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The way children are playing and learning is changing, and children are now experiencing digital technologies both at home and in educational environments. This study explores how today’s children experience learning through digital entertainment systems (DES). It is therefore possible to use the results of this study as a starting point for future research. By exploring separate topics in greater detail in order to gain a deeper understanding of the processes of learning, and the benefits of digital entertainment systems, which provide an overview of children's learning experiences and skills.  The purpose of this study is to examine how a digital entertainment system can be designed to improve children's experience when using a golf simulator. Using the golf simulator as an example and starting point, this will provide knowledge and a greater understanding of how children experience learning in certain environments. The study will present four game elements in the golf simulator Toptracer, to make the children more motivated to learn the theoretical and practical aspects of golf. These game elements will be able to be modified and applied in other environments to improve children's learning experience.

Education field has been affected by Covid-19 pandemic, same as many other aspects of our lives during this period. Many universities and schools had to close for physical education and had to find different kinds of solutions to continue their educational activities. Therefore, the purpose of this master's thesis is to study students' experiences of using M-learning in higher education during the pandemic to see how they have been affected by this type of learning in their education during the time that Covid-19 changed the routine lives of students. To conduct this master's thesis an explanatory sequential mixed methods approach is used in order to get a deeper understanding of the students' learning experience. The results of this research show that using M-learning during the Covid-19 pandemic has positive effects on learning experiences of most of the participants, and a great number of the students have not seen any effects on their grades. Advantages of using M-learning are ease of use, convenience, understanding the concepts by searching on their own and independent learning experience, being able to participate in lectures from anywhere, even in time of sickness, and easily accessing course materials. On the other hand, the disadvantages of this type of learning are losing physical face-to-face interactions with teachers and other students, low level of activeness from the other students in discussions in the online lectures, losing motivation, and missing learning physical experience in some courses. The challenges that students have experienced with M-learning are low internet connection, problems with batteries of mobile devices, small screen of smartphones for reading files, some technical problems regarding the online lectures, and experiencing different types of distractions by using mobile devices and attending online classes. Finally, participants agree to recommend M-learning in times of crisis.

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This research paper examines Swedish students’ attitudes and motivation towards English education in two upper secondary schools, using Dörnyei’s (2005) L2 motivational self system. Of interest is whether theoretical and vocational students have motivational differences when it comes to learning English as a second language. A quantitative questionnaire was compiled using the instrument variables from previous studies of L2 motivation, and question items, which were “re-theorized” for this particular study. 58 students participated, of which 30 were theoretical students and 28 vocational students. Results were then analyzed across three dimensions of L2 motivation: ideal L2 self, ought to L2 self, and L2 learning experience. Findings revealed that, on average, both groups were motivated to learn English as a second language, but that there is an apparent difference between theoretical and vocational students’ attitudes towards learning an L2: the theoretical students’ data showed that they have stronger influence than vocational students in the ideal l2 self, integrative/integrativeness, instrumentality-promotion, attitudes to l2 community, ought-to l2 self, instrumentality-prevention, family influence, attitudes to learning English, and criterion measures.

Never before has the learning experience of incarcerated persons been captured by one of their fellow inmates. Public perception is that prisoners should be denied access to educational opportunities and be punished for the crimes committed. In this groundbreaking study, situated in the qualitative paradigm, I recorded the learning experiences of a group of inmates who are studying at undergraduate level, via distance learning. This phenomenological study originated from my experience of studying while incarcerated, and is aimed at increasing our knowledge of, and enhancing our understanding of incarcerated persons. The study focuses on the learning experiences and challenges encountered by these students. Data was collected from the participants using qualitative methods and analysed using content analysis. Interpretation of the data revealed a number of factors which impede the studies of these students. The investigation is of importance to all persons involved in the Corrections environment but also the general public as inmates return to their communities upon release. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

This thesis presents a draft of a diagnostic tool, intented to use to analyze mediated learning experience ("MLE") in the interactions of parents and school aged children. The first chapter deals with historical roots of MLE and theoretical concepts, which inspired Reuver Feuerstein, author of MLE. Next chapters of the thesis are giving insight to MLE parameters and connecting the parameters to the contemporary knowledge from psychological practice. The thesis is also focused on MISC approach, created by Pnina Klein, which hasn't been described yet in the czech psychological literature, even though it is based on MLE and it is commonly used in foreign research and interventional programmes. The thesis describes the structure of MLE and possibilities of it's uses. At the end of the theoretical part of the thesis, methods, based on MLE theory, used in the Czech republic, are described. Contemporary methods of analyzing interactions of parents and children are also mentioned. Research project of the thesis was focused on designing a draft of a specific form of a diagnostic tool Observed Interactions of Mediated Learning Experience (Pozorované Interakce Zkušenosti Zprostředkovaného Učení - "PIZZU"). It's contents and graphic form was created in cooperation with pedagogues and psychologists. Creating PIZZU...

Generation Z, also known as the iGeneration, iGenners, GenZ, and Generation Now, consists of those born in the mid-1990s through the late 2010s. Historical events important for this generation have influenced their perception of safety as well as how they interact with others. As compared to previous generations, technological advances (i.e., Smartphones, social media) changed how GenZ communicates, socializes, and receives information. Unique experiences and attributes influenced Generation Z’s empathy because living through these events and seeing their impact changes how they can understand and take the perspective of others. The relation between three factors was examined across University students who are members of Generation Z; intensity of the CBL activity (high versus low), sex, and empathy (empathy assessment index, basic empathy scale, ethnocultural empathy scale). It is hypothesized that freshmen students would exhibit higher gains in empathy due to their developmental period. As hypothesized, there was a consistent main effect for sex in multiple subscales across the Honors Colloquium and Interdisciplinary late-teen sample indicating that females were higher in initial pretest scores and remained higher on post-scores on empathy as compared to males. These findings hold implication for instructors aiming to provide effective CBL experience for their students. Faculty may consider how students may be differentially receptive to CBL experiences on multiple demographic and personality variables, and while this study only examined sex and intensity of experience, it provides a good representation of the diversity of outcomes that can be evidenced.

The thesis deals with topics of Attention deficit hyperactivity disorder (ADHD) and dynamic assessment. The first section briefly characterizes ADHD and it provides an overview of studies on interventions for ADHD pupils in school settings. Specifically, the effect of incentive therapy and daily report cards, adjustments in the school environment and during the lessons, and finally the intervention supporting the development of homework, planning and organizational skills are discussed. The next part of the theory focuses on dynamic assessment and its use in identifying the learning potential of pupils with special educational needs, learning and social disadvantage, or gifted pupils. The empirical part verifies the use of dynamic assessment in pupils with ADHD. The aim was to evaluate the effect of the mediation phase on performance in the posttest of The Seria- Think Instrument among pupils with ADHD. As a result, pupils with ADHD improved their posttest performance. The benefit of the mediation phase in this research was observed in reducing the number of insertions of wooden sticks into the wholes, in changing the problém solving strategy, and in shortening the time of tasks performance. Keywords: ADHD, dynamic assessment, intervention, The Seria-Think Instrument, Tzuriel, mediation phase,...