scholarly journals Insect World: Game-Based Learning as a Strategy for Teaching Entomology

2020 ◽  
Vol 82 (4) ◽  
pp. 210-215
Author(s):  
Lírio Cosme ◽  
Leonardo M. Turchen ◽  
Raul Narciso C. Guedes
Keyword(s):  
Student Learning ◽  
Emotional Reactions ◽  
Traditional Classroom ◽  
Student Feedback ◽  
Personal Perspective ◽  
Game Based Learning ◽  
Teaching Mode ◽  
Initial Information ◽  
Functional Perspective ◽  
Job Candidates

The use of game activities is spreading in diverse contexts, including stimulating teamwork and creativity, selecting job candidates, and as a teaching aid. Games are recognized as promoting interaction and engagement among children through an abstract challenge, which often results in emotional reactions. We investigated whether a game-based activity is useful as a tool for teaching entomology, as assessed on the basis of the learning achieved and the feedback provided by students. Student feedback was positive regarding card content, the rules manual, game-play design, and game use (the functional perspective). Likewise, the students also considered the game a fun activity, fast and competitive, and even challenging (the personal perspective). Some difficulties were indicated, such as the amount of initial information required to play. Nonetheless, the game increased student learning, demonstrating its usefulness as a didactic activity in the classroom. In addition to encouraging creativity and healthy competition among students, the game represents an integrative and dynamic teaching mode that is different from traditional classroom methods.

scholarly journals ‘Incentivised reading’- Using an online VLE to measure engagement and attainment in student learning.

2017 ◽  
Vol 5 (11) ◽  
pp. 74-86
Author(s):  
Louise Helen Beard
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Student Motivation ◽  
Student Feedback ◽  
Online Assessment ◽  
Teaching Resources ◽  
Qualitative Feedback ◽  
Online Assignments ◽  
High Engagement ◽  
Study Student

Virtual Learning Environments (VLEs) can be used as a resource repository but also as an environment to encourage independent student learning. Customised online assignments that can be assembled by the lecturer can be found in teaching resources such as Mastering Biology, developed by Pearson Publishers. In this study, student engagement in both summative and formative assignments was measured, and student attainment and qualitative feedback on the use of Mastering Biology was collected.During the period 2010-2017, the online VLE Mastering Biology was used to create online summative assignments and promoted to the students as ‘incentivized reading.'The results showed high student engagement in summative online assessment (94±3.2%) but lower engagement in formative online assessment (34±10.9%) and DSM assessment (36±3.5%) across all years. Student attainment increased after the introduction of Mastering Biology, in coursework (+13.2%), exams (+12.5%) and total module scores (+10.6%). Importantly, student feedback was also very positive about the implementation of Mastering Biology.This study suggests that students display high engagement with the summative online assessment. Lower engagement in formative assessment could be due to differences in student motivation. Lack of engagement in this assessment could be used to identify disengaged students and intervention and extra support could be given.

scholarly journals Closing the communications loop on the computerized peer-assessment of essays

2003 ◽  
Vol 11 (1) ◽  
Author(s):  
Phil Davies
Keyword(s):  
Student Learning ◽  
Reflective Practice ◽  
Iterative Process ◽  
Peer Assessment ◽  
Assessment System ◽  
Student Feedback ◽  
Assessment Process ◽  
Use Of Self ◽  
Computerized Assessment ◽  
Computer Mediated

The use of self- and peer-assessment is not new to higher education. Traditionally its use has required the complex and time-consuming management of coursework submissions by the tutor, in an attempt to maintain validity and anonymity of the assessment process. In the last few years a number of computerized systems have been developed that are capable of automatically supporting, managing and performing the assessment process. The requirement for student anonymity and the release of the tutor from the process of marking have reduced the ability to develop the iterative process of feedback. This feedback is considered essential in supporting student learning and developing reflective practice. This paper describes the enhancement of a computerized assessment system to support anonymous computer-mediated discussion between marker and marked having previously performed peer-assessment. A detailed description is provided of the integrated assessment process, and an analysis of the use of this anonymous discussion is presented. Anonymous student feedback is presented and analyzed with respect to the perceived benefits of using the system with respect to enhancing the student learning process.DOI:10.1080/0968776030110105

Teacher-Designed Games

2021 ◽  
pp. 123-147
Author(s):  
Yang Liu
Keyword(s):  
Video Games ◽  
School Districts ◽  
Student Learning ◽  
Mixed Method ◽  
Game Based Learning ◽  
Unique Case ◽  
Data Coding ◽  
Digital Classroom

Video games play an important role in education; however, the idea of teachers as designers of digital classroom games to support student learning has not been widely embraced. The purpose of this study was to gain a deeper understanding of why and how teachers used and designed games in teaching differently with various gaming background. This mixed-method case study involved a group of teachers who used and/or designed games for students. The four unique case groups were grounded in three regions and four school districts in Alberta, Canada. First and second cycle data coding and analyses were used to answer 1) what factors influenced the types of games teachers used and designed in teaching and 2) what factors influenced how and why teachers integrated game-based learning in teaching.

From Pixels to Picture

2021 ◽  
pp. 1-24
Author(s):  
Erich Sneller
Keyword(s):  
Professional Development ◽  
Academic Achievement ◽  
Decision Making ◽  
Prosocial Behavior ◽  
Student Learning ◽  
Well Being ◽  
Student Feedback ◽  
Personal Health ◽  
Teachers Professional Development ◽  
Immense Potential

This chapter addresses a framework and the associated methods by which curious teachers can grow their leadership in their classrooms, schools, and communities. In particular, attention to teachers' professional development in the following areas are examined: teacher-generated student goals, clarity of student learning, soliciting student feedback, and well-being practices for teachers. When these areas are at the center of a teacher and a school's decision-making process, students' academic achievement, personal health, and prosocial behavior have immense potential to improve.

scholarly journals Grades versus comments: Research on student feedback

2019 ◽  
Vol 101 (3) ◽  
pp. 42-47
Author(s):  
Thomas R. Guskey
Keyword(s):  
Student Learning ◽  
School Leaders ◽  
Student Feedback ◽  
Effective Feedback ◽  
Clear Cut ◽  
The 1950S

Opinions about whether comments, grades, or both are the most effective forms of feedback vary widely among teachers, school leaders, and even grading and assessment consultants. Thomas Guskey maintains that the truth is not as clear-cut as some suggest. He reviews the research, going back to the 1950s, to better understand when certain types of feedback are most useful. He concludes that grades and comments are not, in and of themselves, beneficial to student learning. Effective feedback, whether in the form of grades or comments, must give students a sense of where they are and what they need to do to improve.

scholarly journals The Potential Educational Value of Mobile Augmented Reality Games: The Case of EduPARK App

2020 ◽  
Vol 10 (10) ◽  
pp. 287 ◽  
Author(s):  
Lúcia Pombo ◽  
Margarida M. Marques
Keyword(s):  
Augmented Reality ◽  
Mobile Devices ◽  
Basic Education ◽  
Traditional Classroom ◽  
Illustrative Case ◽  
Game Based Learning ◽  
Educational Value ◽  
Teachers And Students ◽  
Mobile Ar ◽  
High Educational

New teaching methodologies are nowadays integrating mobile devices, augmented reality (AR), and game-based learning in educational contexts. The combination of these three elements is considered highly innovative, and it allows learning to move beyond traditional classroom environments to nature spaces that students can physically explore. The literature does not present many studies of this approach’s educational value. The purpose of the study is to present an illustrative case of a mobile AR game in order to analyse its educational value based on the users’ opinion, both teachers and students, and on logs of game results. Through a mixed method approach, the educational value scale was applied to 924 users after playing the EduPARK app in a Green City Park. Results revealed high educational value scores, especially among teachers and students of 2nd and 3rd Cycles of Basic Education (83.0 for both). Hence, this particular software seems to be more suitable for 10–15 years-old students who highlighted motivational features, such as treasure hunting, points gathering, the use of mobile devices in nature settings, and AR features to learn. This study empirically revealed that mobile AR games have educational value, so these specific game features might be useful for those who are interested in creating or using games supported by apps for educational purposes.

scholarly journals Influence of Teacher Performance on Learning Achievement in Public Secondary Schools in Kisii County, Kenya

2018 ◽  
Vol 10 (2) ◽  
pp. 21
Author(s):  
Gilbert Morara Nyakundi
Keyword(s):  
Secondary Schools ◽  
Student Learning ◽  
Performance Management ◽  
Performance Appraisal ◽  
Quantitative Research ◽  
Teacher Performance ◽  
Student Feedback ◽  
Analysis Model ◽  
Learning Achievement ◽  
The Relationship

AbstractExtant literature suggests that regular appraisal of teachers lead to progress in student learning achievement. However, the influence of teacher performance on achievement is not well documented hence the need for this study whose objectives were to (1) determine the relationship between teacher appraisal ratings and student learning achievement, (2) establish the relationship between student feedback ratings and learning achievement and (3) determine the influence of teacher performance on student learning achievement. Based on Locke’s goal-setting and Vrooms’ expectancy theories this study adopted explanatory sequential mixed methods design with population of 50,379 comprising 333 principals, 3,426 teachers and 46,620 students and a stratified sample of 397. Questionnaire reliability was .779 and .783 for teachers and students respectively. Quantitative research findings for the first and second objectives yielded Pearson’s Correlation Coefficient r (27) = -.008, p=.484 (performance appraisal ratings) and r (27) = -.085, p=.331 (student feedback ratings) showing that appraisal ratings and student feedback ratings were not significantly related to learning achievement since p-values obtained were more than the critical alpha (α) set at .05 level of significance. For the third objective, the regression analysis model constructed to test the influence of teacher performance on learning achievement yielded Persons’ R=.085 indicating a weak positive relationship between the two variables. The R-Squared (R²) computed yielded a value of .007, suggesting that teacher performance explained .7% of student learning achievement. Qualitative findings confirmed that performance appraisal contributed minimally to student achievement due to weaknesses of the appraisal policy, low teacher motivation, student characteristics, principal’s characteristics and home background factors. It is thus recommended that Teachers Service Commission should consider expanding performance appraisal for teachers in secondary schools. In addition, all stakeholders should participate in capacity building programmes to strengthen the performance management process. Finally, further research to develop a performance management model for schools is essential.

Experiential Internships: Understanding the Process of Student Learning in Small Business Internships

2012 ◽  
Vol 26 (5) ◽  
pp. 357-367 ◽  
Author(s):  
Mary E. Varghese ◽  
Loran Carleton Parker ◽  
Omolola Adedokun ◽  
Monica Shively ◽  
Wilella Burgess ◽  
...  
Keyword(s):  
Small Business ◽  
Student Learning ◽  
Cognitive Apprenticeship ◽  
Business Owners ◽  
Traditional Classroom ◽  
Small Business Owners ◽  
Highly Qualified ◽  
Entrepreneurial Skills ◽  
Start Up ◽  
Apprenticeship Model

This qualitative study examines the process of student learning in a small-business experiential internship programme that pairs highly qualified undergraduates with local small or start-up companies. The Cognitive Apprenticeship model developed by Collins et al (1991) was used to conceptualize students' reported experiences. The results revealed that the internship structure allowed students to acquire knowledge successfully from experts in the field, situate their learning in the environment of practice, and learn valuable professional and entrepreneurial skills not found in traditional classroom settings. Students reported an increase in self-efficacy and indicated that their interests in working in a small business were solidified or further enhanced. It is argued that these findings have important implications for researchers, small business owners and entrepreneurial and small business support initiatives in higher education.

scholarly journals The Effectiveness of Educational Games on Post-Pandemic Learning

2021 ◽  
Author(s):  
Yogi Dwi Satrio ◽  
Cipto Wardoyo ◽  
Sheerad Sahid ◽  
Slamet Fauzan ◽  
Dudung Ma’ruf
Keyword(s):  
High School ◽  
High School Students ◽  
Student Learning ◽  
Learning Outcomes ◽  
Technology Use ◽  
Educational Games ◽  
Student Learning Outcomes ◽  
Game Based Learning ◽  
School Students ◽  
Positive Effect

Learning through interactive media gives additional value to the educational world because it enables learners to represent themselves. Game-based learning promotes learners’ creativity, critical thinking and cognitive skills related to technology use. Previous research discovered that game-based learning has a positive effect on learners. Therefore, in this research, an applied study was conducted on the use of the E-CrowdWar educational game with high school students. The purpose of this study was to determine the effectiveness of using games in learning to improve student learning outcomes. The study was conducted with 100 high school students in Blitar and 100 in Kediri. E-CrowdWar was used during the classroom activities along with in-class learning. An independent sample t-test was used to measure the effectiveness of game-based learning. The integration of games into online learning had a significantly positive effect on student learning outcomes. The pre-test results showed that the average student learning outcome score in both cities was the same, namely 65 points. After implementing game-based learning, student learning outcomes in Kediri increased to 90.74 points and in Blitar to 86.95 points. The study discovered that game-based learning through E-CrowdWar was effective in promoting the students’ academic outcomes, although there were differences in the mean score. Based on the results, game-based learning provides tremendous improvements in learning outcomes and so should be applied, especially in the economic field. Keywords: Gamification, Education, Learning Result

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