Augmented Reality Game-Based Learning: Enriching Students’ Experience During Reading Comprehension Activities

2017 ◽  
Vol 55 (7) ◽  
pp. 901-936 ◽  
Author(s):  
Hendrys Tobar-Muñoz ◽  
Silvia Baldiris ◽  
Ramon Fabregat
Keyword(s):  
Reading Comprehension ◽  
Augmented Reality ◽  
Student Assessment ◽  
Research Approach ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Game Based Learning ◽  
International Student Assessment ◽  
Enhanced Learning ◽  
Augmented Reality Game

Program for International Student Assessment results indicate that while reading comprehension needs to be promoted, teachers are struggling to find ways to motivate students to do reading comprehension activities and although technology-enhanced learning approaches are entering the classroom, researchers are still experimenting with them to determine their benefits and implications. Among such technology-enhanced learning approaches, we find augmented reality and game-based learning, both of which have proven to be useful in educational settings; nonetheless, few studies have observed them being used jointly. Some open questions to be asked are as follows: Does the use of augmented reality games in the classroom benefit students in terms of performance and motivation? Is the reading activity experience enriched when we use them to promote reading comprehension? In this study, and with the help of teachers, we devised an augmented reality game using a design-based research approach. We then tested it in a real classroom and carried out both quantitative and qualitative observations. Our results show that while results in reading comprehension using the game show no difference to results from the more traditional approaches, children do display greater motivation and interest in the activity and the activity is enriched as it promotes problem solving, exploration, and socialization behavior.

Student Development of E-Workbooks

2015 ◽  
pp. 447-468
Author(s):  
Selena Chan ◽  
Katrina Fisher ◽  
Peter Sauer
Keyword(s):  
Student Engagement ◽  
Student Development ◽  
Situated Learning ◽  
Learning Activities ◽  
Research Approach ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Action Research Approach ◽  
Enhanced Learning ◽  
Pedagogical Approaches

The project reported in this chapter is based on the combination, inter-relationships and synergies of four pedagogical approaches to improve student engagement with learning. These approaches are mobile learning; constructivist learning, with contemporary emphasis in the form of connectivism; situated learning of skills in purpose-built workrooms and workshops mirroring ‘real-world' practice environments; and multimodal and multi-literate user interactivity. In the project, the interactions of the above four pedagogical approaches, led to the development of ‘situated-technology-enhanced learning' (STEL). Situated-technology enhanced learning is enabled through the deployment of net tablets in the form of ipad2s and Android operating system tablets and a selection of mobile apps. Of importance is the use of net tablets to encourage students to create their own E-textbooks or E-workbooks. These E-workbooks are collated by collecting and annotating photos, videos, and notes of students' progressive skills and knowledge learning as practical learning and theory-based learning activities occur in specialised workshops/workrooms. This project evaluated how to best deploy situated-technology enhanced learning to increase student engagement in learning; encourage teaching and learning activities based on student-centred and student-generated learning approaches; and develop teaching staff and student capability in using technology to support student learning. The overarching theme arising from the study was the need to enable students and staff to utilise technology for learning. An outcome of this project is the derivation of guidelines, achieved through the project's participative action research approach, to assist other vocational educational institutions to introduce net tablets into trades-based learning spaces.

Student Development of E-Workbooks

2014 ◽  
pp. 20-40 ◽  
Author(s):  
Selena Chan ◽  
Katrina Fisher ◽  
Peter Sauer
Keyword(s):  
Student Engagement ◽  
Student Development ◽  
Situated Learning ◽  
Learning Activities ◽  
Research Approach ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Action Research Approach ◽  
Enhanced Learning ◽  
Pedagogical Approaches

The project reported in this chapter is based on the combination, inter-relationships and synergies of four pedagogical approaches to improve student engagement with learning. These approaches are mobile learning; constructivist learning, with contemporary emphasis in the form of connectivism; situated learning of skills in purpose-built workrooms and workshops mirroring ‘real-world’ practice environments; and multimodal and multi-literate user interactivity. In the project, the interactions of the above four pedagogical approaches, led to the development of ‘situated-technology-enhanced learning’ (STEL). Situated-technology enhanced learning is enabled through the deployment of net tablets in the form of ipad2s and Android operating system tablets and a selection of mobile apps. Of importance is the use of net tablets to encourage students to create their own E-textbooks or E-workbooks. These E-workbooks are collated by collecting and annotating photos, videos, and notes of students’ progressive skills and knowledge learning as practical learning and theory-based learning activities occur in specialised workshops/workrooms. This project evaluated how to best deploy situated-technology enhanced learning to increase student engagement in learning; encourage teaching and learning activities based on student-centred and student-generated learning approaches; and develop teaching staff and student capability in using technology to support student learning. The overarching theme arising from the study was the need to enable students and staff to utilise technology for learning. An outcome of this project is the derivation of guidelines, achieved through the project’s participative action research approach, to assist other vocational educational institutions to introduce net tablets into trades-based learning spaces.

scholarly journals A card game for designing activities for technology-enhanced learning in higher education

2021 ◽  
Author(s):  
Anna Mavroudi ◽  
Teresa Almeida ◽  
Susanne Frennert ◽  
Jarmo Laaksolahti ◽  
Olga Viberg
Keyword(s):  
Higher Education ◽  
Research Literature ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Card Game ◽  
Game Based Learning ◽  
Explicit Representations ◽  
Interactive Workshop ◽  
Future Work ◽  
Enhanced Learning

AbstractThe importance of providing mechanisms and tools that effectively support the transition from implicit to explicit representations of Learning Design has been emphasised by previous research in the field of Technology-Enhanced Learning (TEL). In addition, the benefits of Game-based learning approaches have been long documented in the educational research literature. The paper presents the design, implementation and evaluation of a card game that aims to support the design process of TEL activities in higher education. The game was tested by a group of 36 students and tutors (n = 36) in higher education during an interactive workshop. Feedback was asked by the participants using an anonymous survey. The results reveal that the participants a) are satisfied with the game process, b) appreciate the groupwork and interaction taking place, and c) believe that they used their communication and collaboration skills. The paper includes the description of the outputs of a group (i.e., the cards selected for their TEL scenario and their actual TEL scenario) to exemplify that it is possible to use the game in order to elicit or diagnose existing LD knowledge from the game participants. The paper concludes on the usefulness of the approach suggested, limitations, and plans for future work.

scholarly journals Games for and by Teachers and Learners

Gamification ◽  
2015 ◽  
pp. 1706-1733
Author(s):  
Peter van Rosmalen ◽  
Amanda Wilson ◽  
Hans G.K. Hummel
Keyword(s):  
Social Media ◽  
Virtual Worlds ◽  
Active Role ◽  
Technology Enhanced Learning ◽  
Game Based Learning ◽  
General Impression ◽  
One Step ◽  
Enhanced Learning

With the advent of social media, it is widely accepted that teachers and learners are not only consumers but also may have an active role in contributing and co-creating lesson materials and content. Paradoxically, one strand of technology-enhanced learning (i.e. game-based learning) aligns only slightly to this development. Games, while there to experience, explore, and collaborate, are almost exclusively designed by professionals. Despite, or maybe because, games are the exclusive domain of professional developers, the general impression is that games require complex technologies and that games are difficult to organise and to embed in a curriculum. This chapter makes a case that games are not necessarily the exclusive domain of game professionals. Rather than enforcing teachers to get acquainted with and use complex, technically demanding games, the authors discuss approaches that teachers themselves can use to build games, make use of existing games, and even one step beyond use tools or games that can be used by learners to create their own designs (e.g. games or virtual worlds).

Competencies Management

2007 ◽  
pp. 120-145
Author(s):  
Miltiadis Lytras ◽  
Maria Mantziou ◽  
Maria Pontikaki
Keyword(s):  
Personal Development ◽  
Business Processes ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Education And Health ◽  
Health Domains ◽  
Learning Management ◽  
Competencies Development ◽  
Enhanced Learning ◽  
Business Challenges

Competencies in the management literature are analyzed from different perspectives. A converging point of the various approaches is the fact that competencies provide a critical context for a unified treatment of business processes and personal development. In other words the achievement of critical business objectives is directly related to knowledge and learning management. The objective of this chapter is to analyze competencies management from a managerial perspective and to develop a set of requirements for new knowledge and learning management systems aiming to capitalize the application of competencies management in to daily business life. The relevant discussion is initiated with the provision of several real world scenarios that summarize the key business challenges of competencies development, management and reuse, in the Education and Health Domains. The resulting list of requirements is used for a critical overview of limitations of current Technology Enhanced learning approaches especially in the context of real businesses. The concluding section of this chapter discusses the new insights that competencies management through SW and TEL approaches bring to well known business problems and reveals several streams of emerging research on the topic.

Teacher and Student Responses to Blended Environments

2011 ◽  
pp. 105-123 ◽  
Author(s):  
Guglielmo Trentin ◽  
Steve Wheeler
Keyword(s):  
Blended Learning ◽  
Social Networking Sites ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Student Responses ◽  
Personalised Learning ◽  
The United Kingdom ◽  
Communication Approach ◽  
Enhanced Learning ◽  
British Research

This chapter provides a further two European perspectives on blended learning. The first section is an overview of the ways in which the concept of blended solutions is interpreted in the Italian networkbased education context. Results of research carried out at some Italian Universities about various approaches to technology enhanced learning (TEL) are described which account for an increasing tendency of teachers to choose blended solutions. On the basis of interviews with 250 teachers some important blended solutions sustainability factors are analyzed pertaining to the pedagogical, professional, socio- cultural, informal dimensions as well as the content, organizational, economic and technological. In the second section of the chapter, an overview of blended and personalised learning in the United Kingdom is presented, with a critical review of some of the recent British research into the efficacy of learning management system (LMS) based blended learning approaches. Central to the chapter section is a discussion regarding the future of the LMS and how the network generation is migrating toward social networking sites and mobile technology to connect with their peers. The chapter finishes with the suggestion that personalised learning environments (PLEs) will be their preferred blended learning and communication approach.

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