Computer technology plays an important role in our everyday lives and it has now been introduced into the mainstream education system with the core objectives of enhancing classroom teaching and improving the pupil learning experience. In Northern Ireland a Virtual Learning Environment (VLE) infrastructure, called LearningNI, is currently in place. However, government reports and school statistics suggest that this VLE's usage across the primary school sector is rather disappointing. In an effort to determine the factors impeding its success in the primary school sector and to redress the limited usage, this research focuses on how technology can be deployed in a positive way with regard to teaching, learning and assessment. Computer assisted approaches to developing and supporting children's education together with the importance of classroom assessment for learning, leads to consideration of the potential of a number of current learning support technologies. Educationally related technologies such as VLEs, serious games and virtual worlds are investigated with regard to how they can play a potential role in facilitating teaching and assessment as well as providing an enjoyable pupil learning experience. This thesis proposes a content neutral game-based approach, with educational design principles incorporating behaviourism theory and complementing a cognitive theory, to enhance a typical VLE for primary school assessment for learning. This hybrid game-based approach is demonstrated via a prototype system, called AmbiLearn. AmbiLearn consists of a VLE platform, developed with a content creation capability, a game module and a reporting module. This game-based approach which is generic in nature, content neutral and learning theme independent, aims to complement classroom teaching and support class reporting with an emphasis on assessment for learning. Evaluation of AmbiLearn is conducted via a field study with teachers and pupils from the local primary school sector. Results from this study are reported as promising with regard to system interaction and usage, the motivating impact of the game dynamic and the enhancement of assessment for learning. Future work considers the enhancement of AmbiLearn to act as a platform for further investigation into the role a game based learning environment can play in assessment for learning at primary school level
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:593639 |
| Date | January 2013 |
| Creators | Hyndman, Jennifer |
| Publisher | Ulster University |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
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