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There are 43 Undergraduate pathway Degree study programs available at 33 schools and universities in United States, according to Erudera. Erudera aims to have the largest and . Los Angeles City College. $1,—$5, Semester. English Programs Bachelor Degree 2yr/Community College – 2+2 Programs. Contact. With + undergraduate degree programs to choose from, students in the Cleveland State Global pathway program are set up for success in the global workforce! Learn more Located .
Undergraduate pathway program in usa pdfescape –
Her research interest span across disciplines involving technologies for dementia, game-based learning, sustainable development and critical thinking. This has meant for the continuous success of gaming companies that the understanding and use of IP instruments of protection is vitally important, however, it remains a challenge in many cases. Celestine , Catherine Leighton. Her research interests include creative pedagogies, ethics of care, and critical management studies. Margarida Romero.
Study Pathway Program in the USA.Uncategorized – Journalism and Creative Media | The University of Alabama
The news media major focuses on gathering, analyzing and communicating meaningful information. Students will focus their storytelling studies on news and informational media studies through various media platforms. They will learn writing, broadcasting and web design and will conduct in-depth investigations. These majors better reflect the digital technologies and concepts that have become the norm of our media landscape.
While students in both majors will be able to select electives that match their areas of interest across the entire department, students in the creative media major will be able to apply for a concentration in production with limited admission and students in the news media major can elect to complete a concentration in sports media open to all interested. Please note that all course titles are tentative pending official university approval. Course equivalency documents will be available soon.
If you are interested in learning more about our curriculum and course changes, please plan to attend one of our JCM Town Hall meetings.
The newly merged Department of Journalism and Creative Media allows students to immerse themselves into any aspect of storytelling. Details about the courses students should take for specific interest areas within the JCM major are now available. Thank you!
Rachel Raimist and Dr. Kristen Warner. If students opt to not enroll in Dr. The Rationale: Sundance is a premiere global independent film festival where hundreds of films that vary in genre, form and style are screened for 10 days in the town of Park City, Utah—just 30 minutes east of Salt Lake City.
However, the Festival is not only famous because of the films it exhibits but also because it is the place where much of the business of show occurs. All of the components of filmmaking happen at Sundance: the marketing, the promotion, and the selling of movies. Sundance also affords students an opportunity to experience the global film industry all in one place because for 10 days Holllywood descends upon this small town in Utah.
For our purposes, this translates to affording students the opportunity to network and to gain contacts that may help them build their careers once they graduate. As pass holders, our students will be granted exclusive access to industry insiders as well as the Festival staff. These interactions will allow students to apply the knowledge they have gained in the classroom to a professional environment where they will be expected to present themselves as soon-to-be industry colleagues.
At the moment she participated in 11 international conferences, has 7 published articles and 1 research work. Annemari Kuhmonen, M. Her areas of expertise include project management, international business and leadership. She has a long experience in international banking and entrepreneurship.
He received his PhD in learning, play, and computer games in He has been the main driver in establishing the interdisciplinary Social Technology Lab. His current research focuses on game design and development, computer game aesthetics, playful interactions transmedia worlds, wearables , play, and learning theory. Her work and research interests are related to digital museum, game-based learning, human factor, and interaction design.
Sanne Lisborg cand. My PhD project is an ethnographic study of how virtual simulations are used in science teaching in the Danish lower secondary education. Her research interest span across disciplines involving technologies for dementia, game-based learning, sustainable development and critical thinking. Her main research interest is how digital learning design can open for new types of collaborative science practice and innovation processes to support community driven science in school.
She has led several large projects within this field and currently leads the project Community Drive. His qualifications mostly relate to creative media, teaching English as a second language TESOL and literacy education. His main research area is card game design for foreign language teaching specifically teaching English pragmatics.
Her research focuses on hybrid learning environments and the use of digital games and simulations in education. Finished Masters within Virtual Reality VR and article submitted, which focused upon VR as tool for treatment of patients with eating disorders combined with basic game elements in treatment process.
Interests focus on user experience design, development of technology in different treatment processes and co-designing different projects with different user groups and involvement of different parties in a design process.
His interests include playful human-computer interaction design. Her recent work focusses on how adaptive technologies can stimulate young children to adopt a physical active and healthy lifestyle. His main research areas are Information and communications technology in School, Educational Technologies in School. She has a background in political science and sociology. In her current work her focus has been on innovation management, focusing on human-machine interfaces, technology assessment and societal factors.
Furthermore she led research projects regarding social and psychological effects of new concepts in road traffic and equality policy.
Brian Nelson is a professor of education at Arizona State University. His research centers on the design and evaluation of virtual environments and games for STEM learning. Nelson is a Co-PI on the Port of Mars project investigating the use of games to explore the social aspects of human life in space. Holds a Ph. He is currently examining how to create intelligent game-based learning environments that will facilitate and scaffold SRL skills for elementary and middle school students in science.
His research interests include increasing engagement and intrinsic motivation in games and learning. Jorge Oceja teacher, ed. Mette Ohlsen, 25 years old, has a two-year education in multimedia design. Mette has previously worked with integrating bio-input in games, and creating visuals for games. Dimitra Panagouli is a teacher in primary education for 16 years.
Lena Pareto is a full professor in informatics with specialization in work- integrated learning at University West, Sweden. Her main expertise is within design for learning, specializing in educational technology for mathematics, and studies of professional development and work-integrated learning in authentic settings. She has more than 20 years of experience as principal investigator from research projects in educational settings and has published more than 60 articles in the field.
Her main research areas are game based learning and teaching and learning with technology. Her current focus is on how games-based learning and assessment can help learners, as well as working on projects involving innovations in learning and assessment more broadly.
His research focuses on digital game-based learning interventions in South Asia and Sub-Saharan Africa, where children learn basic literacy though educational games without a teacher at their own pace. Gretchen Caldwell Rinnert, M. Her work focuses on learning tools for children. Led several EU co-financed projects for start-ups. Founded international learning companies. Her thesis concerns how to develop and validate a digital performance test of competences within design thinking.
Sardone Ph. She teaches courses in social studies methods, instructional design, and educational technology. She received her M. She is part of the research group Digital Learning Environments and works on the use of digital media in academic and professional qualification contexts. Her special topic of expertise is the investigation of effects of Virtual and Augmented Reality on learning processes. His research interests are motivational factors and assessment of engagement in games, learning and interactive media.
He is working with interactive adaptive real-time storyworlds, purposive games and games for learning while teaching and supervising projects related to games, real-time virtual productions, emergent narratives, animation and media-technologies.
Her research interests include creative pedagogies, ethics of care, and critical management studies. Anna Seidel is a designer and psychologist. She just finished the master degree at the University of Technology Dresden, Germany. Christopher Sommer is a research associate at the University of Oldenburg. He received his PhD at the University of Auckland in His research interests are military history, migration studies and E-Learning.
Her research is on sustainability, gender equality, and, digital games in the context of career choice. Her work is focused on how to encourage female teenagers with playful coding activities with Pocket Code.
Track chair e-health in main conferences and published on ISI A level. Guest editor of JSIS and associate editor of several health journals. In main topics are adoption of IT, business modeling, serious gaming and digital strategies applied on tele health, music and banking.
Research focus on video games, identity construction and visuality. Has more than publications. Research interests: social responsibility, human resources management, development, urban environment and game-based management. Actively use gaming methods for learning.
He develops and deploys secondary educational outreach programs and workshops. Anton Sukhov is an associate professor at the Ural Federal University. In he create first in Russia electronic course on the game studies. Rabail Tahir is a PhD candidate and research fellow at Dept. Her research interests include game-based learning, educational technology, usability engineering, human computer interaction and user interface design.
His research topic is on Information Retrieval for effective serious games development. He received his MSc in game and media technology from Utrecht University in His main research areas are serious games, game development, game-based learning, and learning methods in special education. Her main research areas are didactics in informatics, ICT in education and usability of the e-learning content.
Georgi Tuparov is an associated professor of computer science at New Bulgarian University, Sofia, Bulgaria and also adjunct associated professor of computer science at American University in Bulgaria. His main research areas are information systems for e-learning, learning paths, e-portfolios, and object-oriented modelling.
I spent the past 10 years teaching IT, engineering and media students. Currently work on e-learning and knowledge management. Robby van Delden Dr. Research concerns embodied interaction and entertainment computing for various domains of sports, play, health, and learning; he teaches in the Game Design, Interactive Media, and various user centered design courses.
Her current projects and research involve the design and implementation of language learning software within primary and secondary classrooms. His main research focus in on using game technology for good and has published over international peer-review publications.
Wang is also inventor and co-founder of the global game-based learning platform Kahoot! He is currently a PhD Candidate at UiT The Arctic University of Norway, researching game-based learning as a method for increasing educational quality in interdisciplinary board games.
Thomas Wernbacher is a media psychologist at Danube University Krems. In his research he explores the use of playful approaches in various settings.
His expertise includes behavioral theories in the form of gamification and nudging as well as emergent technologies in the form of virtual reality and blockchain. His research is focused on Location-Based Serious Games. He is a software developer with a background in electrical engineering.
His expertise lies in the databased production optimization and product smartification. His research field includes the implementation of cloud-based services and simulation games for production. She is going to write her doctoral thesis about innovative creative methods and specialized in the field of business games. Thus, she is prospecting how business games could be implemented in further education or an enterprise environment to enhance learning processes. Maybe the truth is more nuanced.
In this keynote the potential of social gamification is explored — as an alternative to shallow gamification. Social gamification draws on resents trends in micro-learning, close-to-praxis and collaboration as a new blended format. Bringing back gamification to its roots and beyond pointification. Playful play-design — balancing between danger and safety in children full body play Helle Marie Skovbjerg Design School Kolding, Denmark The aim is to highlight the features of play design that enable children to explore the balance between danger and safety in their full body-play.
The play design should support children enabling the extension of play practices, increasing competence, and even reducing danger while increasing risk-taking. The project aims to reduce the attainment gap of various cohorts of students and enhance their academic performance. Initially, mobile learning was designed to target less well performing students in specific modules. Later on, it was noted that all students could benefit from incorporating in-class mobile learning during the delivery of a module.
This paper presents the analysis and results obtained by applying mobile learning techniques in a stage-2 second year undergraduate computer science module entitled Software Engineering Process. Mobile learning has been used in various contexts in higher education and it has been suggested that effective learning can take place when students work collaboratively in class using mobile applications.
As we will see, students feel that this format is more dynamic and interactive than traditional lecturing methods. In fact, students effectively reflect on what they have learned during lecturers and classes while answering well-constructed Kahoot!
Initially, tailored weekly sessions were delivered to support students in applying the concepts learned during the past few weeks of study. In these sessions, the focus is to practice concepts learned in specific lectures with problem-solving, and engage students in a collaborative learning environment that promises higher levels of interaction.
The outcome of Kahoot! These initial findings show promising results, which encourage us to share the experience with other teaching staff to include using the tool in the delivery of their modules. In Fall , GameScapes and SimApps were tested with 16 American colleges and universities and 26 members of their faculties to improve learning outcomes in first-year composition classes, many including English as secondary language students, specifically focusing on writing skills and grammar abilities.
Several GameScapes and SimApps developed for the course were tested with over students. This paper presents a formative evaluation of the GameScapes and SimApps that were used by the teachers and students and discusses best practices, classroom observations, learning outcomes and future scalability of this methodology to other courses. Morini1 and S. To promote the sense of ownership and autonomy to break the barriers of adoption, not only that teachers should be part of the development process but they should also be empowered to create or co-create their games – removing the barriers to the development of game-based learning resources.
In the CreativeCulture initiative, a project funded by the Newton Fund, teachers are empowered to create their games towards engaging learners with educational contents. Game making can be used to foster the development of transversal skills, such as 21st-century skills, where individuals can design and construct their games, often working in teams, allowing them to engage in a task that involves, and at the same time, fosters collaboration, problem solving and creativity.
This case study extends the game design thinking process in proposing a solution for teachers in co-creating and developing their educational games. This process is examined through a study involving 43 teachers over two academic semesters. A total of eighteen game-based learning resources have been developed through the initiative, which has been tested in seven local primary schools in rural and semi-rural areas in Malaysia. This paper reflects on the lessons learnt and observations, which may provide insights on how game-based learning can remove barriers to the process of innovating the way we teach and learn.
In educational disciplines, it is suggested to increase student engagement and motivation, potentially resulting in better learning outcomes.
Survey responses were rated both by hand and via automated sentiment analysis software as positive, neutral, or negative in nature, quantifying the otherwise qualitative data. Despite applying technological advances in teaching different subjects in higher education, the majority of entrepreneurship education programs still use the traditional teaching methods.
Yet, few studies have been conducted on such methods and entrepreneurship education. This paper aims to highlight these methods as to be effective in entrepreneurship education through a systematic review of the peer-reviewed published articles. We highlight the implications of the findings to improve higher education entrepreneurship programs.
Situation analysis, making and discussion of decisions, and interactions among the gamers, including formal interaction, collaboration or competition, help developing social and management skills of the participants. Each of the dilemmas was a problem description related to the use of innovative technology. Teams were made, and each team member received a prompt card to assist in building the line of his or her behavior. The prompts were designed in a way to promote discussion.
At the end the team was making a decision that considered interests of all stakeholders. During the course several most popular economy-related strategic games were used.
These games allow students acting as professional economists that try to run their projects in timely and most efficient manner. Games develop abilities to make strategic decisions, improve management skills, force thinking and situation analysis.
Authors collected statistics on management strategies used by the gamers, and on making final decisions. Erroneous actions and winning strategies are analyzed. Authors collected and reviewed feedback from the gamers, and developed recommendations regarding improvement of game organization process. As such, educators are reluctant to embrace the same constructivist and novel stance adopted towards learning to the assessment domain and continue to favour summative over formative practices.
On the other hand, literature on games in education, suggests that well-designed digital games support and enhance the positive interplay between the different forms and functions of assessment, which are inherent to the learning environment.
This paper examines the principles of good game design in light of the constructive interaction that exists between learning and the different functions of assessment in games. On analysing the respective literature in the field of game studies and assessment, this paper discusses a number of game elements and core mechanics, under three broad themes, namely i adaptivity ii feedforward and iii distributed cognition, which game designers successfully deploy in good game designs.
These are gradually and naturally extended towards the theoretical and practical underpinning of an assessment for learning pedagogy, thus potentially informing and transforming traditional assessment practices into a more playful experience.
Digital games commercial games, online games, serious games etc. The main goal of this study is primarily, the ambition to highlight contemporary findings and teaching efforts that link digital games and historical-cultural education. This project, based in the framework of action research, took place in Athens College P. The research hypothesis was that a video game could help students to learn history in a more fun and interactive way and we wanted to examine what digital games we can use for that purpose and how.
The duration of the program was three years, from till , it was optional to 5th and 6th graders for one-hour each week. The project analyzed the educational dimension of the digital games and focused on students’ needs and attitudes towards the content and teaching methodology of historical and cultural education.
Students experienced the evolution of digital games especially those with historical background. Furthermore, they have created their own criteria to evaluate digital games. Organizing such a project related to digital games and history with students at that age brought very useful data that we want to take advantage to make history lesson more compelling.
The application was developed by Ordbogen. The goal was to design a versatile app that motivated training and repetition of language skills. The overarching idea was to place the learner in the mindset of a player playing a game while solving tasks directly and openly associated with curriculum. The development approach used the scrum framework to organize the agile iterative process, cycling through several loops of idea generation, player test, evaluation, re-design, idea generation, etc. All reactions, suggestions and thoughts were seamlessly considered and taken into consideration in the continued development process.
The key findings underscored the initial assumption and design goal that it is indeed possible to create an application consisting of motivating exercises done by carefully and well-thought-out content scaffolding and recombination of peripheral knowledge in order to support and enhance existing skills, knowledge and competences.
Metacognition is the knowledge a person has of their own learning combined with the skills to apply that knowledge to enable more efficient and effective learning. Game-based learning can stimulate motivation as well as learning, but while various reviews have pointed out the opportunity for digital games to promote metacognition, little is known about how games can be designed to accomplish this. If we want learners to become better at learning with games, we need to investigate how metacognition can be supported and trained through game-based learning.
Previous research has identified generic principles for designing metacognitive training, while only a few principles specific to game-based learning have been suggested. We designed the mobile game MeCo based on these design principles. MeCo was inspired by the mobile game Reigns and replicates its mechanic of exploring a dynamically branching story through choice-making by swiping cards left or right. However, in MeCo the objective is to learn as much as possible about different planets and their inhabitants, by planning, performing, and evaluating space exploration missions.
Two metacognitive interventions were added to promote the transfer of metacognition to real-world learning situations: metacognitive question prompts and metacognitive feedback. A preliminary evaluation of the game was conducted using questionnaires and focus groups. Players found the game motivating enough to engage with the story and to be willing to play the game in their free time. Furthermore, they found that their in-game choices mattered, although more linear parts were preferred over more dynamically branching parts of the game.
However, the humour in the narrative interfered with the more serious nature of metacognitive questions, resulting in players not taking the questions seriously enough to have an impact on metacognitive awareness. The implications for designing motivating digital games to enhance metacognition are discussed. However, it is not always clear for learners how to learn effectively and efficiently within game-based learning environments. As metacognition comprises the knowledge and skills that learners employ to plan, monitor, regulate, and evaluate their learning, it plays a key role in improving their learning in general.
Thus, if we want learners to become better at learning through game-based learning, we need to investigate how metacognition can be integrated into the design of game-based learning environments. In this paper we introduce a framework that aids designers and researchers to formally specify the design of game-based learning environments encouraging metacognition.
With a more formal specification of the metacognitive objectives and the way the training design and game design aims to achieve these goals, we can learn more through analysing and comparing different approaches. The framework consists of design dimensions regarding metacognitive outcomes, metacognitive training, and metacognitive game design.
Each design dimension represents two opposing directions for the design of a game-based learning environment that are likely to affect the encouragement of metacognitive awareness within learners. As such, we introduce a formalised method to design, evaluate and compare games addressing metacognition, thus enabling both researchers and designers to create more effective games for learning in the future.
Mozilla Open Badges offer novel possibilities in identifying and recognising competences independent of how they were acquired.
Digital open badge-driven learning suggests to enhance learning by promoting inspiring gamified competence-development. This paper offers a summary of the first European doctoral dissertation to represent an innovative application of competence-based approach and gamified learning process. The summary aims to address recent theoretical approaches to digital open badge- driven learning and principles for designing gamification with badges that could potentially support a competence-based approach in continuing professional development to meet the individual professional needs.
The study draws on descriptive mixed research methodologies: qualitative content analysis, phenomenography and a novel application of descriptive statistical methodology constrained correspondence analysis to the context of educational research. The results culminate in defining digital open badge-driven learning process grounded on the badge constellation of competences. This paper offers to summarise findings of different sub-studies emphasising gamification of competence-development.
First, gamified criterion-based challenges arouse and maintain interest until the intended competence is achieved. Second, flexible study options support self- determined studying and prompt the desired learning action, allowing students to self-select the time and place of learning. Further, inspirational play through gamification encourages students to continue their studies after completing an initial task even towards the highest possible skills set level; this motivation is particularly apparent when they are given the option to personalise their study paths entirely.
The triggers of the learning process appear more versatile than the triggers of gamification or online-learning alone. The hospital has developed and tested a prototype of a virtual thrombosis procedure, with the goal that a well- integrated training application will help increase patient survival rate by decreasing the treatment time. We have evaluated the prototype, focusing on the social and collaborative aspects of medical practice targeted by the simulation. As the thrombosis treatment is an example of collaborative work, we have used insights from Computer Supported Collaborative Work CSCW , and how related concepts like situated action, contingency and awareness have been developed in this field.
The study has combined observations, interviews and user testing. Through field studies at the hospital, we have observed the work practice and alternative training methods undertaken by hospital staff. The hospital management and the developers of the prototype have been interviewed, revealing the formal work descriptions of the thrombosis procedure and the design and development work undertaken to produce the prototype. We have also performed user evaluation of the prototype with the staff responsible for performing the procedure.
However, the medical staff reported that the simulation did not adequately represent the procedure as performed in practice. To be able to represent the contingencies in collaborative medical practice by randomized scenarios in virtual training applications, this study indicate that highly realistic gameplay needs to be sacrificed.
From its inception during a workshop with students to address social issues via gamification, this transmedia research project innovates mechanisms by which to place the agency of target communities at the centre of the design and production process. Secondary school students engaged, via Cyrenian outreach, in the early stages of development and subsequently to user-test the prototype games.
University students also made significant contributions to the project development. The author will discuss the nature of collaboration and the emergent forms of co-creative participation within the project, and how such engagement informed the game mechanics, components and strategies of play as well as providing content for the game.
Findings will be presented from the initial testing of prototype board- game, evaluated via a mixed methods approach.
A concluding discussion will assess the impact to date and potential for future development as traditional board- game with educational resource pack, and hybrid forms of personal or group game that may be delivered via mobile or web-based technologies. Also, in an attempt to infuse pedagogy into gaming scenarios, there has been a growth in the design and implementation of video games for teaching and training.
However, whereas several authors state that games are effective educational tools others indicate that claims concerning the educational effectiveness of games are merely based upon positive outcomes in relation to motivation rather than their effectiveness as standalone knowledge acquisition mechanisms. While it is still unclear how the Ministry will reform the current curriculum guidelines to introduce computing, Italian schools have anyway reached a record level of participation in events like the EU Code Week and the Hour of Code.
The project is in its second year and involves all primary school grades, from 1 to 5. The children in grade 1 and 2 work with programmable play kits with tangible interfaces.
From grades 3 to 5 the online Scratch programming environment is used. To become proficient in a new language the programming language here , children need time to learn how to use it expressively and become part of a social context where the language is practised. So the Scratch online community is a perfect match. All the grade 3 to 5 children in the project attend a weekly computer lab class, playing with Scratch.
In grades 4 and 5, they work on individual projects during the first half of the school year; in the second half, they work in small groups on a common theme that the teacher selects from those studied in class the European Parliament, hydro-geological risk, etc. The project aim is to develop and validate a vertical curriculum for the introduction of programming in primary schools as an expressive new language. In the lower grades the focus is on becoming fluent with the programming language, while integration with curricular disciplines is sought in the last two years.
This has been seen to be a particular issue since tuition fee increases, leading to a fee-entitlement approach to education exhibited by some students. This has also had a negative influence on how students approach their learning, leaning more towards a result driven focus with no room for development of discovery and exploration, a lack of curiosity-led learning motivation or an allowance for developing a love of learning.
The authors therefore propose that there is a need to rekindle students love of learning in Higher Education by sparking their curiosity through playful methods. A simulation model can fill this void. In this paper we present the design of, and first experiences with, a strategic HRM game-based simulation model that sets out to provide HR-professionals with insight into the quality of their selection of HR-practices while reflecting the complexity faced when designing HRM.
The simulation model was built by specifying configurational HRM to a new level of detail using the competing values model and its suggested organizational change process as a framework.
The game-based simulation model provides insight into the degree of alignment between strategy and HRM vertical alignment , and between individual HR practices horizontal alignment. Specifically, the model calculates how employee behavior changes over multiple years due to alterations in vertical and horizontal alignment. These fit scores enable players to tailor the HRM configuration to the organizational situation at hand.
Furthermore, the game-based simulation model enables players to run the effects of HR practices on employee behavior over multiple simulated years.
By doing so the model does not only represent a valuable tool to learn about HRM design, it presents a new level of detail in configurational HRM theory. Their potential in the learning process has been extensively documented, being able to be integrated into the educational process in several ways. For instance, game-based learning approaches reveal a significant and positive influence in several areas of cognition, resulting in improved performance in several areas of knowledge such as mathematics.
In this paper, supported by a Systematic Literature Review SLR , we argue that digital games for learning purposes need to be more documented in terms of the design and development process of game experience for deaf children and its correlation with learning outcomes. In our final sample, 12 publications, 12 digital games and one analogue card game were used in the studies. In what respects to digital games genre, seven studies mentioned it, being the Quiz the most frequent, which raises the question: are deaf students playing games with educational purposes or answering content questions not integrated with playability?
During the lesson we visited, the students created their own 3D games in Minecraft. It was not just about using a modern tool, but we could also see several principles of modern education. We discuss these in our study. The course merged two major topics of contemporary education – computational thinking and learning about sustainable development.
Pupils in the course were enabled to unleash their creative potential as they become creators of a meaningful game and designers of a better world. Learning was based on collaboration. We could also observe an uncommon approach to teaching and feedback based evaluation. The case study presented may be an inspiration for similar use of Minecraft in formal or non- formal education.
In the field of Economics, there has been growing evidence that games are an effective teaching pedagogy in increasing motivation and the retention of knowledge. GAF was initially developed from three models of game design based on an experiential and constructivist theory of learning.
However, from the results of the study, this model had to be revised as other factors such as motivation, engagement and emotions became the core drivers of learning. It also causes one to perhaps move beyond the constructivist and experiential learning paradigms of learning by doing to learning by enacting knowledge — an enactivist approach. If you want to be even surer, then build a game. However, finding meaningful relations between design processes, game tools, and school subjects have proven to be a challenging task.
In order to handle this challenge, our paper describes existing research on how to design games as a learning activity. The contribution is an insight into research in game design as an approach to teaching; as well as, a review of relevant theories on designing as learning activity, and a discussion of how to implement these approaches in teaching.
In this empirical and philosophical study, we examine a multitude of value stances on an ethical-aesthetic continuum. Value stances are defined as philosophically embracing virtues, values, logics or lenses. Using artefacts such as heart rate monitors, GPS trackers, and other fitness trackers all acts for the quantifiable self.
Similarly, mobile games, exergames, exertion-games, and play installations for physical activity have found their way into private and public spaces. These movement- games have a somewhat utilitarian user approach often designed mainly for health gains, not harvesting the full potential of seeing the users as social and physical moving human existences. This restricted user approach raises the question; what value stances may enhance the design of sustainable movement- games?
The ethical dimension refers to the human aspiration to do good based on interhuman normative standards. In our contemporary society we aim mainly at the aesthetic — pleasurable experiences — and perhaps too little “being” — “as an ethical dimension of life”. The identified value stances that we merged into ten value stances unfolded in an ethical-aesthetic continuum. The value stances are discussed by drawing on previous work on virtues and lenses in creating movement-games.
In conclusion, we propose four distinct movement and design recommendations that we find valuable to include in the development of digital movement-games. The framework models the gameplay activity as a process intrinsically driven by learning, conceptualizes game-based learning as a meaning-making process central to any type of game, and identifies aspects of a game system key to originate and influence such process. During gameplay, players continuously interpret changing scenarios, decide and plan action in order to pursue desired goals, execute planned actions, and evaluate results.
Through gameplay players explore the game space in order to make sense of the properties and relationships of game entities and events, their patterns of interaction, and the socio-cultural valorization that all this has within the game context.
Accordingly, players learn continuously about what happens in the game, how and why, and, by extension, define what is meaningful to them, what they should do, how and why. Understanding the nature of this process and the key game elements that define it is crucial to identify learning potentialities offered by existing games, or design learning affordances for newly created products.
We use an example to show how the framework can facilitate both the analysis and design of games from a learning perspective. A key challenge for institutions wanting to use escape rooms within an education environment is the highly controlled and physically restricted but safe space that is required to deploy the game. Each game sets the participants off on a trail of puzzles that converge on an ingress room.
Success is confirmed by entering a code displayed within the Ingress Room. These tips are increasingly specific to avoid frustration among participants. The opportunities for learning are diverse and customisable depending on the skills level and the knowledge domain of the participants. There are opportunities to orient participants in their physical location, to encourage specific Inquiry Based Learning activities and to test existing knowledge.
The game encourages generic skills including teamworking, communications and problem solving as well as domain specific understanding through tests of knowledge. Although they have the potential to enable new forms of teaching and transform the learning experience, escape rooms are a relatively new concept and there is not a substantial amount of work exploring their tendencies, affordances, and challenges on education.
This paper addresses the lack of empirical evidence on the impact of escape rooms on educational settings by presenting a systematic review of 68 peer-reviewed studies published in scientific journals and conference proceedings between and April To analyse and critically appraise the current state of knowledge and practice in educational escape rooms, it considers aspects such as fields of education, target audience, game type and location, time limit, team size, and study results.
The systematic review also highlights the advantages and challenges of these new learning activities, as well as their positive impact on student motivation and soft skills development. The analysis indicates that educational escape rooms can provide an enjoyable experience that immerses students as active participants in the learning environment.
Additionally, they give learners the opportunity to engage in an activity that rewards teamwork, creativity, decision-making, leadership, communication, and critical thinking. Although instructional design for educational escape rooms is complex and time consuming, once the game has been developed it can be further applied in successive years.
The results of this work aim to lay the groundwork for educators and other stakeholders by offering new insights with effective advice and recommendations for the successful incorporation of escape rooms into their teaching strategies. CT includes several 21st Century Skills such as critical thinking and problem-solving skills, it has positive effects on school results and is needed for a successful integration into our digital society.
Focus is usually on STEM related subjects, suggesting that CT is fundamental for success in scientific areas; nevertheless, benefits from game making go well beyond this, including a much wider set of skills and school subjects. The process of game making and playing can be seen as a communication between three different actors: the developer, who is designing the game and coding the computer behaviour; the computer that interacts with the player; the player. The present paper, starting from the analysis of games created by grade 4 and 5 classes of an Italian primary school, as well as teacher training courses on coding in class and lessons organized by coding clubs, argues that while coding certainly is central to game making, little attention is payed to the human player.
When the development of a game is carried out while keeping attention on the final player, several elements have to be considered: contents organization, player instructions, aesthetics, etc. The programming language becomes a means of communication, to be practiced within a social context including other developers and players, and widening the advantages of game making in schools.
Language arts, visual communication skills and creativity are thus addressed, extending the range of basic skills for a successful integration in the 21st Century society. The paper reports a specific game making experience in primary schools, based in the online Scratch programming environment, which offers a rich context where projects can be shared, commented, and remixed: a perfect setting supporting communications. A preliminary analysis of the developed games is reported and suggestions to address the communicative aspects are given.
Research has shown that the game is useful for teaching problem solving, scientific and spatial concepts. This paper aims at investigating what pre-service primary teachers think about using Minecraft for teaching Craft, Design and Technology. All students were introduced to the game in a seminar and designed object which were 3D-printed afterwards. When analyzing the interviews, two groups of students could be identified: Those who would like to use Minecraft in their lessons basically see problems regarding didactics when working with games whereas the group of students who is against using Minecraft focuses more on missing equipment as major problem when working with games.
Furthermore, the second group also doubts that children have enough skills to work with Minecraft and would like to have more lectures at university regarding how to use digital media in general. The methodology of digital game-based learning therefore needs to be taught at university colleges for teacher education to show future teachers how they should work with games and to experience themselves how to overcome obstacles like technical problems or under-equipped classrooms.
The project tackles the area of environment-friendly mobility behaviour. For that, an educational game is conceptualised using gamification mechanisms and the concept of sliced serious games with a game world and mini-games. The game world is the real physical space, mini-games are provided in form of location- based quizzes and physical exercises. Gamification elements points, leaderboards and scoring mechanisms are used to award environment-friendly mobility options walking, bicycling, using public transport instead of private cars and to encourage users to explore the urban environment points of interest in the neighbourhood on their routes via location-based games quizzes, physical exercises.
On the educational side, users learn about their individual mobility behaviour and get aware about the effects of using different mobility and transport modalities in terms of energy CO2 emission. This paper introduces the SG4Mobility approach, describes related work and presents the SG4Mobility app and its underlying concepts. Finally, the evaluation process for testing the app and results from first user studies are presented, the main results are summarised in a conclusion and next steps for further research and development investigations are outlined.
During the investigation a competitive learning game with the purpose of training addition through repetition, was developed. The game, Tile War, relies upon motivated play and continued engagement. Existing math games with focus on arithmetics are primarily designed from a structure where the player is progressing the games by solving equations.
Typically, the narrative of the games does not include a direct connection to the equations being solved, creating dissonance between the two.
This paper includes the development of a serious game that aims at integrating basic addition operations in a game structure, in such a way as to integrate the game mechanics tightly with the frame of the game, all to create a coherent player experience.
The multiplayer competitive game structure is designed to include a social aspect thought to engage and motivate players. The working hypothesis is that such a design will present the player with a game that will increase player engagement and motivation, resulting in expanded playtime and increased skill of performing the basic arithmetic skill of addition.
The development project used an agile and iterative design process where ideas and prototypes were developed and improved through player tests with 85 pupils in 5th, 6th and 7th grade, on three different private schools. The findings show the game was indeed motivating and engaging, however further development should consider adding dynamic difficulty adjustment DDA to support and expand a single and multiplayer modes together with a matchmaking system to make the multiplayer mode reach full maturity.
However, most of these approaches focus on teaching fragmented programming knowledge without enabling students to access and develop computational practices such as abstraction, pattern recognition and generalization, which are equally important for computational problem-solving. As a result, many students keep facing difficulties in describing and using these practices, even if they can successfully solve common programming tasks.
This paper discusses game modification modding as a pedagogical approach to support students in exploring and expressing meanings about computational practices and concepts in an integrated context. In this approach, the game is seen as a complex system that incorporates powerful computational ideas and modding as a tool that makes these, otherwise complex, ideas accessible to students.
The paper discusses the results of a design- based study with middle school students who played, evaluated and modified a simulation game in ChoiCo Choices with Consequences environment. The environment integrates three affordances for game design and modding: a A map-based editor b a database and c block-based programming.
The aim of the study was to investigate how construct meanings about computational thinking concepts and practices when they collaboratively modify the simulation game with the above affordances.
The results indicate that game modding can provide a scaffold for students to gradually develop their understanding of computational practices and concepts. As students transformed from players to designers they discussed, changed and constructed increasingly complex modifications to the rules, the mechanics and the relations of the game system.
During modding, they developed meanings about computational practices such as pattern recognition and abstraction and concepts such as conditionals and variables. The primary aim was to connect young people aged with rural environments, to counter the detachment younger generations have from our natural world.
This study is part of a broader research undertaking and findings described here specifically relate to how affordances and signifiers in the physical environment can influence both the level of challenge and the will of the player to overcome such challenges.
Co- designing with children helped to ensure playability and reveal properties that would appeal to their emotional needs. Working with wildlife experts at Forestry England and the Sussex Wildlife Trust also provided key information about real world activities suitable for children, facts about nature, habitats, landscapes and other content requirements.
The design guidelines resulting from this project should be helpful to any researchers or developers that wish to develop games in future that encourage immersion across physical and virtual worlds, alongside an awareness of place. This indicates that traditional teaching approaches may be insufficient in terms of engaging learners for a sufficient amount of time or may not prove to be educationally effective.
Serious games have been empirically evaluated in a variety of educational and training areas and there are many examples of the application of serious games in programming education.
It has however been noted by researchers that there is a lack of research performed in terms of how computer games are utilised in teaching with focus on acceptance by learners and the integration of the appropriate pedagogical content. This paper presents the first step in the development of a game to teach rudimentary programming concepts at Higher Education HE level. The paper will report on a survey of participants performed to investigate whether a computer game will be accepted by learners to teach rudimentary programming, what particular pedagogical content can be effectively incorporated into the game and what particular type of game is most preferred in terms of genre, graphical fidelity and format.
Participants stated that medium fidelity would be preferable and that it did not matter if the game was 2D or 3D. Some of the most difficult programming concepts were pointers and classes and a game could be most applicable in some of the following areas: objects, scope, functions, methods, conditional statements, while loops and switch statements.
The analyses are based on data from the large-scale intervention project GBL21 Game-Based Learning in the 21st Century , which explores and measures how students working with game- related design activities in the subjects Danish, mathematics and science are able to develop design competencies such as being able to construct and communicate design solutions.
In the paper, we focus on qualitative data from a pilot study on how two teachers adopt and enact one teaching unit in mathematics in grade 7. The challenge for the students is to design and construct a tangram game using the visual block-programming language Scratch with a set of agreed constraints e.
In our analysis, we identify design principles that support the enactment of the unit as exemplified by the two teachers. For our purpose, their teaching is interesting because they use quite different strategies when adopting the unit. One finding is that the material objects and close attention to dialogue are vital when coupling Design Thinking, game-like activities with subject matter e. This is also evident in the education of bachelor-level students in Sports and Health in Denmark.
The complexity of health issues and challenges with motivating healthy lifestyles is apparent and calls for education that prepares students for post-university work-life, especially due to the need for innovative practice and project-based work.
Educating students for the 21st century requires a different teaching approach than traditional teaching domains targeting specific knowledge and academic skills, which challenges educational institutions and educators as their primary role is to increase employability of the students — especially at university level.
The aim of this paper is to pinpoint the key learning outcomes regarding student acquisition of skills and competencies in a game- based event design course.
The course was completed with 22 second-year bachelor students in Sports and Health at the University of Southern Denmark in Previous research show that a game-based learning approach can potentially increase student engagement and facilitate soft-skill acquisition. However, few empirical studies explore how role play can be applied at university level to simulate real-world scenarios and enable the acquisition of skills and competencies needed in cross-department projects.
An action research approach was utilized to enable flexibility and improvement throughout the course. Inductive thematic analysis was applied to the qualitative data generated during the course, and the results are discussed drawing on concepts of 21st century skills and game-based learning.
The results show that the course design created situations with the potential to improve Social Emotional Learning as a central element of 21st skills. Furthermore, the experience of working with a real-life project in a simulated project organization was educational for most of the students who were motivated by the course design and embraced the learning potential. The implications of this paper are especially relevant to educators who wish to develop teaching that prepare the students for 21st century work-life.
The students were presented with a strategy game and challenged to solve different tasks together. This was done by having the students try out the game in different ways, model and print their own version of the game in 3D and develop a life-size game environment where the students became pieces in the game. These tasks have required interdisciplinary and out-of-the-box thinking and experimentation with the game. The students were observed and video recorded in order to analyze how they approached the task of finding winning strategies and which competences were trained during the experiment.
Their approach was simultaneously refined, going from a randomized testing to a systemized search for specific winning situations. The use of previous knowledge was clear as they simply tried to implement their former strategies, obtained by playing simpler versions of the game to the more advanced game, and modified these strategies as they were proven ineffective.
They used their math skills to analyze the winning possibilities by describing the winning characteristics as binary outcomes and calculated the winning possibilities. During this work, the students trained not only their logical reasoning, problem-solving and argumentation skills, but also had to deal with social skills such as teamwork, engagement, decision-making, communication and organization as well.
Creativity played a very important role and was shown by the students through their many different approaches. The analysis shows that working with games can motivate the students to develop their abilities independently by defining challenging questions and tasks themselves and solve them cooperatively or individually. Such sounds are linked to specific in-game objects, events, and environments. With new VR technology, researchers can develop interactive soundscapes for players to experience in their exploration of a surrounding virtual environment.
Its game development comprises two game constructions: 1 problem-solving scenario and 2 a first- person shooter, which lead to two set of operation rules and gamifications. To perform game experience assessment, we create a post-game experience interviewing questionnaire based on the Game Experience Questionnaire GEQ, IJsselsteijn et al.
This questionnaire includes components of the operational flow, perceptual feedback, interactive experience, immersive experience and cybersickness. This keeps the player on track with the storyline. A denser soundscape might make a game more interesting, but an abundance of sound sources is confusing for players isolated in a virtual environment. Because reading is difficult in VR, cues on how to progress should rely more on auditory stimuli than NPC text.
When focusing on missions, the player often loses track of time. Competency refers to a high-level ability to integrate learned knowledge, experiences and related skills in order to solve problems that require critical thinking, creativity, or social skills.