scholarly journals The Smartkuber Case Study: Lessons Learned from the Development of an Augmented Reality Serious Game for Cognitive Screening

2017 ◽  
pp. 457-472
Author(s):  
Costas Boletsis ◽  
Simon McCallum
Keyword(s):  
Augmented Reality ◽  
Lessons Learned ◽  
Serious Game ◽  
Cognitive Screening

scholarly journals Treating cockroach phobia using a serious game on a mobile phone and augmented reality exposure: A single case study

2011 ◽  
Vol 27 (1) ◽  
pp. 217-227 ◽  
Author(s):  
C. Botella ◽  
J. Breton-López ◽  
S. Quero ◽  
R.M. Baños ◽  
A. García-Palacios ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Mobile Phone ◽  
Single Case ◽  
Serious Game ◽  
Single Case Study

Design of an Augmented Reality Serious Game for Children with Dyscalculia: A Case Study

2018 ◽  
pp. 165-175 ◽  
Author(s):  
Diego Fernando Avila-Pesantez ◽  
Leticia Azucena Vaca-Cardenas ◽  
Rosa Delgadillo Avila ◽  
Nelly Padilla Padilla ◽  
Luis A. Rivera
Keyword(s):  
Augmented Reality ◽  
Serious Game

scholarly journals Multi-Stakeholder Development of a Serious Game to Explore the Water-Energy-Food-Land-Climate Nexus: The SIM4NEXUS Approach

Water ◽  
2018 ◽  
Vol 10 (2) ◽  
pp. 139 ◽  
Author(s):  
Janez Sušnik ◽  
Chengzi Chew ◽  
Xavier Domingo ◽  
Simone Mereu ◽  
Antonio Trabucco ◽  
...  
Keyword(s):  
Serious Games ◽  
Research Policy ◽  
Model Development ◽  
Stakeholder Involvement ◽  
Quantitative Model ◽  
Lessons Learned ◽  
Serious Game ◽  
Policy Interventions ◽  
Multi Stakeholder

Water, energy, food, land and climate form a tightly-connected nexus in which actions on one sector impact other sectors, creating feedbacks and unanticipated consequences. This is especially because at present, much scientific research and many policies are constrained to single discipline/sector silos that are often not interacting (e.g., water-related research/policy). However, experimenting with the interaction and determining how a change in one sector could impact another may require unreasonable time frames, be very difficult in practice and may be potentially dangerous, triggering any one of a number of unanticipated side-effects. Current modelling often neglects knowledge from practice. Therefore, a safe environment is required to test the potential cross-sectoral implications of policy decisions in one sector on other sectors. Serious games offer such an environment by creating realistic ‘simulations’, where long-term impacts of policies may be tested and rated. This paper describes how the ongoing (2016–2020) Horizon2020 project SIM4NEXUS will develop serious games investigating potential plausible cross-nexus implications and synergies due to policy interventions for 12 multi-scale case studies ranging from regional to global. What sets these games apart is that stakeholders and partners are involved in all aspects of the modelling definition and process, from case study conceptualisation, quantitative model development including the implementation and validation of each serious game. Learning from playing a serious game is justified by adopting a proof-of-concept for a specific regional case study in Sardinia (Italy). The value of multi-stakeholder involvement is demonstrated, and critical lessons learned for serious game development in general are presented.

Faculty Development: A Stage Model Matched to Blended Learning Maturation

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Michael L. Fetters ◽  
Tova Garcia Duby
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Lessons Learned ◽  
Technology Enhanced Learning ◽  
Stage Model ◽  
Years Of Experience ◽  
Development Programs ◽  
Curriculum Innovation ◽  
Enhanced Learning

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.

Radical Subject Acceleration for Gifted Students: One School's Response

2019 ◽  
pp. 29-46
Author(s):  
Kaye Chalwell ◽  
Therese Cumming
Keyword(s):  
Gifted And Talented ◽  
Gifted Students ◽  
Subject Area ◽  
Lessons Learned ◽  
Gifted Student ◽  
Learning Needs ◽  
Mathematically Gifted ◽  
Support Students ◽  
Insight Into

Radical subject acceleration, or moving students through a subject area faster than is typical, including skipping grades, is a widely accepted approach to support students who are gifted and talented. This is done in order to match the student’s cognitive level and learning needs. This case study explored radical subject acceleration for gifted students by focusing on one school’s response to the learning needs of a ten year old mathematically gifted student. It provides insight into the challenges, accommodations and approach to radical subject acceleration in an Australian school. It explored the processes and decisions made to ensure that a gifted student’s learning needs were met and identified salient issues for radical subject acceleration. Lessons learned from this case study may be helpful for schools considering radical acceleration.

INCORPORATING TECHNOLOGY INTO K-12 OUTREACH: LESSONS LEARNED FROM AN AUGMENTED REALITY SANDBOX

2016 ◽  
Author(s):  
Peter J. Voice ◽  
◽  
Thomas Howe ◽  
Heather L. Petcovic
Keyword(s):  
Augmented Reality ◽  
Lessons Learned ◽  
K 12
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