scholarly journals Observation and analysis of a classroom teaching and learning practice based on augmented reality and serious games on mobile platforms

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Sylvie Barma ◽  
Sylvie Daniel ◽  
Nathalie Bacon ◽  
Marie-Andrée Gingras ◽  
Mathieu Fortin
Keyword(s):  
Augmented Reality ◽  
Serious Games ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Serious Game ◽  
College Level ◽  
Mobile Platforms ◽  
Evaluation Questionnaire ◽  
Written Responses ◽  
Teaching Learning

This qualitative research is part of a learning effort to better understand how serious games are exploited in a science education context. The research team examined this issue by focusing on augmented reality as a technological innovation imbedded on a tablet. Given the current state of knowledge related to serious games and augmented reality, and given the fact that its use in the context of teaching/learning is not extended, this paper focuses on an initial exploration of how a new teaching practice involving a serious game based on an interactive augmented reality solution would impact on students in a physics class. A Design Based Research methodology was applied in a real‑world context within a college‑level physics class. Two conceptual tests containing ten questions on spatial notions regarding electromagnetic fields were administered to two control groups and two groups using the proposed serious game. The latter groups were administrated a game evaluation questionnaire as well. Thematic interpretation of students written responses to the evaluation questionnaire as well as the lessons and observations we derived from the in-class experimentation are provided and discussed in the paper.

scholarly journals Serious Games: herramientas para el aprendizaje / An Experience of Serious Game as a Learning Tool

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Noemí Pena Miguel ◽  
Máximo Sedano-Hoyuelos
Keyword(s):  
High School ◽  
High School Students ◽  
Vocational Training ◽  
Serious Games ◽  
Teaching And Learning ◽  
New Technologies ◽  
Educational Games ◽  
Serious Game ◽  
Added Value ◽  
School Students

ABSTRACTThe introduction of new technologies in society has created a need for interactive contents that can make the most of the potential that technological advances offer. Serious games as educational games are such content: they can be defined as video games or interactive applications whose main purpose is to provide not only entertainment but also training and enhancing skills in areas such as health, marketing, education, etc. The game was associated with childhood and youth but serious games search for promoting, strengthening and giving added value to the teaching and learning process for all ages. One of the most crucial factors for successful educational games is their ability to maintain an individual learner’s motivation and interest by adapting the individual learning and gaming experience to each learner’s needs, preferences, goals, and abilities. For this reason, Serious Games need tutoring and dynamization. The aim of this paper is to analyze a specific experience success in the use of Serious Games for training. It details how this serious game can enhance different skills in each of the phases of the game. This Serious Game was used to promote innovation among High School students and students at Vocational Training Centres. The users must manage a supermarket trying to get the best results possible by taking a series of both strategic and operational decisions. Through an econometric regression model, we have analyzed the results of its use by a group of High School students and Vocational Training School students.RESUMENLos Serious Games son juegos cuyo fin va más allá del mero entretenimiento y persiguen transmitir contenidos, valores, potenciar habilidades y competencias e incluso servir como herramienta de marketing al utilizarse como medio publi-citario. En los últimos años, las TIC han ido tomando protagonismo en el ámbito educativo y formativo y los Serious Games están jugando un papel fundamental como herramientas formativas. El juego anteriormente se asociaba a las etapas de la infancia y la juventud pero los Serious Games pretenden potenciar, reforzar y dar un valor añadido importante al proceso de enseñanza y al proceso de aprendizaje para todas las edades. No obstante, para que los Serious Games alcancen todo su potencial como herramienta en el proceso de aprendizaje, es necesario complementarlos con una buena tutorización y dinami-zación que guíe dicho aprendizaje. Sin duda, sin la labor tutorial, los Serious Games pierden eficacia en su objetivo de poten-ciar el aprendizaje. El objeto de estudio del presente trabajo es analizar una experiencia de éxito concreta en el uso de los Serious Games para el ámbito formativo. En él se detalla cómo a través de un juego que se ha utilizado entre los alumnos de Bachillerato y Formación Profesional se pueden potenciar diferentes competencias en cada una de las fases del mismo. En él, el usuario debe gestionar un supermercado tratando de obtener los mejores resultados posibles tomando una serie de decisio-nes tanto estratégicas como operativas. A través de un modelo econométrico de regresión de elaboración propia analizaremos los resultados obtenidos en su utilización por un grupo de estudiantes de Formación Profesional y Bachillerato. Contacto principal: [email protected]

scholarly journals Serious games in the context of people with cognitive disabilities: a case study (Preprint)

2017 ◽  
Author(s):  
William Manoel Menezes ◽  
Jorge Correia Neto ◽  
Moacyr Cunha Filho ◽  
Guilherme Villar
Keyword(s):  
Learning Process ◽  
Serious Games ◽  
Teaching And Learning ◽  
Cognitive Disabilities ◽  
Relevant Information ◽  
Educational Game ◽  
Social Aspect ◽  
The Social ◽  
Teaching Learning

BACKGROUND While traditional video games provide amusement, with the advent of serious games (SG), it has raised the potential and the results that can be achieved from the games, these artifacts, whose main differentials are the fact that they are naturally playful and motivators. While in the 1990s, the games aimed only at entertainment, nowadays teaching and learning combine with entertainment and become the main goals to be achieved through the SG. A strong example of SG application is for motivation and help in the formal or special teaching-learning process acting as a pedagogical tool. In this sense, the following question arises: What are the characteristics and interface resources considered adequate to compose the interface of a serious game that have educational objectives directed to people with Williams-Beuren Syndrome? Here's the motivation guide for this article. OBJECTIVE Elementary mathematics education for people with Williams Syndrome METHODS An exploratory and descriptive study,using qualitative and quantitative approaches. RESULTS The results portfolio obtained from the WBS user experience assessment presents the confidence rectangle within the "desirable" quadrant. This is what a project program is, since scientifically this is one of the biggest difficulties reported by unlock authors, it is not possible to teach content and maintain playfulness. CONCLUSIONS The prototype of the game here called SoundMath, was intended to meet a demand for learning elementary arithmetic for people with WBS, from a playful and immersive process. Through the results of the evaluations carried out, this work provides relevant information that can encourage the development of this game, as well as help companies in the educational segment, and contribute to the improvement of the quality of the applications targeted to this type of public. Other important point to be highlighted from this work is with regard to the social aspect that this work encompasses, because it is the development of a solution applied to a daily problem of this public. But we did not just develop; we decided to go beyond and document the entire process of engineering and gamification, based on data obtained throughout this study of design and design of a serious educational game prototype that contained in its layout the ideal characteristics to mediate a teaching-learning process from its use, as well as document and outline a methodological process that may serve as the basis for further studies. Thus, we believe that the results and reflections raised from this study may, in the future, broaden the knowledge about the design of serious games for people with cognitive disabilities. The prototype of the game here called SoundMath, was intended to meet a demand for learning elementary arithmetic for people with WBS, from a playful and immersive process. Through the results of the evaluations carried out, this work provides relevant information that can encourage the development of this game, as well as help companies in the educational segment, and contribute to the improvement of the quality of the applications targeted to this type of public. Other important point to be highlighted from this work is with regard to the social aspect that this work encompasses, because it is the development of a solution applied to a daily problem of this public.

Utilizando la realidad aumentada y los juegos serios para la apropiación del patrimonio, un caso en la Ciudad de Popayán.

2021 ◽  
Vol 3 (3) ◽  
pp. 6-17
Author(s):  
M.I. Vidal Caicedo ◽  
M.C. Camacho Ojeda ◽  
P.D. Burbano Ceron ◽  
H.F. Muñoz Muñoz ◽  
V.H. Agredo Echavarria
Keyword(s):  
Augmented Reality ◽  
User Experience ◽  
Serious Games ◽  
Serious Game ◽  
Serious Gaming ◽  
Historical Sites

Los juegos serios y la realidad aumentada se han combinado para lograr potencializar el interés que despiertan en sus jugadores y poder alcanzar su objetivo educativo, publicitario o de difusión, en los últimos años se han desarrollado juegos serios que haciendo uso de la realidad aumentada enriquecen la experiencia de los jugadores al visitar un museo o sitios históricos, despertando el interés por la cultura y el patrimonio, brindando la oportunidad de que el jugador sean parte de la historia. En ese artículo se presentan inicialmente algunos juegos serios que han empleado la realidad aumentada para incrementar la experiencia del usuario, y luego se expone la experiencia de desarrollo de un juego serio que usa la realidad aumentada como un medio para propender la apropiación del patrimonio. The Serious gaming and the augmented reality have combined to achieve wake the interest in their players and reach its educational, advertising or dissemination goals. In recent years have developed serious gaming that making used of augmented reality for enrich the experience of players when visiting a museum or historical sites, increasing interest in culture and heritage by allowing that player be part of the story. In this article we present initially some serious games that have used augmented reality to increase the user experience, and then expose the experience of developing a serious game that uses augmented reality as a means to promote the appropriation of heritage.  

scholarly journals A Serious Game for Learning C Programming Language Concepts Using Solo Taxonomy

2017 ◽  
Vol 12 (03) ◽  
pp. 110 ◽  
Author(s):  
Alaeeddine Yassine ◽  
Driss Chenouni ◽  
Mohammed Berrada ◽  
Ahmed Tahiri
Keyword(s):  
Programming Languages ◽  
Programming Language ◽  
Serious Games ◽  
Teaching Practice ◽  
Serious Game ◽  
Innovative Teaching ◽  
Solo Taxonomy ◽  
C Programming Language ◽  
C Programming ◽  
Pedagogical Approaches

This paper conducts a study to identify pedagogical approaches and gameplay techniques involved in the development of serious games for teaching scientific courses in general especially programming languages. The concept of serious games is increasingly popular and is considered as an innovative teaching practice since it is based on information and communication technology and gamification to foster learning. To this end, a serious game "Perobo" will be introduced and discussed. It is based on a set of gameplay techniques and pedagogical approaches used for teaching pointers, considered as a difficult concept in C programming language, and essential for programming complex and advanced programs. The game is also based on a taxonomy design to define the learning levels.

scholarly journals Usage of Effective Questioning to Enhance Students ‘level of participation in a Grade XI Chemistry Classroom of a Government Degree College in Rural District of Jacobabad

sjesr ◽  
2020 ◽  
Vol 3 (3) ◽  
pp. 222-231
Author(s):  
Mahmood Ahmed Dool ◽  
Dr. Shahid Hussain Mughal ◽  
Amjad Ali Rind
Keyword(s):  
Teaching And Learning ◽  
The Body ◽  
Learning Activities ◽  
College Level ◽  
Structured Interviews ◽  
Multiple Sources ◽  
Chemistry Teaching ◽  
Secondary Chemistry ◽  
Reflective Journals ◽  
Teaching Learning

The purpose of the current study was to explore the usage of effective questioning during lecture-based teaching in the higher secondary chemistry classroom to enhance students’ active participation. The qualitative paradigm was used in the study within its action research was conducted. The data was collected through multiple sources such as interviews, observations, document analysis, and reflective Journals. The multiple tools helped in the process of triangulating the data. The researcher has used semi-structured interviews, participant observations, field dairies, and reflective journals to gather in-depth, rich, and relevant data. Data were analyzed through thematic analysis. The findings of the study revealed that the use of effective questioning serves as a powerful tool for enhancing students’ level of participation in chemistry teaching. Therefore, the use of effective questioning must be at the heart of lecture-based teaching-learning processes. In the study, students revealed that they had developed enough confidence which in the future will help them to take part in classroom activities. Moreover, it has also been found that the classroom discussion encouraged students to express their thinking in a fearless environment. It has been revealed that use of effective question not only develops students’ participation but also enhance their learning. Furthermore, students’ conceptual understanding was improved using effective questioning by integrating it into the college level chemistry teaching-learning activities. The results of the study have practical implications for teaching and learning in the chemistry classroom. Most of the studies around teacher's questioning have been undertaken in Western countries. However, this may be the first study that was conducted in Government Degree College for Boys, in the rural context of Sindh, Pakistan. Moreover, the study can contribute to the body of knowledge already available on classroom questioning and will be helpful for teachers in teaching science generally and chemistry particularly to enhance students' participation. This study recommends that questioning skills should be incorporated systematically into teaching-learning activities and practice to enhance students’ level of participation.

scholarly journals Augmented Reality as a Classroom Teaching and Learning Tool: Teachers’ and Students’ Attitude

2020 ◽  
pp. 27-35
Author(s):  
Tshering Lham ◽  
Pema Jurmey ◽  
Sonam Tshering
Keyword(s):  
Augmented Reality ◽  
Mobile Application ◽  
Teaching And Learning ◽  
Classroom Teaching ◽  
Information Communication ◽  
Learning Tool ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Teachers And Students ◽  
Teaching Learning

The use of Information Communication and Technology in teaching learning has been emphasized a lot in the recent times as an effective instructional tool and it will only grow and develop further. Augmented Reality is one of the futuristic pedagogy that will offer great opportunities in the incorporation of information technology in teaching and learning. Augmented Reality refers to the introduction of virtual elements in the real world. This will supplement students’ learning through the use of technology. This study assessed the students’ and teachers’ attitude towards the use of Augmented Reality as a learning tool after they experimented and experienced the use of augmented reality through mobile application. For the teachers, a three-hour professional development session on Augmented Reality was conducted. Teachers were taught how to use mobile application to create Augmented Reality. For the students, research team created the Augmented Reality using a mobile application and let students experience it in a biology lesson. After the sessions, their attitudes towards the use of Augmented Reality was assessed through statements of agreement on a 5-point Likert scale. SPSS has been used for statistical analysis. The results show that both the teachers and students have overwhelming support-positive attitude towards the use of Augmented Reality in the classroom teaching and learning. 

Use of Augmented Reality in Mobile Devices for Educational Purposes

2018 ◽  
pp. 254-276 ◽  
Author(s):  
Bülent Gürsel Emiroğlu ◽  
Adile Aşkım Kurt
Keyword(s):  
Augmented Reality ◽  
Learning Styles ◽  
Mobile Devices ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Technology In Education ◽  
Mobile Platforms ◽  
Use Of Technology ◽  
Information And Communication

Use of technology in education has been widespread in the last decade, thanks to developments and improvements in information and communication technologies, especially in mobile devices. Among the fields in which mobile devices play important roles, education is one of the leading ones. Mobile devices help teachers and learners access educational resources when needed. To increase the reality of virtual learning environments on mobile devices, Augmented Reality (AR) technologies were introduced for mobile platforms, and the term Mobile Augmented Reality (MAR) arose. MAR opens a new door for educators and trainers to experience new methods of teaching for mobile learners. In this chapter, educational use of AR on mobile devices will be explained. Throughout the content of the chapter, readers will be informed about how AR applications changed people's teaching and learning styles.

scholarly journals NEW MATERIALS FOR PEDAGOGICAL TEACHING-LEARNING IN BIOCHEMISTRY: MONITORING PARTICIPATION

2015 ◽  
Vol 13 ◽  
pp. 33
Author(s):  
R. S. Campos ◽  
I. L. Fernandes ◽  
G. P.V. Andrade ◽  
L. D.M. Matta ◽  
L. G.A. Filgueira
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
New Materials ◽  
Teaching Materials ◽  
Scientific Content ◽  
Teachers And Students ◽  
The Subject ◽  
Three Stages ◽  
Teaching Learning ◽  
High Level

This summary consists of an experience report about actions taken by biochemical monitors with pharmacy students. The reason of our work was the intention to both improve the process of teaching and also learning and invalidate the labels owned by biochemistry of hard and high-level-failure subject. The three actors: teachers, students and monitor could act on an integrated basis for the construction of an articulated  pedagogical process between theory/practice and learning signification. Our main objective was to initiate the monitors in teaching practice effected through educational projects aimed at improving the teaching and learning of undergraduate courses and encouraging teacher training, involving teachers and students the guiding condition and monitors, respectively. The methodology was applied in three stages: 1) preparation of teaching materials; 2nd) application in class and 3rd) students rating of the methodology applied by monitors. The teaching materials presented discussed several biochemistry's topics and students had the opportunity to scaffold their own knowledge actively. Almost 90% considered the tool applied as highly related to classes and 82% considered this way of learning more significant than dialogical lectures. The performance of the monitors, focused on students and their learning, was considered great by students who were more motivated, resulting in the excellent evaluation of the work (100% of acceptance). The failure rate of the subject reduced in the four groups wherein the pedagogical materials were applied. It can demonstrate that both the mastery of scientific content and the pedagogical process involved during the teaching and learning moments are important.

Using Sentiment Analytics to Understand Learner Experiences in Serious Games

2022 ◽  
pp. 145-165
Author(s):  
Linda William ◽  
Ruan Yang
Keyword(s):  
Serious Games ◽  
Teaching And Learning ◽  
Serious Game ◽  
Knowledge And Skills ◽  
Motivate Learning

A serious game has been introduced as an alternative tool to support teaching and learning. It integrates entertainment and non-entertainment elements to encourage the voluntary learning of knowledge and skills. One of the essential entertainment elements in the serious game to motivate learning is the enjoyment element. However, studies on models to analyze this enjoyment element are still limited. Most models present isolated and specific approaches for specific games that cannot scale to other games. In this chapter, a generic enjoyment analytics framework is proposed. The framework aims to capture learners' enjoyment experience using open-ended feedback, analyze the feedback using sentiment analytics models, and visualize the results in an interactive dashboard. Using this framework, the lecturers would interpret the learners' experience towards the topic and the game and capture difficulties the learners may encounter during the game. It would help the lecturers to decide follow-up actions required for the learners to improve the learning.

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