698 research outputs found
Games for learning : are schools ready for what's to come?
No full textGames Studies is still a relatively new field where much basic research remains to be done. This study asks K-12 teachers about their attitudes towards the use of games for teaching, what factors facilitate their use and what barriers exist? Information about attitudes, and what things assist and prevent the adoption of games in the classroom can help identify areas of need for the development of support. Concerns about the state and accessibility of computers in classrooms are known, and may not be addressable by those interested in providing games for learning, bit other factors may be. This study outlines several target areas suitable for further research as well as a few suggestions for approaches that might help in the promotion of games as learning objects
Correction to: Curve of Spee modification in different vertical skeletal patterns after clear aligner therapy: a 3D set-up retrospective study (Progress in Orthodontics, (2024), 25, 1, (5), 10.1186/s40510-023-00503-1)
No full textCorrection to: Prog Orthod.25, 5 (2024) https://doi.org/10.1186/s40510-023-00503-1. Following publication of the original article [1], the authors identified an error in the author names of the author group as the given name and family name were erroneously transposed. The incorrect author names are: Ciavarella Domenico, Fanelli Carlotta, Suriano Carmela1, Campobasso Alessandra, Lorusso Mauro, Ferrara Donatella, Maci Marta, Esposito Rosa and Tepedino Michele The correct author names are: Domenico Ciavarella, Carlotta Fanelli, Carmela Suriano, Alessandra Campobasso, Mauro Lorusso, Donatella Ferrara, Marta Maci, Rosa Esposito and Michele Tepedino The author group has been updated above and the original article [1] has been corrected
Two characterization of BV functions on Carnot groups via the heat semigroup
No full textIn this paper we provide two different characterizations of sets with finite perimeter and functions of bounded variation in Carnot groups, analogous to those that hold in Euclidean spaces, in terms of the short-time behavior of the heat semigroup. The second one holds under the hypothesis that the reduced boundary of a set of finite perimeter is rectifiable, a result that presently is known in Step 2 Carnot groups. © 2011 The Author(s)
Understanding usability and user experience of a technology enhanced role-playing system
No full textBibliography: p. 171-17
The Invention of Good Games: Understanding Learning Design in Commercial Videogames
No full textThis work sought to help inform the design of educational digital games by the studying the design of successful commercial videogames. The main thesis question was: How does a commercially and critically successful modern video game support the learning that players must accomplish in order to succeed in the game (i.e. get to the end or win)? This work takes a two-pronged approach to supporting the main argument, which is that the reason we can learn about designing educational games by studying commercial games is that people already learn from games and the best ones are already quite effective at teaching players what they need to learn in order to succeed in the game. The first part of the research establishes a foundation for the argument, namely that accepted pedagogy can be found in existing commercial games. The second part of the work proposes new methods for analysing games that can uncover mechanisms used to support learning in games which can be employed even if those games were not originally designed as educational objects. In order to support the claim that ‘good’ commercial videogames already embody elements of sound pedagogy an explicit connection is made between game design and formally accepted theory and models in teaching and learning. During this phase of the work a significant concern was raised regarding the classification of games as ‘good’, so a new methodology using Borda Counts was devised and tested that combines various disjoint subjective reviews and rankings from disparate sources in non-trivial manner that accounts for relative standings. Complementary to that was a meta-analysis of the criteria used to select games chosen as subjects of study as reported by researchers. Then, several games were chosen using this new ranking method and analysed using another new methodology that was designed for this work, called Instructional Ethology. This is a new methodology for game design deconstruction and analysis that would allows the extraction of information about mechanisms used to support learning. This methodology combines behavioural and structural analysis to examine how commercial games support learning by examining the game itself from the perspective of what the game does. Further, this methodology can be applied to the analysis of any software system and offers a new approach to studying any interactive software. The results of the present study offered new insights into how several highly successful commercial games support players while they learn what they must learn in order to succeed in those games. A new design model was proposed, known as the 'Magic Bullet' that allows designers to visualize the relative proportions of potential learning in a game to assess the potential of a design
Effects Of Audience Response Systems On Student Engagement and Participation In Large Undergraduate Education Lectures
No full textTechnology mediated learning is a regular occurrence in the 21st century classroom. This case study focuses on the use of the SMART Response™ XE Audience Response System in a large undergraduate education lecture. The study aims to address three important questions about engagement, participation, and instruction for teachers and students in large lecture classrooms using Audience Response Systems. Shy and reluctant learners are of special interest in this study. Survey data, instructor, student interviews, and field observations were collected for this study. Study findings indicate benefits for instructors along with an engaged, socially aware group of undergraduate students who inform their learning through reflection and exposure to peer ideas via the audience response system. The system worked flawlessly throughout the semester and encouraged student participation in lectures. Use of the anonymous feature appears to support students in sharing honest perspectives through clicker questions. The open-ended text entry questions despite the 140 character limit seems to engage the digital leaner and help them to focus on their learning in the large lecture. Recommendations for ongoing research and instructional practices are given
Computerized adaptive retention training with grade nine science students
No full textBibliography: p. 80-98The purpose of the thesis is to evaluate the effectiveness of a computerized adaptive practice system-Profound Learning System (PLS) for knowledge retention in science education and its impact on students' learning and computer attitudes. The study used a crossover pre/ posttests experimental method. 49 grade nine middle school students participated in this study. The study has been administered over two science units: Unit Two-Fluids and Unit Three-Heat energy. Participants were randomly assigned into two groups: computer-study group and self-study group. At the beginning of the study, participants completed a pretest of the content they were going to learn and filled out a pre-questionnaire about their attitudes. Then, students began reviewing daily for five minutes at the beginning of each class using the Profound Learning System in the computer-study group or reviewing by themselves in self-study group. At the end of this unit, participants took posttests and answered post-questionnaires. After finishing Unit Two, the two groups switched over and started almost the same research schedule as they had in unit two except no pre-questionnaires in unit three.
Results showed that the computer-mediated review group showed a consistent, although not significant, improvement over the self-study group in both units. Students' attitude towards PL system was significantly changed after using the system. However, their general attitude towards computers was not impacted. The computer group liked the five minutes review and tended to spend more time on computer instead of studying on their own. Both groups' confidence level was significantly improved after instruction
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