7,269 research outputs found
Problem Solving and Collaboration when School Children Develop Game Designs
No full textDigital technologies in combination with creative activities have been in-troduced in schools as a strategy for learning and teaching activities offering scaffolding opportunities. In recent years digital game-based learning (DGBL) activities also has been tried out in schools. In this paper, we ex-amine how collaboration between school children is configured in problem solving activities whilst developing digital game designs. The study is based on a case of a creative workshop with school children (9-10 years of age) where game design activities were applied. Game design activities with the participating children, creative materials and technologies and chil-dren’s actions as well as interactions are analysed by using interaction analysis and parts of content analysis. The research questions concern the patterns, features, and challenges emerge among 9 to 10-year-old school children when collaboratively engaged in problem solving activities? The results of the study show that a sense of community emerged when the children worked on solving the problem of designing and producing a digi-tal game. Hence, when designing for mutuality, the design should allow for the participants’ experience acknowledging an affective awareness of a shared purpose
Design as a Knowledge Constructing Activity
No full textIn this chapter, contributions from DLI 2019 show that a design process is not given to its form, structure, or qualities. Rather, design work is given form by designers’ and technology developers’ own considerations and ac-tions inspired and guided by people’s voices, desires, habits, and practices
Innovation, Inclusion and Emerging Technologies
No full textThis section of the volume explores potentials in new technologies suggest-ing that this requires involvement of various disciplines across societies. Specifically, the society faces a considerable challenge in fostering new ecosystems of innovation to harness holistic agile development processes for new technologies targeting more inclusive societies, where solutions are tailored to users and their specific needs
Learning Designs and Participation through Digital Technologies
No full textThis sixth part of the volume elaborates on questions related to how people can be prepared for as well as acting and learning in a digital world. In doing so, it contribute to defining effective and collaborative practices where stakeholders participate in technology-rich contexts as well as in environments that mix digital technologies with a ‘making’ or design approach.</p
Extended Realities, Artificial Intelligence and Interfaces
No full textRealities, Intelligences and Interfaces …. from Augmented, through Virtual, and Mixed; Artificial, Machine, and Natural …. technologies are here to stay and are investigated across disciplines. This contribution introduces studies and applications from various countries that are both creative and thought provoking to inspire and motivate readership and scholarship toward furthering this fast-advancing field
Games, Gamification and Accessible Games
No full textGames as entertainment, leisure, recreational, serious or otherwise where game-based designs of use such as gamification are discussed alongside access and inclusion for all to be able to enjoy and play and have fun. In-built to games are mechanics and motivational factors that are both intrinsic and extrinsic. Such factors can be influential to impact human emotions in playing a game and reaching a state of ‘Flow’ (Csikszentmihalyi 1990) where immersion is total. Potentials of game-based intervention across industries is being explored with good effect as is evident in this contribution.</p
Design, Learning and Innovation in Developing a Physical Activity Training Network:L.U.C.A.S Project
No full textThis paper introduces a seven-country international partner consortium project carried out under the Erasmus+ Program of the European Union. The project was titled L.U.C.A.S. (Links United for Coma Awakenings through Sport). Targeted user-group was acquired brain injured, spinal cord injury, and patients recovering from coma – many being profoundly impaired some being vegetative state. Elaboration and sharing of rehabilitation models to consider best practices targeting physical exercise, especially adapted sports, was catalyst of the project theme investigating a posited methodology. L.U.C.A.S. ran from January 2015 to December 2016 and was built upon an earlier Lifelong Learning European Program funded five-country project titled L.U.C.A. - Links United for Coma Awakening having its focus on learning and dissemination of good practices.The specific focus of the contribution is to briefly share both the Scandinavian research element of the project as well as the holistic outcomes to enable others to use, reflect, and critique the methodology. The paper also introduces the annual European Day of Awakenings that emerged under the L.U.C.A.S. projec
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