that may envisage introducing ICT in education. Within the nine provinces in South Africa and in the education community worldwide, the information provided by this study can be of great significance for the envisaged training and the support needs of the schools on the use of ICTs in education.The National Research Foundation (NRF).https://academic-publishing.org/index.php/ejelam2023Science, Mathematics and Technology Educatio

A cross-country comparison of mathematics teachers' beliefs about technology in education

The purpose of this study was to determine how South African learners compared with their selected international counterparts according to their teachers’ views. The analysis was based on predictor variables that are related to the use of computer activities in teaching and learning. These variables were extracted from the 2011 Trends in Mathematics and Science Study teachers’ datasets and linked to the learners’ data. The results revealed that regardless of the socio-economic status between South Africa and each of the countries, it could be claimed that some similarities can be fostered. Similarity does not imply being totally identical, but rather demonstrates which teacher responses between South Africa and each of the countries might have the same structure after the statistical analysis. The differences in teachers’ beliefs between South Africa and all the countries provided vital information about the scope of possible classroom practice and teachers’ inclinations to different teaching approaches.https://www.igi-global.com/journal/IJICTE/1082am2022Science, Mathematics and Technology Educatio

Integrating educational technology in mathematics education in economically disadvantaged areas in South Africa

This qualitative case study adopted the Unified Theory of Acceptance and Use of Technology (UTAUT) created by Venkatesh, Morris, Davis, and Davis (2003) to investigate the elements that facilitate and hinder the integration of educational technology in mathematics education in economically disadvantaged areas of South Africa. Semi-structured interviews were conducted with two school leaders and three Grade 5 mathematics teachers from two smart schools, one in Gauteng and the other in the Western Cape Province, which were conveniently and purposefully selected. Additionally, one mathematics lesson was observed at each of these schools. To analyze the responses from interviews, content analyses were used. Findings showed that facilitating conditions such as adequate technological infrastructure and qualified information technology technicians influenced the actual teacher use of educational technology in mathematics instruction. However, social influence had the largest impact on these teachers’ integration of educational technology in mathematics education. Implications for practice are discussed.The Deutscher Akademischer Austausch Dienst (DAAD) and National Research Foundation (NRF) and the University of Pretoria.https://www.tandfonline.com/loi/wcis202022-05-10hj2021Science, Mathematics and Technology Educatio