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Hans G. K. Hummel Rob J. Nadolski Jannes Eshuis Aad Slootmaker Jeroen Storm 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):125-141
Introductory Psychology courses in Higher Education lack application of knowledge in solving work-based problems. We develop and study mini-games that support a more active and experiential way of learning to increase professional awareness. This paper describes the instructional design and the factors under study: learner control and authenticity. We compared professional awareness and perceived authenticity for the old (without game, n = 130) and new course (with game, n = 197) by administering pre- and post-questionnaires. Participants were allocated to game variants, differing in freedom of assignment order (less or more learner control) and number of sources available (less or more authentic). We computer logged their game actions, and asked them additional questions about gameplay that concerned aspects like motivation, flow, performance, learnability and usability. Both courses improved professional awareness (knowledge gains of 4% for the old and 12% for the new course), but only in the new course with mini-games this was significant. Students evaluated gameplay and their content as “more than sufficient” to “good.” A free order of assignments was found to produce more effective (in-game) performance, and the provision of more sources was found to improve learnability, authentic learning and appreciations of gameplay. 相似文献
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Klarien Elisabeth Klingen Jan De Graaff Maria Izabel Vieira Botelho Aad Kessler 《The Journal of Agricultural Education and Extension》2013,19(2):175-189
Abstract Purpose: Why do farmers not take better care of their soils? This article aims to give insight into how farmers look at soil quality management. Design/methodology/approach: It analyses diverse land management practices and visions on soils and soil quality of ten agroecological and 14 conventional smallholder farmers in Araponga, Minas Gerais, Brazil. As agroecological farming (that is, managing soils with minimum use of external inputs) requires more complex knowledge, it is assumed that agroecological farmers would be more knowledgeable on soils compared to conventional farmers. This case study tests the hypothesis that differences in land management practices between agroecological and conventional farmers can be explained by differences in their knowledge on soils. Findings: The hypothesis turned out to be faulty: agroecological and conventional farmers do not differ in what they know about soils, but how they use their knowledge in their farming strategy. Both groups of farmers have different but rational farming strategies. Practical implications: Designing policies and measures to make farming more environmentally friendly and more sustainable as two-way knowledge exchange between farmers and science (and not as one-way knowledge transfer from science to farmers), to benefit from vital and context-based farmers’ knowledge and to ensure successful implementation of more sustainable land management practices. Originality/value: By analysing farmers’ visions on soil quality management and farming strategies, this study shows that farmers’ knowledge is valuable for farmers, for scientific knowledge on soil quality management and for policies which are to be effective and adapted to the local environment. 相似文献
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