scholarly journals Merging the Analogue and the Digital: Combining Opposite Activities in a Mixed Media Game

2021 ◽  
Vol 9 (1) ◽  
pp. 17-27 ◽  
Author(s):  
Ulf Wilhelmsson ◽  
Tarja Susi ◽  
Niklas Torstensson

While much of the games research field for the last two decades has focused on digital games, this article draws attention to the benefits of combining analogue and digital game components to cater for a serious but fun game experience. In this case, the game design provides a set of game rules for players, where the goal is to win by finding another player’s hidden treasure. But, the game also includes deceptive characters, initially unknown to the players, whose goal is to lure the players to reveal information, which will make a player lose the game. Hence, the players and the unknown characters are involved in opposite but intertwined activities. To describe the differing activities we use the activity system model found in Activity Theory. The theoretical conceptualisation, the game design and the play situation create what we term a <em>zone of experience</em> where young players can experience the consequences of sharing too much information. The game design mimics real world online interactions, but under safe off-line conditions. The zone of experience also creates the foundation for an ensuing activity that fits well within the concept of the zone of proximal development: A follow-up conversation under adult guidance of game experiences aimed at raising children’s online risk awareness.

2016 ◽  
Vol 14 (4) ◽  
pp. 51-67 ◽  
Author(s):  
N.V. Simashkova ◽  
T.P. Klyushnik ◽  
A.A. Koval-Zaitsev ◽  
L.P. Yakupova

The article discusses the current state of the problem a multidisciplinary approach to the diagnosis of infantile autism and early-onset schizophrenia, differentiation of these diseases. The purpose of this study, which has been conducted at the Mental Health Research Center, is to determine the biological (immunological and physiological), pathopsychological markers of infantile autism and early-onset schizophrenia for potential use as an additional differential diagnostic tool in the clinical evaluation of patients. Allocated to types of cognitive dizontogenezis, which are different and specific for infantile autism and early-onset schizophrenia. Timely early diagnosis of autism in childhood is important for follow-up habilitation. Habilitation of children can be built on the basis of the identification of the zone of proximal development, allowing adequately and correctly pick the individual correction programs for each sick child. In turn, the identification of the zone of proximal development can be performed using multidisciplinario approach.


This chapter illustrates Activity Theory’s principle of expansive learning. It begins with an overview of expansive learning followed by description of a hypothetical, more culturally and historically developed form of the activity of higher education. The description is organized according to the seven components of the activity system. The outcomes of this hypothetical, transformed form of learning are the realization or near realization of the zone of proximal development and co-actualization. Following the description of the components of an expanded, more developed form of higher education, are the identification and analysis of three contradictions that must be resolved in order for the expansion to take place. The chapter concludes with a discussion of how the expansive transformation of higher education might be realized and the role that contradictions could play in this transformation.


2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi

The composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.


Author(s):  
Joan E. Grusec

This chapter surveys how behavior, affect, and cognition with respect to parenting and moral development have been conceptualized over time. It moves to a discussion of domains of socialization; that is, different contexts in which socialization occurs and where different mechanisms operate. Domains include protection where the child is experiencing negative affect, reciprocity where there is an exchange of favors, group participation or learning through observing others and engaging with them in positive action, guided learning where values are taught in the child’s zone of proximal development, and control where values are learned through discipline and reward. Research using narratives of young adults about value-learning events suggests that inhibition of antisocial behavior is more likely learned in the control domain, and prosocial behavior more likely in the group participation domain. Internalization of values, measured by narrative meaningfulness, is most likely in the group participation domain.


2021 ◽  
pp. 1354067X2110173
Author(s):  
Aruna Wu ◽  
Shuangshuang Xu ◽  
Xiaowen Li

Educational intervention has been narrated for a long time as a battle between two agentive subjects, educators and students. In this article, we introduce two interrelating concepts of SHI (势 in Chinese) and SHUN SHI (顺势 in Chinese) from Chinese philosophy into psychology to provide an alternative perspective to understand students’ development and educational intervention. The concept of SHI sheds light on the propensity of open system’s becoming process toward the future underlying system’s present configuration derived from system’s historical interaction with its environment. SHUN SHI is to grasp the opportunity of SHI evolving into being prominent and to transform the system by alertly following its unfolding process. Understanding and applying SHI and SHUN SHI in the area of developmental and educational psychology is discussed and clarified based on a comparison with the dynamic system theory and zone of proximal development. An empirical research is also provided to respond to the method challenge posed by the two concepts.


2021 ◽  
Vol 30 ◽  
pp. 100530
Author(s):  
Maria Nicholas ◽  
Nikolai Veresov ◽  
John Cripps Clark

Author(s):  
Vito Cantisani ◽  
Nicola Di Leo ◽  
Emanuele David ◽  
Dirk-André Clevert

AbstractIn recent years, the implementation of contrast-enhanced ultrasound (CEUS) in clinical practice has opened new horizons in the arterial pathologies research field, since this technique is able to supply new sets of data that can be crucial in patient management. The main applications of CEUS in the arterial system are the detection, characterization, and follow-up of carotid plaques and endoleaks after EVAR. Other situations in which CEUS was demonstrated to be a useful tool are large vessel vasculitis, dissections, and untreated aneurysms. In carotid atherosclerosis CEUS is not only able to acquire quantitative data about stenosis but also to perform a qualitative assessment of the plaque. The most important plaque features that CEUS is able to depict are ulceration, neovascularization, and the presence of inflammatory infiltrates. All of these factors contribute to plaque vulnerability. Thus, CEUS is crucial in order to allow better risk stratification and management of patients. In follow-up after EVAR, CEUS shows sensitivity and specificity values similar to CTA while ensuring several advantages, such as lower cost and the absence of ionizing radiation and nephrotoxic agents. Moreover, CEUS is able to offer real-time evaluation of endoleaks and thus is a useful tool in cases that are ambiguous on CTA. Most limitations are patient-related and are the same as in all other ultrasound techniques, such as high BMI and meteorism.


2006 ◽  
Vol 10 (2) ◽  
pp. 149-166 ◽  
Author(s):  
Elaine Hall ◽  
David Leat ◽  
Kate Wall ◽  
Steve Higgins ◽  
Gail Edwards

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