1,721,128 research outputs found
Describing and studying domain-specific serious games: introduction
No full textThe past decade witnessed increasing interest and extremely positive beliefs in the use of games, and especially so-called "serious" games, as educational tools. This AGBL-book on "Describing and studying domain-specific serious games" aims at complementing our current insights into the effectiveness of games as educational tools. In this introductory chapter, we discuss the general scope and outline of the book, with special attention for the content of and relation between the chapters included in Part 1 (game descriptions) and Part 2 (empirical studies on serious games).status: Publishe
DIESEL-X: A game-based tool for early risk detection of dyslexia in preschoolers
No full textDIESEL-X is a computer game that was developed to detect a high risk for developing dyslexia in preschoolers. The game includes three mini-games that test the player on three skills that are considered to yield outcome measures that predict the onset of dyslexia: the detection threshold of frequency modulated tones, a test on phonological awareness in which the player has to identify words that have the same phonetic ending, and a test on letter knowledge. In order to keep the motivation of the player high during testing, these tests are embedded in a computer game. We discuss the participatory design process that was adopted to design and develop the game, the rationale behind the design decisions, and we describe the resulting games.status: Publishe
Design of the game-based learning environment "Dudemans & Sidegirl: Operation Clean World," a numerical magnitude processing training
No full textNumerical magnitude processing has been shown to play a crucial role in the development of mathematical ability and intervention studies have revealed that training children's numerical magnitude processing has positive effects on their numerical magnitude processing skills and mathematics achievement. However, from these intervention studies, it remains unclear whether numerical magnitude processing interventions should focus on training with a numerical magnitude comparison or a number line estimation task. It also remains to be determined whether there is a different impact of training symbolic versus non-symbolic numerical magnitude processing skills. In order to answer these two questions, we developed four game-based learning environments, using the storyline of "Dudeman & Sidegirl: Operation Clean World". The first two game-based learning environments comprise either a numerical magnitude comparison or a number line estimation training and the last two game-based learning environments stimulate either the processing of symbolic or non-symbolic numerical magnitudes.status: Publishe
Description of the educational math game ‘Monkey Tales: The museum of Anything’
No full textIn this contribution we present the game-based learning environment Monkey Tales in which pupils and students can practice mathematics. The learning content and goals, as well as the story line and game design are discussed. The environment can be used for several research purposes, such as studies which focus on the effects of the use of educational games in the classroom (e.g., effect on performance, motivation, etc.) as well as studies which focus on learners’ behavior in the game and their mathematical performances during game play.status: Publishe
Integration in the curriculum as a factor in math-game effectiveness
No full textWhile numerous claims are made about the effectiveness of games, the studies that examine their educational effectiveness often contain flaws resulting in unclear conclusions. One possible solution for these shortcomings is to focus on separate game elements rather than on games as a whole. A second solution is to take into account students' perceptions as they are likely to affect students' interpretations and learning outcomes. This study investigated the effect of the integration of an educational game in the curriculum on students' motivation, perceptions, and learning outcomes. Forty-nine vocational track students participated, all working in a game-based learning environment for learning calculations with fractions. The results demonstrate that integrating the learning content in the game with the learning content in the classroom is related to students’ in-game performance, but not to students’ math performance on a paper-and-pencil test, postgame perceptions and postgame motivation. To conclude this paper, practical and theoretical implications for the fields of instructional design and educational games research are discussed.status: Publishe
Hoofdrekenen of cijferen? Een blik op het Vlaamse onderwijs en onderzoek op het domein van het meercijferig aftrekken
No full textstatus: Publishe
Mental computation or standard written algorithm? Studying children’s strategy competencies in the number domain up to 1000. Invited lecture
No full textstatus: Publishe
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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