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The MOBO City: A Mobile Game Package for Technical Language Learning" International Journal of Interactive Mobile TechnologiesFotouhi-Ghazvini, Faranak, Earnshaw, Rae A., Robison, David J., Excell, Peter S. January 2009 (has links)
No / In this research we produced a mobile language learning game that is designed within a technical context. After conceptual analysis of the subject matter i.e. computer's motherboard, the game was designed. The action within the game is consistent to the theme. There is a story, simplifying and exaggerating real life. Elements of control, feedback and sense of danger are incorporated into our game. By producing an engaging learning experience, vocabularies were learned incidentally. Deliberate vocabulary learning games were also added to our package to help students solve their common errors.
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Learning Without Knowing : A study of playfulness in educational gamesSvensson Pierrau, Therése January 2014 (has links)
The use of tablet computers have increased significantly in numerous parts of society during recent years, and the educational sector is no exception. Use of games in educational situations has intrigued scholars of different disciplines, presenting both favouring and opposing opinions. Whilst the educational effectiveness of the game media is discussed, research done in the area of cognitive development, psychology and pedagogy argue for the importance of play and the positive effects it entails on education and learning. This thesis investigates to what extent playfulness has been incorporated into the educational game-genre for children on Google Play by studying four games from the genre along with a fifth game from the entertainment section for comparison. Based on selected literature discussing play, education and games eleven attributes were assembled to dissect the games and to measure their playfulness and educational effectiveness.The study proved that educational games for children seldom possess playful elements. The analysed games possessed very few of the attributes from the study and tended to focus on educational values rather than offering a playful approach to learning, resembling the traditional educational school system. The lack of playfulness and effective guidance in the games and the absence of knowledge of modern, active and tested educational theories to basethe game design on lead the educational game genre to produce educationally ineffective games, which in turn effects the educational game market as whole.
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Diretrizes para o planejamento de experimentos em jogos educacionais voltados para o ensino de Engenharia de Software / Guidelines for the design of experiments in educational games geared toward the teaching of Software EngineeringAllan Ximenes Pereira 13 March 2014 (has links)
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Jogos educacionais constituem em uma importante ferramenta de ensino na área de Engenharia de Software, onde, muitas vezes, os alunos não passam por nenhum mecanismo de treinamento prático. Um jogo educacional de qualidade tem que ter objetivos educacionais bem definidos, motivar os alunos e efetivar a aprendizagem dos conteúdos. A aplicação de jogos no Ensino de Engenharia de Software deve ser realizada de forma sistemática e controlada com base em avaliação. A técnica Estatística de Experimentação permite a medição e a análise das variáveis envolvidas no processo de aplicação de jogos para que estes possam ser aplicados com qualidade. Para definir melhor os experimentos no uso de jogos para o ensino de Engenharia de Software, este trabalho propõe diretrizes para o planejamento de experimentos em jogos educacionais, de forma que permita verificar a influência e a significância da utilização desses jogos no ensino e aprendizado dos conceitos de Engenharia de Software. Um experimento com o SimulES-W foi realizado seguindo essas diretrizes, onde foi possível ser demonstrada sua aplicabilidade e simplicidade em sua definição. A experiência de uso do SimulES-W mostra que aprender com jogos de computador é divertido, interativo e que, apesar dos resultados obtidos não serem significativos estatisticamente, de certa forma contribui para o ensino da Engenharia de Software, não sendo necessariamente um conhecimento prévio do conteúdo. / Educational games constitute an important teaching tool in the area of Software Engineering, where, often, students do not pass through any mechanism for hands-on training. A quality educational game must have well-defined educational goals, motivate students and make effective learning of the content. The application of games in teaching Software engineering must be carried out in a systematic and controlled on the basis of evaluation. The statistical technique of experimentation allows the measurement and analysis of the variables involved in the process of applying for these games can be applied with quality. To further define the experiments in the use of games for teaching Software Engineering, this paper proposes guidelines for the design of experiments in educational games, in order to verify the influence and significance of the use of these games in the teaching and learning of the concepts of Software engineering. An experiment with SimulES-W was conducted following these guidelines, which may be demonstrated its applicability and simplicity in its definition. The experience of use of the SimulES-W shows that learning with computer games is fun, interactive and that, despite the results obtained are not statistically significant, somehow contributes to the teaching of Software Engineering, not necessarily a prior knowledge of the content.
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Diretrizes para o planejamento de experimentos em jogos educacionais voltados para o ensino de Engenharia de Software / Guidelines for the design of experiments in educational games geared toward the teaching of Software EngineeringAllan Ximenes Pereira 13 March 2014 (has links)
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Jogos educacionais constituem em uma importante ferramenta de ensino na área de Engenharia de Software, onde, muitas vezes, os alunos não passam por nenhum mecanismo de treinamento prático. Um jogo educacional de qualidade tem que ter objetivos educacionais bem definidos, motivar os alunos e efetivar a aprendizagem dos conteúdos. A aplicação de jogos no Ensino de Engenharia de Software deve ser realizada de forma sistemática e controlada com base em avaliação. A técnica Estatística de Experimentação permite a medição e a análise das variáveis envolvidas no processo de aplicação de jogos para que estes possam ser aplicados com qualidade. Para definir melhor os experimentos no uso de jogos para o ensino de Engenharia de Software, este trabalho propõe diretrizes para o planejamento de experimentos em jogos educacionais, de forma que permita verificar a influência e a significância da utilização desses jogos no ensino e aprendizado dos conceitos de Engenharia de Software. Um experimento com o SimulES-W foi realizado seguindo essas diretrizes, onde foi possível ser demonstrada sua aplicabilidade e simplicidade em sua definição. A experiência de uso do SimulES-W mostra que aprender com jogos de computador é divertido, interativo e que, apesar dos resultados obtidos não serem significativos estatisticamente, de certa forma contribui para o ensino da Engenharia de Software, não sendo necessariamente um conhecimento prévio do conteúdo. / Educational games constitute an important teaching tool in the area of Software Engineering, where, often, students do not pass through any mechanism for hands-on training. A quality educational game must have well-defined educational goals, motivate students and make effective learning of the content. The application of games in teaching Software engineering must be carried out in a systematic and controlled on the basis of evaluation. The statistical technique of experimentation allows the measurement and analysis of the variables involved in the process of applying for these games can be applied with quality. To further define the experiments in the use of games for teaching Software Engineering, this paper proposes guidelines for the design of experiments in educational games, in order to verify the influence and significance of the use of these games in the teaching and learning of the concepts of Software engineering. An experiment with SimulES-W was conducted following these guidelines, which may be demonstrated its applicability and simplicity in its definition. The experience of use of the SimulES-W shows that learning with computer games is fun, interactive and that, despite the results obtained are not statistically significant, somehow contributes to the teaching of Software Engineering, not necessarily a prior knowledge of the content.
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Jogos computacionais na educação : uma aplicação ao ensino de música / Computer games in education : an application to the music teachingArmeliato, Edgar 20 August 2018 (has links)
Orientadores: Leonardo de Souza Mendes, Adriana do Nascimento Araújo Mendes / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Elétrica e de
Computação / Made available in DSpace on 2018-08-20T15:11:24Z (GMT). No. of bitstreams: 1
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Previous issue date: 2011 / Resumo: Esta pesquisa pretende discutir o processo de desenvolvimento de jogos digitais educacionais direcionados, principalmente para a rede pública de ensino. Tal trabalho deu-se por meio da investigação do histórico, teorias e processos de produção desses aplicativos, bem como da elaboração de uma proposta de design de jogos consonante às características do Projeto Conexão do Saber (Laboratório de Redes de Comunicação/Unicamp). O resultado foi a criação do jogo digital Tititá - uma aventura musical, cuja aplicação mostrou-se eficaz para a Educação Musical / Abstract: This research aims to discuss the process of developing directed digital educational games, mainly for the public school system. This work was made through the investigation of the history, theories and production processes of these applications, as well as drawing up a proposal for a game design project characteristics called Conexão do Saber (LaRCom /Unicamp). The result was the creation of a digital game, Titita - a musical adventure, whose application was effective for Music Education / Mestrado / Telecomunicações e Telemática / Mestre em Engenharia Elétrica
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Making Waves, Mixing Colors, and Using Mirrors: The Self-Regulated Learning Support Features and Procedural Rhetoric of Three Whole-Body Educational GamesJohnson, Emily 01 January 2015 (has links)
This dissertation investigates the question, "How can the procedural rhetoric of three whole-body educational games improve the understanding of self-regulated learning with digital technology?" It explores three whole-body educational games (WBEGs) using a quantitative study, a case study, and analyses of their procedural rhetoric to better understand the roles these types of games can have in teaching digital literacy and self-regulated learning (SRL) skills. The three WBEGs, Waves, Color Mixer, and Light and Mirrors, are each intended to teach science concepts to players. These games are similarly structured in that they all invite players to immerse themselves in the game by standing on the "screen" (the games project images on the floor). The WBEGs differ from traditional console video games because they receive input from players via motion-sensing technology, requiring players to make large movements with their bodies to influence elements within the game. This study explains SRL as a complex combination of internal (mental) behavior, external (observable) behavior, and interpersonal (social) behavior, identifying within three WBEGs the presence of elements supporting the SRL behaviors of goal setting, strategy planning, collaboration, progress monitoring, feedback, and reflection. These findings inform the understanding of SRL by revealing that each game includes a different combination of SRL-supporting elements that encourage the use of SRL skills in different ways. SRL scaffolding features are those elements within a WBEG that guide players to use certain SRL strategies, helping and supporting their efforts much like construction scaffolding supports a building as it is being erected. This dissertation also utilizes analyses of procedural rhetoric to investigate the techniques reinforced by the underlying structure of these three WBEGs in an effort to further the understanding of digital literacy in education and sociocultural contexts. All three WBEGs appear to emphasize player agency and collaboration. Waves and Light and Mirrors encourage player strategy, while Color Mixer rewards speed and rote knowledge. These reinforced techniques perpetuate the underlying cultural values of accuracy, collaboration, problem-solving, autonomy, and scaffolding. This study discusses these values in the contexts of education and society.
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Towards the biochemical nature of learning and its implication for learning, teaching and assessment : a study through literature and experiences of learners and educatorsTimm, Delysia Norelle 16 October 2013 (has links)
Submitted in fulfillment of the requirements for the Degree of Doctor of Technology: Education, Durban University of Technology, 2013. / In this study I have explored scientific insights towards establishing how the
biochemistry of the human being could have a significant impact on human learning
in a number of different ways. I have discovered that the biochemistry within the
whole human being is triggered by the molecules of emotion occurring in a
psychosomatic network active throughout the whole being. The molecules of
emotion are neuropeptides such as endorphins, linked to their receptors, such as
opiate receptors. This triggering of the molecules of emotion constitutes the pleasure
principle which enables and encourages learning. In addition, the growth of myelin
ensheathing all the neurons, through a process of myelination, also informs human
learning biochemically. These biochemical processes make human learning ‘active’.
These biochemical processes also constitute a network of subtle energies operating
in the viscera of all human beings, and so account for the anthropology of learning,
viz. what is common to all human learning, regardless of ethnic group, language,
economic circumstances, religious belief system, level of education, social class,
age, gender, rural or urban location, inter alia.
I have then drawn on my own learning experiences – my autobiography - and the
experiences of others – an autoethnography - for evidence of the operation of the
biochemistry in my and their learning. I have presented evidence of the emotions of
joy, love and fun activating whole-being-learning that occurs in all of personal,
spiritual and educational human learning.
I have described my living spiritual and living educational theory as one where
human learning happens when there is joy-filled love and love-filled joy within a safe
community of practice. Within this safe community of practice, at least three aspects
are argued to be features of whole-being-learning:
the relationships between the learners, their teachers and the subject are
characterised by joy-filled love and love filled joy.
the talents and gifts of both the learners and the teachers are explored,
celebrated, and used for inclusive benefit.
the knowledges of, about, and between, learners and teachers become
integrated and coherent.
My original contributions to the body of scholarly knowledge evidenced by my
study include the following :
I have established the link between human learning as a biochemical process
and the efficiency of games as a learning tool, thereby showing the link
between learning and fun.
I have explored the holistic, organic intrinsic connections between personal,
spiritual and educational human learning.
I have contributed to a growing understanding of the study of self as a subject
and object in terms of my ways of human knowing (my epistemology), my
ways of being human (my ontology) and my values (my axiology) which
(in)form my attitudes of joy-filled love and love filled joy in all that I do.
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The Structural Playability Process (SPP) - An Effective Design Process for Educational Computer GamesBradshaw, Hazel January 2014 (has links)
How to best develop educational computer games is an open question and an active area of research. It is clear that computer games are able to instill the desire for players to rise to challenges, learn new and complex skills, and most of all to be entertained. Researchers are now trying to identify the underlying
motivational nature of computer gameplay to harness it for teaching and learning.
This research explores the world of educational game design and development within the field of Serious Games, and presents the Structural Playability Process (SPP) for educational game design and
implementation. Serious Games are games designed for a primary purpose other than pure entertainment.
The development of the Structural Playability Process was undertaken through the design and production of two serious games; GeoThermal World, which provides a virtual geothermal field‐trip experience; and Ora – Save the Forest!, a simulation‐driven game for pest management in New Zealand forests. Using these games as case studies we describe the four SPP spaces of; education, translation,
design, and engine, in support of research into the delivery of effective game design methods that facilitate engagement with educational topics.
The main contributions of this research are in the development of a new, generalisable model of educational game design combined with a practical method for implementing the design into a game engine. The results infer that the SPP approach provides a means for ‘designing‐in’ conditions that can support motivation through ‘gameflow’ mapping, and provide support for the impact of serious games on learning; the games designed with the new model increased learning gains post‐play and supported knowledge retention. Finally, this research contributes empirical evidence to the field, as the SPP allows for the measurement of learning outcomes which are tracked throughout the design and development process.
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Use of constructivism in the development and evaluation of an educational game environment.Seagram, Robert. January 2004 (has links)
Formal learning contexts often present information to learners in an inert and highly abstract form, making it
unlikely that learners would ever use this information in their every-da y lives. Learners do, however, show a
greater propensity for retaining information that is seen as having relevance in their lives . Constructivism is an
educational paradigm that has gained popularity amongst educationists. The core tenet of this paradigm is that
learners learn through interaction with their environment and that all knowledge construction is based on
previous life experience. Information that is presented to learners in a contextualised form not only has a better
chance of being retained in long-term memory, but also has a greater likelihood of being applied in relevant life
situations. This publication deals with the research, design and delivery of important information concerning
diseases that have a major impact in Southern Africa. Firstly, learners at the University of Natal, Durban were
polled for their existing knowledge concerning four widespread diseases, namely HIV/AIDS , tuberculosis,
malaria and cancer. Aspects of these diseases where learners demonstrated a low level of awareness were
defined as the primary learning object ives for an educational 3D- immersive microworld. Areas of knowledge
concerning the transmission, symptomatic expression, biology and prevention of these diseases were generally
not well represented in the learner sample. Hence, information regarding these aspects is presented to learners in
a contextualised form within the microworld. Motivation for learners to play in this microworld is provided by a
storyline that was researched and written for the portal. In addition, the model used in the storyline design was
evaluated for its effectiveness as a tool to be used in the planning of future educational games. A model, the
Puzzle Process model, was proposed to inform the design of puzzle interfaces for these types of interactive
learning environments, and puzzle interfaces were designed for the virtual environment according to the model
guidelines. The learning environment was tested as part of the formative evaluation with a small sample of
learners . The testing process made use of both quantitative and qualitative methodologies to evaluate the
effectiveness of the learning environment as a possible learning tool. Comparison of pre- and post-gameplay
questionnaires showed that learners gained a more indepth and richer understanding of the topics being dealt
with in the portal. In particular, the puzzle objects situated in the environment stimulated learners to negotiate
meanings for the puzzle interfaces and, in the process, encouraged learners to discuss the topic being dealt with.
Results from this study also show that the longer learners discussed and negotiated a certain knowledge domain,
the greater their increase in richness of information was for that knowledge domain after gameplay. These
results highlight the importance of social dialogue in the knowledge construction process and suggest that
environments like these have great potential based on their ability to encourage learners to talk to one another
and their facilitators while negotiating mutually acceptable knowledge. The original Puzzle Process model, as
well as the Game Achievement model and the Game Object model were modified to account for the need for
social dialogue and content. These more comprehensive models are instrumental for use in future virtual world
environment design. / Thesis (Ph.D.)-University of KwaZulu- Natal, Durban, 2004
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A Comparison of Two Methods of Teaching Life Career Planning to Junior High School StudentsJoyce, John F. 08 1900 (has links)
The problem of this study was a comparison of two methods of teaching life career planning to junior high school students. In this study, the experimental group was taught by means of the Life Career game, and the control group was taught by a teacher-directed technique using more traditional methods and materials.
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