scholarly journals Perchance to Read: Developing an Augmented Reality Game to Increase Student Engagement with Hamlet

2020 ◽  
Vol 7 ◽  
pp. 19-44
Author(s):  
JOHN R MISAK ◽  
Kevin LaGrandeur
Keyword(s):  
Student Engagement ◽  
Augmented Reality ◽  
Learning Outcomes ◽  
Student Experience ◽  
Dramatic Effect ◽  
User Input ◽  
Critical Areas ◽  
The Impact ◽  
Augmented Reality Game ◽  
Student Audience

Hamlet (and similar texts) can be difficult for students to follow initially. Often when students read, they may gloss over the text, missing key contexts. These problems lead to a lack of engagement in the literature classroom. The use of videos can help, but this often deters reading. This dilemma prompted the development of an Augmented Reality (AR) application to enhance Hamlet. By ‘zooming in’ on specific elements of Hamlet—Act I Scenes IV and V (the ghost scenes)— students explore and gain valuable information on the context behind these scenes. Students discover their perspective on a key question in the play; is the ghost real, or is it coinage from Hamlet’s brain? Students can arrive at a more concrete understanding of their own thoughts and take away a better grasp of both the context of the scene and the character of Hamlet through their active participation in the application.   Primarily, this article will highlight the dramatic effect student experience, both real and perceived, had on the development and execution of the application. The goal is to convey the pedagogical questions addressed when conceptualizing the application: the desired learning outcomes, the perceived student audience, and the need to connect game actions to the text of the play. It is one thing to speculate what students may want/need in such an environment from an instructor’s perspective. It’s another to analyze student and instructor feedback to help highlight critical areas more effectively. Students not only learn through their actions in the app; they help create the design of the application through their feedback. The article will detail the development of the application through this user input and the impact of praxis on its iteration.

scholarly journals Inquiry-based learning to improve student engagement in a large first year topic

2015 ◽  
Vol 6 (2) ◽  
pp. 65-71 ◽  
Author(s):  
Masha Smallhorn ◽  
Jeanne Young ◽  
Narelle Hunter ◽  
Karen Burke da Silva
Keyword(s):  
Student Engagement ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Before And After ◽  
Multiple Choice Exam ◽  
The Impact

Increasing the opportunity for students to be involved in inquiry-based activities can improve engagement with content and assist in the development of analysis and critical thinking skills. The science laboratory has traditionally been used as a platform to apply the content gained through the lecture series. These activities have exposed students to experiments which test the concepts taught but which often result in a predicted outcome. To improve the engagement and learning outcomes of our large first year biology cohort, the laboratories were redeveloped. Superlabs were run with 100 students attending weekly sessions increasing the amount of contact time from previous years. Laboratories were redeveloped into guided-inquiry and educators facilitated teams of students to design and carry out an experiment. To analyse the impact of the redevelopment on student satisfaction and learning outcomes, students were surveyed and multiple choice exam data was compared before and after the redevelopment. Results suggest high levels of student satisfaction and a significant improvement in student learning outcomes. All disciplines should consider including inquiry-based activities as a methodology to improve student engagement and learning outcome as it fosters the development of independent learners. 

scholarly journals Impact of e-servicescapes on student engagement: mediating impact of experience quality

2018 ◽  
Vol 13 (2) ◽  
pp. 203-222
Author(s):  
Hansani Chathurika Dassanayake ◽  
Asanka Senevirathne
Keyword(s):  
Student Engagement ◽  
Structural Equation ◽  
Survey Design ◽  
Student Experience ◽  
Sampling Technique ◽  
Research Approach ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Content Type ◽  
The Impact

Purpose The purpose of this paper is to investigate the impact of design of e-servicescapes on student engagement in distance education (DE), and examine whether this impact is mediated by student experience quality. Design/methodology/approach Quantitative research approach based on cross-sectional survey design was adapted where data were collected using a structured questionnaire. Sample consisted of 252 undergraduates registered in the DE platform in Sri Lanka and was drawn using a simple random sampling technique. Collected data were analysed using the structural equation modelling. Findings Data analysis revealed that there is a direct significant impact of e-servicescapes on student engagement while this impact is partially mediated by student experience quality in the Sri Lankan context. Meantime, the social presence feature of e-servicescapes has the highest impact on student engagement. Practical implications Findings of the study provide an empirically validated model to boost up the student engagement and significantly contribute to the designing of the e-servicescapes of the DE institutes in order to offer a superior service to a wide array of stakeholders. Originality/value Even though e-servicescapes have been recognised as a driver of customer behaviour, the concept is fairly unexplored in the educational context. Due to its practical applicability in the DE context, this study contributes to the existing knowledge by presenting a novel conceptual model developed based on multiple theories to identify its impact on student behaviour.

scholarly journals The flipped classroom: A learning model to increase student engagement not academic achievement

2017 ◽  
Vol 8 (2) ◽  
pp. 43-53 ◽  
Author(s):  
Masha Smallhorn
Keyword(s):  
Student Engagement ◽  
Learning Outcomes ◽  
Flipped Classroom ◽  
Student Attendance ◽  
Face To Face ◽  
Online Videos ◽  
Before And After ◽  
The Face ◽  
Face Time ◽  
The Impact

A decrease in student attendance at lectures both nationally and internationally, has prompted educators to re-evaluate their teaching methods and investigate strategies which promote student engagement. The flipped classroom model, grounded in active learning pedagogy, transforms the face-to-face classroom. Students prepare for the flipped classroom in their own time by watching short online videos and completing readings. Face-to-face time is used to apply learning through problem-solving with peers. To improve the engagement and learning outcomes of our second year cohort, lectures were replaced with short online videos and face-to-face time was spent in a flipped classroom. The impact of the flipped classroom was analysed through surveys, attendance records, learning analytics and exam data before and after the implementation of the flipped classroom. Results suggest an increase in student engagement and a positive attitude towards the learning method. However, there were no measurable increases in student learning outcomes.

scholarly journals Engaging with assessment: Increasing student engagement through continuous assessment

2017 ◽  
Vol 19 (1) ◽  
pp. 23-34 ◽  
Author(s):  
Naomi Holmes
Keyword(s):  
Student Engagement ◽  
Learning Environment ◽  
Student Satisfaction ◽  
Curriculum Design ◽  
Student Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Continuous Assessment ◽  
The Impact

Student engagement is intrinsically linked to two important metrics in learning: student satisfaction and the quality of the student experience. One of the ways that engagement can be influenced is through careful curriculum design. Using the knowledge that many students are ‘assessment-driven’, a low-stakes continuous weekly summative e-assessment was introduced to a module. The impact this had on student engagement was measured by studying student activity within the module virtual learning environment. It was found that introduction of the e-assessments led to a significant increase in virtual learning environment activity compared to the virtual learning environment activity in that module the previous year, and also compared to the virtual learning environment activity of two other modules studied by the same student cohort. As many institutions move towards greater blended or online deliveries, it will become more important to ensure that virtual learning environments encourage high levels of student engagement in order to maintain or enhance the student experience.

The impact of student engagement on learning outcomes in a cyber-flipped course

2019 ◽  
Vol 67 (6) ◽  
pp. 1573-1591 ◽  
Author(s):  
Li-Chun Lin ◽  
I-Chun Hung ◽  
Kinshuk ◽  
Nian-Shing Chen
Keyword(s):  
Student Engagement ◽  
Learning Outcomes ◽  
The Impact

scholarly journals COMPARISON OF AUGMENTED REALITY AND CONVENTIONAL TEACHING ON SPECIAL NEEDS STUDENTS' ATTITUDES TOWARDS SCIENCE AND THEIR LEARNING OUTCOMES

2021 ◽  
Vol 20 (4) ◽  
pp. 558-572
Author(s):  
Turki Alqarni
Keyword(s):  
Learning Disabilities ◽  
Augmented Reality ◽  
Special Needs ◽  
Learning Outcomes ◽  
Control Group ◽  
Control Group Design ◽  
Positive Attitudes ◽  
Attitudes Towards Science ◽  
Students Attitudes ◽  
The Impact

This study examined the impact of the Augmented reality (AR) use on Jordanian 6th grade students' attitudes towards science and their learning outcomes. A quantitative quasi-experimental study is preceded with the Pre-test and Post-test control group design model, where 24 students who identified to have special needs participated in this study and were randomly divided into two groups. Two groups, control group 12 students were taught conventionally, and 12 students were designated as the experimental group, they used the AR technology for four weeks. The two scales used in this research were reliable and validated. The results show significant results for the AR technology in enhancing student learning outcomes. Additionally, results supported that AR technology has the potential to enhance students with learning disabilities positive attitudes. The result shows that AR technology helped students in promoting positive attitudes towards students and enhance students learning outcomes. Keywords: augmented reality, attitudes towards science, learning disabilities, learning outcomes

scholarly journals Historical Study in the U.S.: Assessing the impact of Tuning within a professional disciplinary society

2018 ◽  
Vol 6 (1) ◽  
pp. 21-67
Author(s):  
Daniel J. McInerney
Keyword(s):  
Student Engagement ◽  
Learning Outcomes ◽  
Administrative Support ◽  
Professional Organization ◽  
Historical Study ◽  
Cultural Changes ◽  
The World ◽  
The Impact ◽  
The U.S

The U.S.-based American Historical Association (AHA), the largest – and most influential – professional organization for historians, was the first disciplinary society in the world to lead a Tuning project, launching its work in 2012. This essay analyzes a survey distributed to historians on campuses that have taken part in the AHA Tuning project. The purpose is to understand, after six years of work on the project, what practical difference Tuning has made for historians, students, courses, curricula, and departments. Survey data indicate that, under the disciplinary society’s guidance and encouragement, historians have created meaningful learning outcomes, implemented the objectives in courses and curricula, and begun work in the measurement of student learning. Not surprisingly, the project has faced limits and obstacles, particularly with leadership of the work, faculty buy-in, administrative support, follow-up assistance, enrollment concerns, student engagement, and outreach to stakeholders. However, after half a dozen years of activity, U.S. historians have made marked progress not only in articulating disciplinary learning outcomes (as have colleagues in other parts of the world) but also in implementing and assessing those objectives. While precise readings of “impact” remain elusive, a Tuning project under the direction of a disciplinary society has helped generate significant pedagogical, curricular, and cultural changes in the field of history..Received: 03 April 2018Accepted: 12 November 2018Published online: 29 November 2018

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