The use of online courses continues to increase despite the small amount of research that exists on the effectiveness of online educational environments. The little research that has been conducted has focused on evaluating factors taken into consideration during the adoption of online learning environments. One notable benefit often cited is the ability to incorporate multimedia such as video games. Although game researchers and developers are pushing for the use of video games for educational purposes, there is a lack of research on the effectiveness of serious video games. When paring the increasing use of online educational environments, the push to use serious video games, and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. Based on current literature, no other known study has conducted an analysis comparing a serious game-based and non-game based online course; making this a unique study. The purpose of this study was to compare student learning experiences and outcomes between a serious game-based and non-game based online American History course. The data sources were data provided from Florida Virtual School (FLVS) and student and teacher interviews. Random samples of 92 students were statistically analyzed. A group of 8 students and 4 teachers were interviewed. FLVS data provided were analyzed using an independent t-test and the Mann-Whitney test and the student and teacher interview were analyzed using thematic analysis. Results of an independent t-test revealed that there was a significant (p > .01) difference in the mean number of days necessary to complete the course (MGB = 145.80, SDGB = 50.64, MNGB = 112.63, SDNGB = 49.60). The Mann-Whitney results indicated a significant difference between course performance and the type of American history course (Z = -5.066, p > .01); students in the serious game-based online course had an A average whereas students in the non-game-based online course had a B average. The thematic analysis of the relationship between student performance and motivation in both courses indicated that students and teachers of the game-based online course provided more reasons for student motivation than the students and teachers in the non-game-based online course. The thematic analysis of what aspects do students perceive as helpful and/or hindering to their learning indicated that students and teachers of the game-based online course provided more desirable, more helpful, less undesirable, and less hindering aspects for their course than the students and teachers in the non-game-based online course. As a result of the unique nature of this study, the findings provide new information for the fields of research on online learning, serious video gaming, and instructional design as well as inform instructional-designers, teachers, education stakeholders, serious video game designers, and education researchers.

This thesis deals with the theme of folk baroque. The aim of this thesis is to introduce this theme to pupils of secondary school in vivid and entertaining form and thus achieve bigger efficiency of educational process and acquisition of newly acquired information. As the best form of teaching i have considered watching a documentary video. The theoretical part of this thesis describes the history and formation of folk baroque, the most important areas in South Bohemia and also the life and work of Master bricklayer Jakub Bursa. This thesis also summarizes the history of documentary videos, its individual categories, the basics of film language, but also the essential aspects of the usage of video as a methodological aid for teaching. The practical part of this thesis deals with the implementation of an educational documentary video with the theme of folk baroque. The thesis also describes the creation of a supplementary animation program, which is completed by an artistic output in the form of artistic techniques of frottage.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This paper seeks to answer the relevance of video as an educational resource to collaborate with the educational activities of the Portuguese-speaking teachers aimed at raising writing skills of elementary school students, to do this we thought about the continuing education of teachers regarding the acquisition of new knowledge about the produced studies on reading and writing, the theory of textual genres and systematize practices (didactic sequences). In the first part of the work we use literature to discuss the concepts involved in teacher education and consequently on student learning. After discussing the concept of textual production, we anchored in the theory of genres presented by Marcuschi (2005, 2008, 2011) to reflect on language and social function of genres. To support the work of teachers we prepared a didactic sequence based on Cosson (2014) in which we present systematic activities to promote the written memories of narratives. In the second part we used qualitative research and we use the video for teachers of Indiaroba/SE on the issues studied. The audiovisual material was evaluated by five guest professors and the observations were gathered from a questionnaire that served as collection instrument. The information provided by respondents yield sufficient data to allow us to claim the video is an important support for teacher education. So we can say that the research reached its goal of producing and testing an instrument that we hope to encourage other teachers use it for the sake of expanding their knowledge and improved text production practices in basic education. / Este trabalho busca responder qual a relevância do vídeo como recurso educacional para colaborar com as ações pedagógicas dos professores de língua portuguesa que visam ampliar a capacidade de escrita dos estudantes do ensino fundamental, para isso refletimos sobre a formação continuada do professor no tocante a aquisição de novos conhecimentos acerca dos estudos produzidos sobre leitura e escrita, a teoria dos gêneros textuais e práticas de sistematização (sequências didáticas). Na primeira parte do trabalho, utilizamos pesquisa bibliográfica para discutir conceitos implicados na formação do professor e, consequentemente, na aprendizagem dos estudantes. Após discutir o conceito de produção textual, nos ancoramos na teoria dos gêneros textuais apresentada por Marcuschi (2005, 2008, 2011) para refletir sobre linguagem e a função social dos gêneros. Para subsidiar o trabalho do professor, elaboramos uma sequência didática com base nas orientações de Cosson (2014) por meio da qual apresentamos atividades sistematizadas para promover a escrita de narrativas de memórias. Na segunda parte, utilizamos a pesquisa qualitativa e desenvolvemos um vídeo para formar professores da rede municipal de Indiaroba/SE em relação aos temas estudados. O material audiovisual foi avaliado por cinco professores convidados, e as observações foram reunidas a partir de um questionário que serviu como instrumento de coleta. As informações oferecidas pelos entrevistados forneceram dados suficientes que nos permitem afirmar ser o vídeo um importante suporte para a formação do professor. Assim, podemos dizer que a pesquisa atingiu seu objetivo de produzir e testar um instrumental que esperamos incentivar outros professores a usá-lo em prol da ampliação de seus conhecimentos e da melhoria das práticas de produção textual na educação básica.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This paper seeks to answer the relevance of video as an educational resource to collaborate with the educational activities of the Portuguese-speaking teachers aimed at raising writing skills of elementary school students, to do this we thought about the continuing education of teachers regarding the acquisition of new knowledge about the produced studies on reading and writing, the theory of textual genres and systematize practices (didactic sequences). In the first part of the work we use literature to discuss the concepts involved in teacher education and consequently on student learning. After discussing the concept of textual production, we anchored in the theory of genres presented by Marcuschi (2005, 2008, 2011) to reflect on language and social function of genres. To support the work of teachers we prepared a didactic sequence based on Cosson (2014) in which we present systematic activities to promote the written memories of narratives. In the second part we used qualitative research and we use the video for teachers of Indiaroba/SE on the issues studied. The audiovisual material was evaluated by five guest professors and the observations were gathered from a questionnaire that served as collection instrument. The information provided by respondents yield sufficient data to allow us to claim the video is an important support for teacher education. So we can say that the research reached its goal of producing and testing an instrument that we hope to encourage other teachers use it for the sake of expanding their knowledge and improved text production practices in basic education. / Este trabalho busca responder qual a relevância do vídeo como recurso educacional para colaborar com as ações pedagógicas dos professores de língua portuguesa que visam ampliar a capacidade de escrita dos estudantes do ensino fundamental, para isso refletimos sobre a formação continuada do professor no tocante a aquisição de novos conhecimentos acerca dos estudos produzidos sobre leitura e escrita, a teoria dos gêneros textuais e práticas de sistematização (sequências didáticas). Na primeira parte do trabalho, utilizamos pesquisa bibliográfica para discutir conceitos implicados na formação do professor e, consequentemente, na aprendizagem dos estudantes. Após discutir o conceito de produção textual, nos ancoramos na teoria dos gêneros textuais apresentada por Marcuschi (2005, 2008, 2011) para refletir sobre linguagem e a função social dos gêneros. Para subsidiar o trabalho do professor, elaboramos uma sequência didática com base nas orientações de Cosson (2014) por meio da qual apresentamos atividades sistematizadas para promover a escrita de narrativas de memórias. Na segunda parte, utilizamos a pesquisa qualitativa e desenvolvemos um vídeo para formar professores da rede municipal de Indiaroba/SE em relação aos temas estudados. O material audiovisual foi avaliado por cinco professores convidados, e as observações foram reunidas a partir de um questionário que serviu como instrumento de coleta. As informações oferecidas pelos entrevistados forneceram dados suficientes que nos permitem afirmar ser o vídeo um importante suporte para a formação do professor. Assim, podemos dizer que a pesquisa atingiu seu objetivo de produzir e testar um instrumental que esperamos incentivar outros professores a usá-lo em prol da ampliação de seus conhecimentos e da melhoria das práticas de produção textual na educação básica.

Les personnes hospitalisées pour un problème cardiaque présentent un risque important d’insuffisance cardiaque aiguë (ICA). L’ICA qui n’est pas reconnue ou prise en charge rapidement par l’équipe de soins est associée à un important taux de mortalité. Le raisonnement clinique infirmier (RCI), soit le processus cognitif d’interprétation des données recueillies lors de l’évaluation de la santé d’une personne, est essentiel à la reconnaissance et la prise en charge de l’ICA. Les jeux sérieux sont des interventions de formation pouvant être offertes sur des supports numériques (p. ex., ordinateurs) et qui pourraient améliorer le RCI en offrant une expérience d’apprentissage engageante et intrinsèquement motivante. En s’appuyant sur le modèle de développement d’interventions de Czajkowski et al. (2015), cette thèse par articles présente une étude dont le but était de développer et d’apprécier l’apport d’un jeu sérieux (SIGN@L, en référence aux signes et symptômes d’ICA et au support numérique du jeu sérieux) afin de soutenir l’engagement, la motivation intrinsèque et le développement du RCI en contexte d’ICA d’étudiantes et d’étudiants en sciences infirmières. Le jeu sérieux SIGN@L a été développé par l’étudiant-chercheur d’après le modèle théorique d’apprentissage par le jeu d’Alexiou et Schippers (2018) et les résultats de deux revues systématiques (Maheu-Cadotte et al., 2021b; Maheu-Cadotte et al., 2021c). D’après le modèle théorique retenu, le jeu sérieux combine trois couches constitutives afin de soutenir l’engagement et la motivation intrinsèque lors de l’apprentissage : des mécaniques de jeu, une trame narrative et une esthétique. Les revues systématiques ont apporté des appuis empiriques au design de SIGN@L. Ce dernier est conçu pour être utilisé individuellement, avec un ordinateur personnel et pour environ 20 minutes. Nous avons apprécié l’apport de SIGN@L par un devis multiméthodes (Maheu-Cadotte et al., 2022). Le volet quantitatif était un essai croisé. Nous avons recruté 28 étudiantes et étudiants en sciences infirmières qui ont été répartis aléatoirement à deux séquences de prototypes du jeu sérieux : SIGN@L-A (version complète) suivi ou précédé de SIGN@L-B (comprenant seulement certaines mécaniques de jeu et une esthétique fonctionnelle). Les participantes et participants ont rempli des questionnaires en ligne après leur utilisation de chacun des prototypes et ont rapporté des niveaux d'engagement et de motivation intrinsèque plus élevés avec SIGN@L-A (r de Cohen de 0,83 et de 0,70, respectivement). Cependant, des différences négligeables dans les scores de RCI ont été constatées entre les deux prototypes (r de Cohen de 0,10). Pour le volet qualitatif, nous avons réalisé une entrevue individuelle semi-dirigée avec 10 participantes et participants afin d’apprécier l’apport des couches constitutives des prototypes du jeu sérieux sur leur expérience d’apprentissage. Ceux-ci ont décrit que la construction de réseaux logiques avait contribué à leur apprentissage. Ils ont également rapporté que d’incarner le rôle d’une infirmière ou d’un infirmier et de prendre soin de personnes hospitalisées leur conféraient un sens similaire des responsabilités à celui en pratique clinique. De plus, la division de SIGN@L-A en niveaux les aidait à situer leur progression. Alors que les deux prototypes ont été perçues comme faciles à utiliser, les réactions au rendu audiovisuel de SIGN@L-A ont varié de la détente à la distraction. Les résultats suggèrent qu’une intervention de formation qui intègre les éléments des couches constitutives d’un jeu sérieux favorise davantage l’engagement et la motivation intrinsèque d’étudiantes et d’étudiants en sciences infirmières qu’une intervention de formation qui présente une intégration limitée de ces éléments. / Individuals hospitalized in acute care units with a cardiac problem are at a significant risk of acute heart failure (AHF). If AHF is not recognized and managed early by the healthcare team, it is associated with significant mortality. Nurses’ clinical reasoning (CR), the cognitive process of interpreting data collected during the assessment of individuals, is essential to the recognition and management of AHF. Serious games are educational interventions that can be offered on digital devices (e.g., computers) and that have the potential to enhance CR by providing an engaging and intrinsically motivating learning experience. Based on the Czajkowski et al. (2015) model of intervention development, this article-based thesis presents a study that aimed to develop and study the contribution of a serious game (SIGN@L, in reference to the AHF signs and symptoms, and to the digital device on which is offered the serious game) to support nursing students’ engagement, intrinsic motivation, and CR development in the context of AHF. The serious game SIGN@L was developed by the student researcher based on the game-based learning theoretical model by Alexiou et Schippers (2018) and the results of two systematic reviews (Maheu-Cadotte et al., 2021b; Maheu-Cadotte et al., 2021c) . According to the theoretical model, a serious game combines three layers to support engagement and intrinsic motivation during learning: game mechanics, narrative and aesthetics. Systematic reviews provided empirical support for the design of SIGN@L. This serious game is used alone, on a personal computer, and its estimated duration of use is one 20-minute session. We assessed the contribution of SIGN@L-A through a multimethod design (Maheu-Cadotte et al., 2022). The quantitative component was a crossover trial. We recruited 28 nursing students who were randomly assigned to two sequences of serious game prototypes: SIGN@L-A (complete version) followed or preceded SIGN@L-B (including only some game mechanics and a functional aesthetic). Participants completed online questionnaires after using each of the prototype and reported higher levels of engagement and intrinsic motivation with SIGN@L-A (Cohen’s r: 0.83 and 0.70, respectively). However, negligible differences in CR scores were found between the two educational interventions (Cohen’s r: 0.10). For the qualitative component, we conducted semi-structured individual interviews with 10 participants to assess the contribution of the three layers of the serious game on their learning experience. They described how they perceived that the construction of logical networks had contributed to their learning. They also reported that playing the role of a nurse and caring for hospitalized individuals gave them a similar sense of responsibility to that found in clinical practice. In addition, the division of SIGN@L-A into levels greatly helped them to situate their progress. While both interventions were perceived as easy to use, reactions to the audiovisual rendering of SIGN@L-A ranged from feeling relaxed to feeling distracted. Results suggest that an educational intervention that integrates each of the elements of the constituent layers of a serious game is more supportive of nursing students' engagement and intrinsic motivation than an educational intervention that has limited integration of these elements.