#Proforis PHSG
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Exploring early childhood educators’ play behaviours during guided pretend play on digital transformation for equitable digital education
No full textAkademien der Wissenschaften SchweizPublishe
Atti del Convegno I dialetti di Puglia e Salento: due diverse facce del Meridione (Zurigo, 30-31 maggio 2022)
No full textPublishe
Mastering the Game: How Level Structure and Game Elements Shape Competency Acquisition
No full textUnderstanding the dynamics of level structure and game elements in digital educational games is paramount to fostering competency acquisition. How levels are organized within a game, along with the use of various game elements, has a significant impact on the learning outcomes and skill development of individuals. Through the strategic design and implementation of these components, educational games can effectively engage learners and facilitate the acquisition of competencies in multiple domains. In addition to structure, the integration of gamification elements can have a profound impact on learner engagement and sustainable skill acquisition. Therefore, a key element for the success of a serious game is to create appropriate personalization and a balanced relationship between learning and gaming experience. As a result, a mini-game called "Basketball Physics Challenge" has been designed to be integrated into an intelligent, adaptive physical learning game centered around force and motion as part of an ongoing research project. By playing the game "Basketball Physics Challenge", players will apply their understanding of basic physics principles in a realistic, interactive, and virtual setting. An experimental design was used to test the mini-game, in which a gamified and a non-gamified version were used and compared. 20 participants completed the experiment, and their learning progress was meticulously tracked. Using competency-based knowledge space theory, the mini-game facilitated in-game competency assessment, enabled monitoring of learning progress, tailored learning experiences, and provided individualized formative feedback. The pilot was used to develop and implement a competency model that will be the subject of future in-depth studies. The results indicated that the gamified version of the game led to slightly higher engagement and performance levels compared to the non-gamified version, although the difference in learning outcomes between the two versions was not statistically significant. The analysis also showed that an optimal number of levels and a balanced integration of game elements are crucial for maintaining engagement without causing cognitive overload. Furthermore, the order in which the game versions were presented affected player performance, with initial exposure to gamification leading to better outcomes. These findings provide valuable information for the design of educational games and their effectiveness in skill acquisition. This research supports the development of powerful educational technologies that enhance learning through a coherent level structure and meaningful use of game elements that effectively promote learner engagement.Schweizerischer NationalfondsPublishe
Zertifikat für berufsspezifische Sprachkompetenzen von Lehrpersonen PROF-L
No full textStaatssekretariat für Bildung, Forschung und InnovationOthe
Projekt Tools@Schools: Didaktisierte Materialien für den Umgang mit automatischen Übersetzungstools
No full textBundesamt für KulturPublishe
Applying Peer Rubric Feedback in Foreign Language Teacher Education: Fostering Pre-service Teachers’ Oral Feedback Skills Through Facilitating Reflective Moments
No full textEffective feedback practice has received ample attention and has been deemed one of the most influential factors that shape student achievement. Socio-constructivist conceptualizations of feedback highlight that the meaning of feedback needs to be co-constructed in dialogue, and understood and acted upon by the learner. In the foreign language classroom, engaging in effective feedback conversations thus requires language teachers to acquire language skills and practical skills such as teacher feedback literacy, which are considered highly specific to the teaching profession. Such competences are not simply acquired through mere exposure. Instead, they need to deliberately be developed, for instance through the application of reflective tools, practice and specific tasks. This paper presents a quasi-experimental intervention study that empirically investigates the implementation of a profession-related assessment rubric and its potential effects on the development of 48 pre-service language teachers’ oral feedback skills in the target language English while focusing on language- and content related aspects of their feedback performances. The paper presents the rationale, design and implementation of the intervention study with a focus on the application of the assessment rubric as a reflective tool. Results suggest that, while rubric peer feedback may contribute to raising awareness of teacher language competence requirements and teacher feedback literacy, stronger interventions are necessary to foster actual competence development in this area.Publishe
