Game-based learning in Second Life. Do gender and age make a difference?

2010 ◽  
Vol 2 (1) ◽  
pp. 53-76 ◽  
Author(s):  
Maria Toro-Troconis ◽  
Ulf Mellstrm
Keyword(s):  
Second Life ◽  
Game Based Learning ◽  
Gender And Age

Designing Game-Based Learning Activities in Virtual Worlds

2010 ◽  
pp. 270-280 ◽  
Author(s):  
Maria Toro-Troconis ◽  
Martyn R. Partridge
Keyword(s):  
Design Process ◽  
Virtual Worlds ◽  
Second Life ◽  
Imperial College ◽  
Learning Activities ◽  
Current Interest ◽  
Game Based Learning ◽  
Learning In Games ◽  
Design And Development

In view of the current interest taking place in the area of education and virtual worlds, such as Second Life®, many educationalists have began to explore the benefits of applying game-based learning in these environments. In this chapter, the authors attempt to explore the elements associated with game-based learning in virtual worlds, focusing on the design process and how effective game-based learning activities can be achieved following pedagogic frameworks. The authors view learning in games as a form of driving learners’ motivations and this is reflected in the design and development of the virtual respiratory ward at Imperial College virtual hospital explained in this chapter.

scholarly journals Playing for Climate Change: The Design and Development of a Game Prototype to Promote Scientific Literacy

2015 ◽  
Vol 6 (1) ◽  
Author(s):  
Sandra Kim Law ◽  
Michele Jacobsen
Keyword(s):  
Undergraduate Students ◽  
Second Life ◽  
Scientific Literacy ◽  
Game Design ◽  
Collaborative Work ◽  
Game Based Learning ◽  
Research Questions ◽  
Gaming Environment ◽  
Conducting Research ◽  
Science Instructors

This design case describes the work involved in developing a digital game-based learning environment, work that was part of a PhD research project. The designer was involved in all aspects of the project: conducting research into content that was included in the game, exploring the gaming platform (Second Life), adapting scientific literature for use in the game, consulting with science instructors, building the gaming environment, and writing scripts for objects in the environment. The gaming environment was a fictional town site called Budworm. The game was designed to promote scientific literacy in first and second year science undergraduate students through collaborative work on an open-ended problem related to the management of water resources in a region of western Canada subject to extremes in water availability. One of the design goals was to model the kind of environment that scientists encounter while they formulate research questions, a complex environment that involves collaboration with colleagues, creativity and a willingness to explore. Instructional experts in three scientific fields (biology, chemistry, and geosciences) were consulted during the course of this design, as was an expert in instructional design. The final product was the game and a set of game design principles that were informed by the literature on educational gaming and consultations with the instructional experts.

Game‐Based Learning in Virtual Worlds: A Multiuser Online Game for Medical Undergraduate Radiology Education within Second Life

2019 ◽  
Vol 13 (5) ◽  
pp. 602-617
Author(s):  
Rocio Lorenzo‐Alvarez ◽  
Teodoro Rudolphi‐Solero ◽  
Miguel J. Ruiz‐Gomez ◽  
Francisco Sendra‐Portero
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Online Game ◽  
Game Based Learning ◽  
Radiology Education ◽  
Medical Undergraduate

Utilizing Virtual Worlds for Game Based Learning: Grafica, a 3D Educational Game in Second Life

2012 ◽  
Author(s):  
Theodouli Terzidou ◽  
Thrasyvoulos Tsiatsos ◽  
Antonia Dae ◽  
Odysseas Samaras ◽  
Apostolia Chasanidou
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Educational Game ◽  
Game Based Learning

Design and Delivery of Game-Based Learning for Virtual Patients in Second Life: Initial Findings

2010 ◽  
pp. 111-138 ◽  
Author(s):  
Maria Toro-Troconis ◽  
Karim Meeran ◽  
Jenny Higham ◽  
Ulf Mellström ◽  
Martyn Partridge
Keyword(s):  
Second Life ◽  
Virtual Patients ◽  
Game Based Learning

scholarly journals Technology Acceptance Model and the Use of Digital Game-Based Learning (DGBL)

2015 ◽  
Vol 1 (1) ◽  
pp. 24
Author(s):  
Lawali Ya'u ◽  
Bashir Idris ◽  
Nazirah Binti Mat Sin
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Undergraduate Students ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Age Group ◽  
Perceived Ease Of Use ◽  
Game Based Learning ◽  
Gender And Age ◽  
Acceptance Model

The globalization of information technology has been an agent of changes in almost every aspect of our life especially in the way we learn. The current generation as referred to by Prensky (2001), “digital native”, has been fully influenced by the technology. This challenge created a pedagogic imbalance as the current learners becomes uncomfortable with the old traditional methods of teaching. As a result digital games were advocated. This research investigates the acceptance of DGBL among undergraduate students of Multimedia University of Malaysia. 171 questionnaires were collected and analyzed using descriptive statistics which covered perceived usefulness, perceived ease of use and attitudes towards use. The result indicated that, students with agreed and strongly agreed responses have higher mean and standard deviation. The research also verifies whether there exist any significant differences of the user demography (gender and age-group) and their attitude   towards use. Mann Whitney U test and Kruskal Wallis H test were used for the analysis. The result showed that there were no statistically significant differences.

Students’ Perceptions About Delivery of Game-Based Learning for Virtual Patients in Second Life

2011 ◽  
pp. 138-148
Author(s):  
M. Toro-Troconis ◽  
NJ Roberts ◽  
SF Smith ◽  
MR Partridge
Keyword(s):  
Medical Students ◽  
Second Life ◽  
Learning Experience ◽  
Research Question ◽  
Delivery Mode ◽  
Virtual Patients ◽  
Game Based Learning ◽  
Undergraduate Medical Students ◽  
Clinical Exposure ◽  
Advantages And Disadvantages

Two groups of undergraduate medical students (Yr 3, n=14) were invited to participate. The research question posed was: “In your opinion what are the advantages and disadvantages of learning in Second Life compared with other methods?” Thirty items were generated in each group, then reduced to 10 items. These were classified into 3 themes 1) learning experience, 2) clinical exposure, and 3) technical experience. Results from the first group focused on the learning experience highlighting its importance for clinical diagnosis and a structure for learning. The second group focused on the clinical exposure although they were ambivalent about the advantages of this type of delivery mode. Results show interesting findings highlighting the virtual patients developed follow a very linear approach which is not challenging enough for medical students at that level.

Letter to the Editor Concerning Skuk et al., “Parameter-Specific Morphing Reveals Contributions of Timbre and Fundamental Frequency Cues to the Perception of Voice Gender and Age in Cochlear Implant Users”

2020 ◽  
Vol 63 (12) ◽  
pp. 4325-4326 ◽  
Author(s):  
Hartmut Meister ◽  
Katrin Fuersen ◽  
Barbara Streicher ◽  
Ruth Lang-Roth ◽  
Martin Walger
Keyword(s):  
Cochlear Implant ◽  
Fundamental Frequency ◽  
Stimulus Type ◽  
Voice Perception ◽  
Letter To The Editor ◽  
Gender And Age ◽  
General Influence

Purpose The purpose of this letter is to compare results by Skuk et al. (2020) with Meister et al. (2016) and to point to a potential general influence of stimulus type. Conclusion Our conclusion is that presenting sentences may give cochlear implant recipients the opportunity to use timbre cues for voice perception. This might not be the case when presenting brief and sparse stimuli such as consonant–vowel–consonant or single words, which were applied in the majority of studies.

Differential Performance of Professional Dancers to the Music Apperception Test and the Thematic Apperception Test

2018 ◽  
Vol 39 (1) ◽  
pp. 20-49
Author(s):  
Leland van den Daele ◽  
Ashley Yates ◽  
Sharon Rae Jenkins
Keyword(s):  
Visual Processing ◽  
Assessment Tool ◽  
Thematic Apperception Test ◽  
Performance Tests ◽  
Basic Emotions ◽  
Gender And Age ◽  
Thematic Apperception ◽  
Professional Dancers ◽  
Visually Based ◽  
Modality Preference

Abstract. This project compared the relative performance of professional dancers and nondancers on the Music Apperception Test (MAT; van den Daele, 2014 ), then compared dancers’ performance on the MAT with that on the Thematic Apperception Test (TAT; Murray, 1943 ). The MAT asks respondents to “tell a story to the music” in compositions written to represent basic emotions. Dancers had significantly shorter response latency and were more fluent in storytelling than a comparison group matched for gender and age. Criterion-based evaluation of dancers’ narratives found narrative emotion consistent with music written to portray the emotion, with the majority integrating movement, sensation, and imagery. Approximately half the dancers were significantly more fluent on the MAT than the TAT, while the other half were significantly more fluent on the TAT than the MAT. Dancers who were more fluent on the MAT had a higher proportion of narratives that integrated movement and imagery compared with those more fluent on the TAT. The results were interpreted as consistent with differences observed in neurological studies of auditory and visual processing, educational studies of modality preference, and the cognitive style literature. The MAT provides an assessment tool to complement visually based performance tests in personality appraisal.

Measurement Invariance of Divergent Thinking Across Gender, Age, and School Forms

2009 ◽  
Vol 25 (1) ◽  
pp. 1-7 ◽  
Author(s):  
Jörg-Tobias Kuhn ◽  
Heinz Holling
Keyword(s):  
Measurement Invariance ◽  
Divergent Thinking ◽  
Factor Model ◽  
Age Groups ◽  
Thinking Skills ◽  
Specific Model ◽  
Confirmatory Factor Analyses ◽  
Domain Specific ◽  
Gender And Age ◽  
Confirmatory Factor

The present study explores the factorial structure and the degree of measurement invariance of 12 divergent thinking tests. In a large sample of German students (N = 1328), a three-factor model representing verbal, figural, and numerical divergent thinking was supported. Multigroup confirmatory factor analyses revealed that partial strong measurement invariance was tenable across gender and age groups as well as school forms. Latent mean comparisons resulted in significantly higher divergent thinking skills for females and students in schools with higher mean IQ. Older students exhibited higher latent means on the verbal and figural factor, but not on the numerical factor. These results suggest that a domain-specific model of divergent thinking may be assumed, although further research is needed to elucidate the sources that negatively affect measurement invariance.

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