Are serious video games something more than a game? A review on the effectiveness of serious games to facilitate intergenerational learning     

Antonia Ypsilanti  Ana B. Vivas  Teppo Räisänen  Matti Viitala  Tuula Ijäs  Donald Ropes 《Education and Information Technologies》2014,19(3):515-529

Aging diversity in organizations creates potential challenges, particularly for knowledge management, skills update and skills obsolescence. Intergenerational learning (IGL) involves knowledge building, innovation and knowledge transfer between generations within an organization (Ropes 2011). Serious games refer to the use of computer games in raising awareness about educational topics, acquiring new knowledge and skills by enabling learners to engage and participate in situations that would otherwise be impossible to experience (Corti 2006). Although learning with the use of serious games is similar to traditional learning in several cognitive respects, there are noted differences in the learning style and structure of learning using serious games. The success of learning using serious games lies in the actual involvement of a participant playing the game, which in turn, creates increased cognitive links with real-life situations allowing the individual to make relevant associations, to use mnemonic strategies with the facilitation of multi-dimensional educational aids (e.g., visual, auditory). Some of the beneficial aspects of learning with the use of serious games include the elevation of several cognitive skills, which are directly or indirectly implicated in the learning process. Among them are attention and visuo-spatial abilities, memory and motor skills. However, several barriers have been noted that fall into two general categories: a) health issues (e.g., cognitive strain, headaches) and b) psychological issues (e.g., social isolation, emotional disturbances). Since the training conditions are learner-centered and highly determined by the individual, there is increased need for evaluating the learning outcomes using specific success indicators. Examples of games that are designed to facilitate IGL are scarce, while there are no examples of IGL games in most EU countries. The purpose of this paper is to critically evaluate the current literature of theories on learning through serious games in adults and the elderly with reference to the cognitive mechanisms implicated, benefits and barriers in learning using new technologies in different generations. Secondly, this paper reviews the existence of serious games designed to facilitate IGL in Europe, as well as the characteristics of serious games in raising awareness that could be used to facilitate IGL. In doing so, specific focus is placed on the development of success indicators that determine the effectiveness of serious games on raising awareness on IGL.  相似文献   

Impact of accreditation on public and private universities: a comparative study     

Dattey  Kwame  Westerheijden  Don F.  Hofman  Wiecher H. Adriaan 《Tertiary Education and Management》2014,20(4):307-319

Based on two cycles of assessments for accreditation, this study assesses the differential impacts of accreditation on public and private universities in Ghana. Analysis of the evaluator reports indicates no statistically significant difference – improvement or deterioration – between the two cycles of evaluations for both types of institutions. A test comparing the two-cycle aggregated assessment scores between the two categories of universities, however, indicated a significant difference, with the public universities achieving better scores (improvements). Drawing on the evaluators’ reports and the opinions expressed by academics from both categories of institutions, the conclusion was that isomorphic pressures, largely faced by the private universities, accounted for their implementation of suggestions for improvement by the evaluators.  相似文献   

Children’s recall and motivation for an environmental education video with supporting pedagogical materials     

Fátima Viteri  Geraldine Clarebout  Marion Crauwels 《Environmental Education Research》2014,20(2):228-247

This study examined recall (Rcl) differences of high, average and low achieving fifth-grade elementary students (72) for an environmental education video with supporting pedagogical materials. In addition, it assessed the motivational level of all students. Recall assessment was carried out one-week and twenty-weeks after intervention. Main findings suggest comparative Rcl results for all achievers and high motivation for the designed video and pedagogical materials. Implications for future research and for an integrative materials’ design approach are presented.  相似文献   

What makes a youth-produced film good? The youth audience perspective     

Erica Rosenfeld Halverson  Damiana Gibbons  Shelby Copeland  Alon Andrews  Belen Hernando Llorens  Michelle B. Bass 《Learning, Media and Technology》2014,39(3):386-403

In this article, we explore how youth audiences evaluate the quality of youth-produced films. Our interest stems from a dearth of ways to measure the quality of what youth produce in artistic production processes. As a result, making art in formal learning settings devolves into either romanticized creativity or instrumental work to improve skills in core content areas. We conducted focus groups with 38 youth participants where they viewed four different films produced by the same youth media arts organization that works with young people to produce short-form, autobiographical documentaries. We found that youth focused their evaluations on identifying the films' genre and content and on assessing how well the filmmakers' creative decisions fit with identifications of genre and content. Evaluations were mediated by audiences' expectations and seemed to inform judgments of quality and creativity. We hope that our work can inform the design of formal learning spaces where young people are producing narrative art.  相似文献   

On the teachings of George Grant     

William F. Pinar 《Critical Studies in Education》2014,55(1):8-17

One of Canada’s greatest public intellectuals, George Grant (1918–1988) studied history as an undergraduate, focusing on concepts and themes rather than minutiae. That same intellectual disposition surfaced later at Oxford, where he had gone on a Rhodes scholarship to study law. Returning to Oxford after the war, he left law to study theology, earning extra money by writing historical articles on Canada for Chambers’ Encyclopedia. Even after becoming the most prominent Canadian philosopher of his time, Grant maintained he always thought like an historian. Reactivating the historical thinking of George Grant can encourage ‘becoming historical’.  相似文献   

Development and Effectiveness of an Educational Card Game as Supplementary Material in Understanding Selected Topics in Biology     

Arnel F. Gutierrez 《CBE life sciences education》2014,13(1):76-82

The complex concepts and vocabulary of biology classes discourage many students. In this study, a pretest–posttest model was used to test the effectiveness of an educational card game in reinforcing biological concepts in comparison with traditional teaching methods. The subjects of this study were two biology classes at Bulacan State University–Sarmiento Campus. Both classes received conventional instruction; however, the experimental group''s instruction was supplemented with the card game, while the control group''s instruction was reinforced with traditional exercises and assignments. The score increases from pretest to posttest showed that both methods effectively reinforced biological concepts, but a t test showed that the card game is more effective than traditional teaching methods. Additionally, students from the experimental group evaluated the card game using five criteria: goals, design, organization, playability, and usefulness. The students rated the material very satisfactory.  相似文献   

Exploring the validity of assessment in anatomy: Do images influence cognitive processes used in answering extended matching questions?          下载免费PDF全文

Marc A.T.M. Vorstenbosch  Shifra T. Bouter  Marianne M. van den Hurk  Jan G.M. Kooloos  Sanneke M. Bolhuis  Roland F.J.M. Laan 《Anatomical sciences education》2014,7(2):107-116

Assessment is an important aspect of medical education because it tests students' competence and motivates them to study. Various assessment methods, with and without images, are used in the study of anatomy. In this study, we investigated the use of extended matching questions (EMQs). To gain insight into the influence of images on the validity of test items, we focused on students' cognitive processes while they answered questions with and without images. Seventeen first‐year medical students answered EMQs about gross anatomy, combined with either labeled images or answer lists, while thinking aloud. The participants' verbal reports were transcribed verbatim and then coded. Initial codes were based on a task analysis and were adapted into final codes during the coding process. Results showed that students used more cues from EMQs with images and visualized more often in EMQs with answer lists. Ready knowledge and verbal reasoning were used equally often in both conditions. In conclusion, EMQs with and without images elicit different results in this think aloud experiment, indicating different cognitive processes. They seem to measure different skills, making them valid for different testing purposes. The take‐home message for anatomy teachers is that questions without images seem to test the quality of students' mental images while questions with images test their ability to interpret visual information. It makes sense to use both response formats in tests. Using images from clinical practice instead of anatomical drawings will help to improve test validity. Anat Sci Educ 7: 107–116. © 2013 American Association of Anatomists.  相似文献   

A known group analysis validity study of the Vanderbilt Assessment of Leadership in Education in US elementary and secondary schools     

Elizabeth Covay Minor  Andrew C. Porter  Joseph Murphy  Ellen B. Goldring  Xiu Cravens  Stephen N. Elloitt 《Educational Assessment, Evaluation and Accountability》2014,26(1):29-48

The Vanderbilt Assessment of Leadership in Education (VAL-ED) provides educators with a tool for principal evaluation based on principal, teacher, and supervisor reports of principals’ learning-centered leadership. In this study, we conduct a known group analysis as part of a larger argument for the validity of the VAL-ED in US elementary and secondary schools. We asked superintendents to select the principals in their district who they believe in performance of their duties are in the top 20 % and the bottom 20 %. We ask how accurately VAL-ED scores can identify membership of the two known groups. Using a discriminant analysis, the VAL-ED places principals in the superintendent groups, on average, 70 % of the time for both elementary and secondary schools. Placement accuracy is greater for the top group than the bottom group.  相似文献   

Determination of clinically relevant content for a musculoskeletal anatomy curriculum for physical medicine and rehabilitation residents          下载免费PDF全文

Kristina Lisk  John F. Flannery  Eldon Y. Loh  Denyse Richardson  Anne M.R. Agur  Nicole N. Woods 《Anatomical sciences education》2014,7(2):135-143

To address the need for more clinical anatomy training in residency education, many postgraduate programs have implemented structured anatomy courses into their curriculum. Consensus often does not exist on specific content and level of detail of the content that should be included in such curricula. This article describes the use of the Delphi method to identify clinically relevant content to incorporate in a musculoskeletal anatomy curriculum for Physical Medicine and Rehabilitation (PM&R) residents. A two round modified Delphi involving PM&R experts was used to establish the curricular content. The anatomical structures and clinical conditions presented to the expert group were compiled using multiple sources: clinical musculoskeletal anatomy cases from the PM&R residency program at the University of Toronto; consultation with PM&R experts; and textbooks. In each round, experts rated the importance of each curricular item to PM&R residency education using a five‐point Likert scale. Internal consistency (Cronbach's alpha) was used to determine consensus at the end of each round and agreement scores were used as an outcome measure to determine the content to include in the curriculum. The overall internal consistency in both rounds was 0.99. A total of 37 physiatrists from across Canada participated and the overall response rate over two rounds was 97%. The initial curricular list consisted of 361 items. After the second iteration, the list was reduced by 44%. By using a national consensus method we were able to objectively determine the relevant anatomical structures and clinical musculoskeletal conditions important in daily PM&R practice. Anat Sci Educ 7: 135–143. © 2013 American Association of Anatomists.  相似文献   

Optimizing Learning of Scientific Category Knowledge in the Classroom: The Case of Plant Identification     

Bruce K. Kirchoff  Peter F. Delaney  Meg Horton  Rebecca Dellinger-Johnston 《CBE life sciences education》2014,13(3):425-436

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