Gaming in Education

2021 ◽  
pp. 85-101
Author(s):  
Allison LaFalce Acevedo
Keyword(s):  
Teaching And Learning ◽  
Self Determination Theory ◽  
The Self ◽  
Learning Theories ◽  
Game Based Learning ◽  
Technology In The Classroom ◽  
Content Acquisition ◽  
The Future ◽  
The Difference ◽  
Gamified Learning

This chapter addresses student motivation, engagement, and content acquisition through the use of gaming, digital game-based learning, and gamification, as well as clarifying the difference between terms related to gaming that are often mistakenly used interchangeably. The chapter will utilize current literature, explain theories linked to gaming in education, and offer a method for using gaming to impact the future of teaching and learning. The aim of this chapter is to provide an overview of how the use of gaming for emerging realities and the implementation of gaming during remote learning can be supported. Learning theories such as the theory of gamified learning, the self-determination theory, and the theory of flow demonstrate the link between learning, motivation, and goal-setting, as well as providing a basis for teacher education on the link between theory and the use of gaming in the future of technology in the classroom.

scholarly journals Supporting Flipped and Gamified Learning With Augmented Reality in Higher Education

2021 ◽  
Vol 6 ◽  
Author(s):  
Angel Lu ◽  
Crusher S. K. Wong ◽  
Richard Y. H. Cheung ◽  
Tarloff S. W. Im
Keyword(s):  
Augmented Reality ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Real Life ◽  
Learning Theories ◽  
Smart Devices ◽  
Pilot Survey ◽  
Undergraduate Chemistry ◽  
Development Experience ◽  
Gamified Learning

Chemistry education is challenging when many students cannot see the relevance and interest between what they learn at school and their everyday life outside the curriculum. Due to the prevalence of chemicals in real life, students lose interest in those not-so-novel Chemistry problems as they are satisfied with their rudimentary grasp of knowledge. Therefore, it is of paramount importance to draw students’ attention to those day-to-day Chemistry concepts, a task in which augmented reality (AR) can be a competent pedagogical facilitator. Despite its popularity due to the development of smart devices, educators are still averse to adopting AR in teaching because of the doubts about its pedagogical effectiveness and difficulties in implementation. This paper will demonstrate an AR app developed by City University of Hong Kong (CityU) for a year four undergraduate Chemistry course under two UGC’s project funds and CityU’s Teaching Development Grant that aligns with the university’s Discovery and Innovation-enriched Curriculum. The learning theories and technology stack of development and deployment will be shared in this paper. The consideration during preparation, production, and publishing will also be documented. A pilot survey about students’ perception of the AR showed positive feedback for the AR app in terms of enhancing awareness, learning, understanding, and engagement, which addresses the concerns of retaining students’ engagement during teaching and learning real-life Chemistry. We hope that educators who are interested in adopting AR can gain insights from this AR development experience. This research can act as a foundation for further exploration of applying AR in secondary and tertiary Chemistry education.

Envisioning Mobile Learning as the Future of Teaching and Learning via Technology

2014 ◽  
pp. 324-341 ◽  
Author(s):  
Umera Imtinan ◽  
Vanessa Chang ◽  
Tomayess Issa
Keyword(s):  
Information And Communication Technologies ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Research Field ◽  
Mobile Technologies ◽  
Learning Theories ◽  
Learning Needs ◽  
Full Potential ◽  
The World ◽  
The Future

Technology has played a key role in reshaping the way education is being delivered in university environments. Mobile technologies are one of the latest technologies to enter the higher education arenas around the world, offering great potential for teaching and learning. Students and teachers have been using mobile devices for formal and informal collaboration, communication, and connectivity within learning environments for a couple of decades without recognizing it as mobile learning. Mobile learning needs to be researched and theorized in order to be included in formal educational Information and Communication Technologies and its full potential harnessed for the future generations. A number of mobile learning researchers borrowed traditional learning models as theoretical foundations for mobile learning research. However, theories from a diverse range of subject areas such as Education, Information Systems, Human-Computer Interaction, and Telecommunication Engineering have also been used as the basis for mobile learning projects around the world. This incorporation of a diversity of disciplines and subjects has made mobile learning a multidisciplinary research field. This chapter aims to review the current mobile learning theories, models, and frameworks with the lens of mobile learning characteristics and challenges pointed out by prominent mobile learning researchers across the world in order to present the case of mobile learning as the future of teaching and learning.

scholarly journals Virtual Physiology: A Tool for the 21st Century

2021 ◽  
Author(s):  
Carmen Nóbrega ◽  
Maria Aires Pereira ◽  
Catarina Coelho ◽  
Isabel Brás ◽  
Ana Cristina Mega ◽  
...  
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Teaching And Learning ◽  
New Technologies ◽  
Game Based Learning ◽  
Animal Body ◽  
The Future ◽  
Virtual Experiences ◽  
Healthy Body

Veterinary physiology is a basic curricular unit for every course within the veterinary field. It is mandatory to understand how the animal body works, and what to expect of a healthy body, in order to recognize any misfunction, and to be able to treat it. Classic physiology teaching involves wet labs, much equipment, many reagents, some animals, and a lot of time. But times are changing. In the 21st century, it is expected that the teaching and learning process can be more active and attractive, motivating students to learn better. It is necessary to understand what students like, and to introduce novelties into the school routine. The use of a game-based learning, using “new” technologies, creating virtual experiences and labs, reducing the costs of reagents, equipment, and especially reducing the use of animals, will be the future for physiology teaching.

Envisioning Mobile Learning as the Future of Teaching and Learning via Technology

2015 ◽  
pp. 2108-2125
Author(s):  
Umera Imtinan ◽  
Vanessa Chang ◽  
Tomayess Issa
Keyword(s):  
Information And Communication Technologies ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Research Field ◽  
Mobile Technologies ◽  
Learning Theories ◽  
Learning Needs ◽  
Full Potential ◽  
The World ◽  
The Future

Technology has played a key role in reshaping the way education is being delivered in university environments. Mobile technologies are one of the latest technologies to enter the higher education arenas around the world, offering great potential for teaching and learning. Students and teachers have been using mobile devices for formal and informal collaboration, communication, and connectivity within learning environments for a couple of decades without recognizing it as mobile learning. Mobile learning needs to be researched and theorized in order to be included in formal educational Information and Communication Technologies and its full potential harnessed for the future generations. A number of mobile learning researchers borrowed traditional learning models as theoretical foundations for mobile learning research. However, theories from a diverse range of subject areas such as Education, Information Systems, Human-Computer Interaction, and Telecommunication Engineering have also been used as the basis for mobile learning projects around the world. This incorporation of a diversity of disciplines and subjects has made mobile learning a multidisciplinary research field. This chapter aims to review the current mobile learning theories, models, and frameworks with the lens of mobile learning characteristics and challenges pointed out by prominent mobile learning researchers across the world in order to present the case of mobile learning as the future of teaching and learning.

scholarly journals Specifics of Subjective Vitality in Officers of the Russian Ministry of Internal Affairs with Various Post Statuses

2020 ◽  
Vol 10 (4) ◽  
pp. 33-50
Author(s):  
V.M. Pozdnyakov ◽  
T.V. Maltseva ◽  
A.O. Burtsev
Keyword(s):  
Psychological Safety ◽  
Self Determination Theory ◽  
The Self ◽  
Self Determination ◽  
Conceptual Level ◽  
Subjective Vitality ◽  
The Subject ◽  
Internal Affairs ◽  
The Difference

The purpose of this study is to identify the component parts of the subjective vitality in the officials and other personnel of internal affairs divisions and to reveal the difference between these data and those of similar-ranked professionals in civilian organizations. On the conceptual level one's subjective vitality is viewed through the personality's attitude to the genesis of its inner forces compared to the scale and feasibility of one's projected plans in various areas of activity. Based on the subject-activity approach, the concept of personality's psychological safety and the resource-based concept of stress we actualize the role of subjective vitality in health behavior. 80 individuals were examined using the Russian adaptation (made by Alexandrova L.A) of the methodology for identifying the subjective vitality developed by R. Ryan and C.Frederic within the framework of the self-determination theory. The study found that civilian staff and officials of the internal affairs divisions have the lowest subjective vitality, whereas in the officers of internal affairs divisions it is near average. It is revealed that women working within the Internal Affairs are more distinguished by "unstable vitality".

I Like Her, Because I Like Myself: Self-Evaluation as a Source of Interpersonal Attitudes

2003 ◽  
Vol 50 (4) ◽  
pp. 239-246 ◽  
Author(s):  
Eva Walther ◽  
Claudia Trasselli
Keyword(s):  
Opposite Effect ◽  
Learning Phase ◽  
The Self ◽  
Attitude Formation ◽  
Formation Processes ◽  
False Feedback ◽  
Self Evaluation ◽  
Evaluation Group ◽  
Group A ◽  
The Difference

Abstract. Two experiments tested the hypothesis that self-evaluation can serve as a source of interpersonal attitudes. In the first study, self-evaluation was manipulated by means of false feedback. A subsequent learning phase demonstrated that the co-occurrence of the self with another individual influenced the evaluation of this previously neutral target. Whereas evaluative self-target similarity increased under conditions of negative self-evaluation, an opposite effect emerged in the positive self-evaluation group. A second study replicated these findings and showed that the difference between positive and negative self-evaluation conditions disappeared when a load manipulation was applied. The implications of self-evaluation for attitude formation processes are discussed.

Pocket E-Li: Listening Assessment Made Easy

2019 ◽  
Vol 3 (1) ◽  
pp. 4
Author(s):  
Norazean Sulaiman ◽  
Nurul Nadiah Dewi Faizul Ganapathy ◽  
Wan Faizatul Azirah Ismayatim
Keyword(s):  
Mobile Application ◽  
Listening Comprehension ◽  
Teaching And Learning ◽  
Positive Response ◽  
Mobile Apps ◽  
Listening Skills ◽  
Current Technology ◽  
The Future ◽  
Level Of Understanding ◽  
Almost All

Listening skills should be given more attention as listening takes precedence over anything else when it comes to acquiring a language (Putriani, Sukirlan & Supriyadi, 2013). Even with the booming of various technology to facilitate teaching and learning of listening skills in class, the assessment conducted to identify students’ level of understanding of certain topic is still not up-to-date and not parallel with the advancement of technology. The current studies show that the use of mobile apps for listening purpose is proven to be effective in reducing students’ anxiety (Rahimi & Soleymani, 2015), sustaining students’ motivation (Read & Kukulska-Hulme, 2015), and improving students’ linguistic competencies (Ramos & Valderruten, 2017). This study is aimed to test the effectiveness of mobile application in assessing students’ listening skills. Diploma students from various faculties in UiTM Shah Alam were randomly chosen to answer listening comprehension questions via the prototype developed, named Pocket E-Li. The results demonstrate that the majority of the students provided positive response towards the implementation of mobile application for listening assessment. Almost all respondents agreed that listening assessment should be conducted via mobile application in the future. It can be concluded that listening assessment via mobile application is beneficial to students since it meets the students’ demands and needs which is equivalent with the use of current technology.

The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level

2020 ◽  
Vol 4 (2) ◽  
pp. 150
Author(s):  
Farzana Sharmin Pamela Islam
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
Capital City ◽  
Tertiary Level ◽  
Language Classroom ◽  
The Difference ◽  
The Government ◽  
The Impact

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to  an open ended question as to their comparative experience of learning  lessons with and without multimedia facilities; and secondly, through  observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to  the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

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