The Impact of Spaced Repetition Learning on the Learning Success in Mobile Learning Games

2021 ◽  
Author(s):  
Florian Schimanke
Keyword(s):  
Mobile Learning ◽  
Learning Games ◽  
Learning Success ◽  
Spaced Repetition ◽  
The Impact

scholarly journals From playing to designing: Enhancing educational experiences with location-based mobile learning games

2017 ◽  
Vol 33 (6) ◽  
Author(s):  
Roger Edmonds ◽  
Simon Smith
Keyword(s):  
Mobile Learning ◽  
Educational Experiences ◽  
Implementation Strategies ◽  
Educational Activity ◽  
Pedagogical Strategies ◽  
Learning Games ◽  
Personalised Learning ◽  
Field Excursion ◽  
Satisfaction Rates ◽  
The Impact

This paper presents research into the benefits and implementation strategies of integrating location-based mobile learning games in higher education courses to enhance educational experiences. Two approaches were studied: learning by playing, and learning by designing. In the first, games were developed for undergraduate courses in four discipline areas, introduced during lectures, and played by students during a tutorial, as a self-guided activity or field excursion. In the second, students designed and developed their own prototype games as an educational activity to explore pedagogical strategies in personalised learning. Observations were made as students played and designed games. Online surveys, focus groups, and game analytics were used to help understand player behaviour and discover satisfaction rates, engagement, and the impact on learning outcomes. Results indicate that both the playing and self-designing of location-based mobile learning games can deliver active, engaging, and authentic educational experiences for students, enhancing opportunities to interact with locations, mobile content, and with each other. The impact of design, implementation strategy, and support on a student’s motivation for, and engagement with, the learning is discussed, along with the designing of games to offer an opportunity for students to personalise their learning and develop new ICT skills.

Spaced repetition learning games on mobile devices

2014 ◽  
Vol 11 (3) ◽  
pp. 201-222 ◽  
Author(s):  
Florian Schimanke ◽  
Robert Mertens ◽  
Oliver Vornberger
Keyword(s):  
Best Practices ◽  
Mobile Learning ◽  
User Behavior ◽  
Content Type ◽  
Learning Games ◽  
Content Selection ◽  
Learning Game ◽  
Prototype Learning ◽  
Pros And Cons ◽  
Spaced Repetition

Purpose – The purposes of this paper are to implement a spaced repetition algorithm into a learning game, analyze the pros and cons of this implementation and make different considerations about designing the game to make the algorithm work in an optimal way. While games offer a promising way of engaging and motivating learners to deal with a certain topic, repetitions foster immersing this topic sustainably. Those repetitions should be done at sophistically determined intervals to maximize learning outcomes. Design/methodology/approach – The work is implemented as two prototype learning games which use the SM2 algorithm for content selection and repetition scheduling. Based on our findings about user behavior, this study developed an auxiliary algorithm to aid SM2 in the special setting of a learning game. To design the game in a way which supports the spaced repetition approach, this study have analyzed best-practices in this domain and made some considerations for adapting them accordingly. Findings – An auxiliary algorithm is needed to support the usage of common spaced repetition algorithms in mobile learning games. Best-practices in designing those games need to be to suit the spaced repetitions approach. Practical implications – This paper shows the benefits of combining learning games with the spaced repetition approach and points out specifics in designing spaced repetition based mobile learning games. Originality/value – While spaced repetitions are already commonly used with other types of learning, it has yet to be implemented in learning games. This study’s approach shows ways to do this and which considerations have to be made.

The Ins and Outs of Teamworking: When University Teachers, in-Service Secondary Teachers and Pre-Service Teachers Collaborate to Transform Learning

2018 ◽  
Vol 5 (3) ◽  
pp. 185-193
Author(s):  
Dolors Masats ◽  
Paula Guerrero
Keyword(s):  
Secondary Students ◽  
Collaborative Action Research ◽  
Team Work ◽  
Professional Skills ◽  
Secondary English ◽  
Research And Innovation ◽  
Learning Success ◽  
Teachers Professional Development ◽  
Agent Of Change ◽  
The Impact

Abstract Initiatives for teachers’ professional development should rely on the epistemology of practice, that is, be founded on the premise that reflective teachers construct professional knowledge and develop professional skills through practice and through planning, observing or analysing practice. Reflection about teaching action and reflection in teaching action triggers innovation, especially when teachers work together to create the necessary conditions to transform learning. This paper advocates in favour of collaborative action research and innovation as a methodology to promote change in classroom practices. To illustrate this proposal, it presents a case study in which a secondary English teacher from a school which hosts adolescents at risk opens her classrooms to a researcher and a group of pre-service teachers with the objective to reflect upon her own practices and to become an agent of change. Our corpus is made of natural audio-recorded data from the discussions emerging during focus-group sessions held to evaluate the ongoing innovation and interviews to participating secondary students and trainee teachers. The analysis of those interactions will first lead us to reflect upon the challenges of promoting change in the classrooms. Then it will allow us to understand the impact of the experience and argue in favour of a model of teacher education based on team work as a tool to acquire professional skills and guarantee students’ learning success.

The impact of patient and partner personality traits on learning success for a cognitive rehabilitation intervention for patients with MCI

2021 ◽  
pp. 1-13
Author(s):  
Renata Khayoun ◽  
Katrina L. Devick ◽  
Melanie J. Chandler ◽  
Anne L. Shandera-Ochsner ◽  
Liselotte De Wit ◽  
...  
Keyword(s):  
Personality Traits ◽  
Cognitive Rehabilitation ◽  
Rehabilitation Intervention ◽  
Learning Success ◽  
The Impact

Understanding Learning Environments, Personality, and Proctoring During Mandatory Remote Delivery

2021 ◽  
Vol 65 (1) ◽  
pp. 767-770
Author(s):  
Nancy J. Stone
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environments ◽  
Online Survey ◽  
Campus Housing ◽  
Learning Success ◽  
Time Required ◽  
Relationship Of ◽  
The Impact ◽  
The Relationship

To evaluate students’ online learning environments, the relationship between personality and online learning success, and students’ perceptions about online proctoring during mandatory remote delivery due to the pandemic, students responded to an online survey. Learning environments generally included houses and rarely included on-campus housing. The specific room type was predominantly the bedroom. Only conscientiousness was related positively to anticipated semester GPA. The positive relationship between anticipated and overall GPA supports the notion that more conscientious students tend to be successful in online learning situations, as online education was rated as slightly ineffective. A majority of students did not see a need for online proctoring due to the inability or time required to search for materials, which would only harm one’s performance. There is a need to research further the impact of the study environment, relationship of the students’ personality to learning success, and consequences of online proctoring during remote learning.

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