共查询到20条相似文献，搜索用时 31 毫秒
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Márta Turcsányi-Szabó Andrea Bedő Zsuzsa Pluhár 《Education and Information Technologies》2006,11(3-4):341-355
Today’s societies place challenging demands on individuals, who are confronted with complexity in many parts of their lives. What do these demands imply for key competencies that individuals need to acquire? Defining such competencies can improve assessments of how well prepared young people and adults are for life’s challenges, as well as identify overarching goals for education systems and lifelong learning. Why are competencies so important today? The PISA 2000 results underline the importance of student engagement. PISA found strong relationships between students’ attitudes, learning strategies and performance. In addition to skills related to specific parts of the school curriculum, students need to be equipped with some general competencies to solve life’s challenges. As they progress to adulthood, they need to learn to be able to complete not just pre-rehearsed exercises, but must also be able to solve problems set in unfamiliar situations by thinking flexibly and pragmatically. PISA 2003 therefore made a first-time assessment of students’ problem-solving skills. Findings revealed that just under one in five 15-year-olds in OECD countries are ‘reflective, communicative problem solvers’ able to tackle difficult tasks and also just under one in five students have problem-solving skills that cannot even be classified as ‘basic problem solvers’. What could be the basic problem and what resolution can be sought for? There are several examples in learning theory that suggests promises which need to be revisited. Barr and Tagg [From teaching to learning. Change. November/December pp. 13–25. Retrieved June 15, 2006 from http://critical.tamucc.edu/~blalock/readings/tch2learn.htm, 1995] defined the differences of paradigms in terms of learning theory comparing the notions of ‘teaching’ and that of ‘learning’, obviously expressing preferences to the later for its more in-depth effect on the learner. One of the main learner-centric approaches providing adequate positive results is problem based learning (PBL). This paper revisits the pedagogic theory behind PBL and examines it through a practical case study of a TeaM challenge game [TeaM challenge games: http://kihivas.ini.hu] with respect to its value in teacher education. It will concentrate on issues centred around:
- Traces of use of higher order thinking skills—according to Bloom’s taxonomy.
- Pedagogic pre-assumptions (designer’s side): requirements for design and supposed impact of students and teachers.
- Assignment within teacher training (training side): as the task of setting up such game is performed within Informatics teacher training at ELTE University and games were launched into public education.
- Pedagogic realities (facilitator’s side): how the teachers at a specific participant school viewed their role, the game, its impact and pedagogic value, its role in fulfilling the National Curriculum and its benefit for students.
- Indirect impact (staff’s side): how the game has affected the whole staff at school and what impact it had of the attitude of teachers.
- Results (evaluator’s side): how the game was evaluated in several ways and what new methods it has introduced into public education.
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This article presents a role-play game for software project management (SPM) in a three-dimensional online multiuser virtual world. The Opensimulator platform is used for the creation of an immersive virtual environment that facilitates students' collaboration and realistic interaction, in order to manage unexpected events occurring during the development of a software project. Through the simulation of a real-life company, the game aims to enhance experiential learning of human-related issues, such as project team members’ communication and collaboration, which are not easy to be taught through ordinary teaching methods. Roles are assigned to the participating students, who have to overcome problems initiated by non-player-units (software controlled units) while collaborating with other students and the instructor. The instructor, holding a key role in the game, is able to observe the players, intervene and dynamically alter specific game scenario parameters adapting to player encounter difficulties. The environment is combining the experience of a typical game (based on an event-driven SPM scenario and interaction with non-player-units), with the experience of a virtual world (interacting with other players) and has been positively evaluated by the participants regarding the overall game experience and the learning effect. 相似文献
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Jerold Mathews 《Resonance》2009,14(2):172-178
This is an expository article showing how Zeck-endorf’s Theorem (every positive integer can be represented in one and only
one way as the sum of non-consecutive Fibonacci numbers) can be used to construct a number-guessing game invented by Professor
George Andrews.
Jerold Mathews is professor (emeritus) of mathematics at Iowa State University, Ames, Iowa, USA, where he served on the faculty
from 1961–1995. His interests include research in point set topology, history of mathematics and writing textbooks. He enjoys
reading, photography and helping international students learn English. 相似文献
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从2006年6月9日起一个月内全世界将高唱同一首歌,这就是世界杯主题曲。动人的弦律、激昂的歌声一定会打动全世界人民的心,给他们留下永恒的回忆。 相似文献
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两年前，刚刚上大一的我，在一个同学的带领下，参加了北京的一个war game俱乐部，也就是通常所说的仿真枪战游戏。第一次玩这种枪战游戏，我就对它着了迷。当时，我们还什么都不懂，只是一人拎着一把仿真枪，在俱乐部事先设置好的障碍物之间和“敌人”交上了火。那时，我们几个同学都是新手，也不懂得什么战术，只是捧着枪，一顿疯狂扫射。 相似文献
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Debugging is an over-looked component in K-12 computational thinking education. Few K-12 programming environments are designed to teach debugging, and most debugging research were conducted on college-aged students. In this paper, we presented debugging exercises to 6th–8th grade students and analyzed their problem solving behaviors in a programming game – BOTS. Apart from the perspective of prior literature, we identified student behaviors in relation to problem solving stages, and correlated these behaviors with student prior programming experience and performance. We found that in our programming game, debugging required deeper understanding than writing new codes. We also found that problem solving behaviors were significantly correlated with students’ self-explanation quality, number of code edits, and prior programming experience. This study increased our understanding of younger students’ problem solving behavior, and provided actionable suggestions to the future design of debugging exercises in BOTS and similar environments. 相似文献
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Development of a personalized educational computer game based on students’ learning styles 总被引：1，自引：0，他引：1
Gwo-Jen Hwang Han-Yu Sung Chun-Ming Hung Iwen Huang Chin-Chung Tsai 《Educational technology research and development : ETR & D》2012,60(4):623-638
In recent years, many researchers have been engaged in the development of educational computer games; however, previous studies have indicated that, without supportive models that take individual students?? learning needs or difficulties into consideration, students might only show temporary interest during the learning process, and their learning performance is often not as good as expected. Learning styles have been recognized as being an important human factor affecting students?? learning performance. Previous studies have shown that, by taking learning styles into account, learning systems can be of greater benefit to students owing to the provision of personalized learning content presentation that matches the information perceiving and processing styles of individuals. In this paper, a personalized game-based learning approach is proposed based on the sequential/global dimension of the learning style proposed by Felder and Silverman. To evaluate the effectiveness of the proposed approach, a role-playing game has been implemented based on the approach; moreover, an experiment has been conducted on an elementary school natural science course. From the experimental results, it is found that the personalized educational computer game not only promotes learning motivation, but also improves the learning achievements of the students. 相似文献
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Bui Phuong Rodríguez-Aflecht Gabriela Brezovszky Boglárka Hannula-Sormunen Minna M. Laato Samuli Lehtinen Erno 《Educational technology research and development : ETR & D》2020,68(5):2395-2421
Educational technology research and development - Serious games for learning have received increased attention in recent years. However, empirical studies on students’ gaming experiences... 相似文献
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Svetlana Kostrykina Kerry Lee John Hope 《Perspectives: Policy and Practice in Higher Education》2018,22(2):58-67
The unprecedented geopolitical and economic shifts across the world have triggered much debate over the re-thinking of internationalisation of higher education (IoHE). This article discusses how a deeper understanding of the knowledge economy paradigm contributes to re-thinking IoHE, and how it reshapes the relations between the west and the rest in the international education industry. In the global knowledge race, the rules are set by the knowledge economy agenda, but these rules could be changed through appropriate IoHE strategies. The knowledge economy promotes a predominantly western-oriented knowledge paradigm, and IoHE contributes to its dissemination. For this reason, it is important to consider how the western theoretical underpinnings of IoHE and the knowledge economy are transformed and integrated in a given local context and if this game is worth playing. 相似文献
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Coppola Cristina Mollo Monica Pacelli Tiziana 《European Journal of Psychology of Education - EJPE》2019,34(4):783-799
European Journal of Psychology of Education - This paper presents a Vygotskian research device that focuses on collaborative activities based on the manipulation of linguistic objects in a primary... 相似文献
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Margaretha Järvinen 《British Journal of Sociology of Education》2018,39(5):669-682
This article analyses the relationship between cannabis use and educational trajectories among 42 young drug users, recruited at addiction treatment centres in Denmark. Quantitative research shows regular cannabis use to be associated with poor school performance and drop-out. However, these studies do not pay much attention to differences between educational tracks or to the links between the educational field and other fields. Drawing on a Bourdieusian framework we analyse the interviewees’ involvement in four different fields: the academic field, the field of vocational schools, the labour market field and the artistic field. We contribute to the literature on post-16 educational trajectories by showing how successful ‘investments’ in education depend not only on available resources (capitals), but also on the ability to navigate in an increasingly complex educational system. Furthermore, we show how regular cannabis plays into the ‘illusio’ of different fields, challenging the interviewees’ playing of educational games. 相似文献
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Bruce Addison 《Journal of educational administration and history》2009,41(4):327-341
Educational leadership discourse has for sometime been the major intellectual pillar of what was once known as the field of educational administration. An examination of the postgraduate coursework programmes available to aspiring principal leaders at every Australian university supports such a contention. While this discourse does shed light on the ubiquitous concept of leadership, it does little to explain the context in which leadership theory is supposed to contribute to the operational environment of schools. This is where Bourdieuian scholarship is particularly helpful. By shedding light on the complex social space in which principal leaders function, Bourdieu’s concepts of habitus, field and capital are particularly helpful thinking tools. For a variety of reasons the economic field has held philosophical dominance for much of the last 30 years. This has impacted significantly on the work space of principal leadership and needs to be understood if the familiar narratives of leadership theory are to be of contextual use. When investigating the social space of contemporary principal leadership, my recent study of two sets of Queensland‐based principals will be used. The emergence of enterprise bargaining into the workspace of these principals will be used as a means by which to demonstrate the cross‐field contagion of the economic field on to the field of schools. The paper contends that the field of educational administration must endeavour to view leadership theory critically and contextually if the complexities associated with contemporary principal leadership practice are to be understood. 相似文献
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The purpose of this investigation was to explore if and how players of digital games think about knowledge and knowing in the context of playing a game. Specifically, the objectives of the study were to examine whether players of an educational simulation game engage with epistemic aims, epistemic ideals, and reliable processes in the context of the game and to describe the nature of these aims, ideals, and processes. An exploratory, multiple-case qualitative study design was employed. Adolescent gamers were asked to think aloud while playing a sustainable development simulation game and were subsequently interviewed about the game. The results revealed that players adopted specific epistemic aims, epistemic ideals, and reliable processes in the context of the game. These were related to three layers of knowing: knowing in the game, knowing about playing the game, and knowing about the game as a representational artifact. Although players were adept in achieving epistemic aims related to knowing in the game and knowing about playing the game, they did not spontaneously engage in critical examination of the game as a representation. The study sheds light on challenges of epistemic thinking in digital games and on some of the ways in which game design can support epistemic thinking. 相似文献
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Lung-Hsiang Wong 《Technology, Pedagogy and Education》2016,25(1):61-77
This paper reports a novel, mobile-assisted, game-based learning design for Chinese character learning. In playing the ‘Chinese-PP’ game in a 1:1 (one-device-per-student) setting, each of the 31 target students in Primary 3 (9 years old) is assigned a Chinese character component. A student may make use of his/her own and peers’ character components to form a legitimate Chinese character, and invite the peers with matching components to join his/her group. The intention is to assist the students in developing general orthographic awareness (understanding the structures of Chinese characters) through social negotiation. In this paper, the students’ collaborative learning processes in three game sessions were analysed. The relationships between students with varied learning styles and their game behaviours and learning gains were unveiled as a result. Through the Chinese-PP learning activities that stimulated active peer coaching and social learning, we found that all the target students became active learning participants and achieved high learning gains in the last game session. Recommendations for the future development of such a novel learning approach will also be given. 相似文献
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Leonard A. Annetta Meng‐Tzu Cheng Shawn Holmes 《Research in Science & Technological Education》2013,31(2):101-114
As twenty‐first century skills become a greater focus in K‐12 education, an infusion of technology that meets the needs of today’s students is paramount. This study looks at the design and creation of a Multiplayer Educational Gaming Application (MEGA) for high school biology students. The quasi‐experimental, qualitative design assessed the twenty‐first century skills of digital age literacy, inventive thinking, high productivity, and effective communication techniques of the students exposed to a MEGA. Three factors, as they pertained to these skills, emerged from classroom observations. Interaction with the teacher, discussion with peers, and engagement/time‐on‐task while playing the MEGA suggested that students playing an educational video game exhibited all of the projected twenty‐first century skills while being engrossed in the embedded science content. 相似文献
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An experiential approach employing game design and play was tried in a graduate adult education class. This article describes a follow-up study which attempted to capture class members' perceptions on value of game design/play; group interactions in game development; effectiveness of game design/play as a learning stimulant; appropriateness of the grading criteria; likelihood to use a similar strategy in their own teaching; and, identification of helpful resources in gaming. Game design/play appears to offer an effective adult teaching strategy which produces a variety of learning outcomes.Jessica Somers earned her BBA and MBA degrees at West Georgia College. She is currently a doctoral student in instructional technology at the University of Georgia and is a self-employed computer contractor.Margaret E. Holt is associate professor of adult education at the University of Georgia and is an associate with the Charles F. Kettering Foundation. Her most recent publication is a book co-edited with Dr. George Lopos for Jossey-Bass Publishers entitled,Perspectives on Educational Certificate Programs (Winter 1991). She is also a former editor ofInnovative Higher Education. 相似文献
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Educational technology research and development - Although a great deal of research has evidenced the effects of proper instructional design on multimedia learning, most has focused on the... 相似文献