scholarly journals Using Game Design to Teach Informatics and Society Topics in Secondary Schools

2018 ◽  
Author(s):  
Fares Kayali ◽  
Vera Schwarz ◽  
Peter Purgathofer ◽  
Gerit Götzenbrucker
Keyword(s):  
Secondary School ◽  
Game Design ◽  
Group Discussion ◽  
School Education ◽  
Learning Games ◽  
Secondary School Education ◽  
Game Mechanics ◽  
Interdisciplinary Project ◽  
Genre Preferences ◽  
Commercial Off The Shelf

This article discusses the use of game design as a method for interdisciplinary project-based teaching in secondary school education to convey informatics and society topics. There is a lot of knowledge about learning games but little background on project-based teaching using game design as a method. We present the results of an analysis of student-created games and an evaluation of a student-authored database on learning contents found in commercial off-the-shelf games. We further contextualise these findings using a group discussion with teachers. Results underline the effectiveness of project-based teaching to raise awareness for informatics and society topics. We further outline informatics and society topics that are particularly interesting to students, genre preferences and potentially engaging game mechanics stemming from our analyses.

scholarly journals Using Game Design to Teach Informatics and Society Topics in Secondary Schools

2018 ◽  
Vol 2 (4) ◽  
pp. 77
Author(s):  
Fares Kayali ◽  
Vera Schwarz ◽  
Peter Purgathofer ◽  
Gerit Götzenbrucker
Keyword(s):  
Secondary School ◽  
Game Design ◽  
Social Issues ◽  
Group Discussion ◽  
Learning Games ◽  
Secondary School Education ◽  
Game Mechanics ◽  
Interdisciplinary Project ◽  
Genre Preferences ◽  
Commercial Off The Shelf

This article discusses the use of game design as a method for interdisciplinary project-based teaching in secondary school education to convey informatics and society topics, which encompass the larger social context of computing. There is a lot of knowledge about learning games but little background on using game design as a method for project-based teaching of social issues in informatics. We present the results of an analysis of student-created games and an evaluation of a student-authored database on learning contents found in commercial off-the-shelf games. We further contextualise these findings using a group discussion with teachers. The results underline the effectiveness of project-based teaching to raise awareness for informatics and society topics. We further outline informatics and society topics that are particularly interesting to students, genre preferences, and potentially engaging game mechanics stemming from our analyses.

Teacher-Centred Delivery Approach in Uganda's Secondary School Education and Empowering Learners With Higher Order Skills

2019 ◽  
pp. 99-116
Author(s):  
Dorothy Businge Kabugo Kakongoro
Keyword(s):  
Secondary School ◽  
Learning Theory ◽  
Group Discussion ◽  
Higher Order ◽  
School Education ◽  
Problem Solving Skills ◽  
Stimulus Response ◽  
Secondary School Education ◽  
Effective Use ◽  
Delivery Approach

This chapter analyses the extent to which the teacher-centred delivery approach has influenced the quality of learning in private secondary school education in Uganda. Theories applied are: The Stimulus-Response (S-R) Learning theory, the Social Learning theory and the Transmission model. A Self-administered questionnaire, Focus Group discussion and interview guides were used to collect data. Discussion of the chapter centered on how the teacher's roles inside the classroom result into attainment of problem solving skills, interpersonal skills and preparing the learner for occupation. Findings showed that, to equip learners with higher order skills, teachers demonstrated all the five roles. However, effective use of this approach was encumbered by a number of limitations that recommendations are provided. Key among these is incorporating a number of activities to inter-marry the philosophies of the teacher-centred and the student-centred approaches in secondary school education.

scholarly journals School Teacher’s Perceptions about Equity Challenges and Features in Secondary School Education

2018 ◽  
pp. 63-81
Author(s):  
Tahira Roohi ◽  
Pervez Aslam Shami
Keyword(s):  
Secondary School ◽  
Inclusive Education ◽  
Secondary School Teachers ◽  
Two Dimensions ◽  
School Education ◽  
Survey Method ◽  
School Teachers ◽  
Khyber Pakhtunkhwa ◽  
Elementary And Secondary Education ◽  
Secondary School Education

This study was conducted to investigate the vision and surveillance of secondary school teachers regarding features and challenges that hinder equity in secondary school education. The study aims to explore effects of two dimensions of equity i.e. fair and inclusive at secondary school education in Khyber Pakhtunkhwa. The descriptive survey method was utilized in this study. The researcher – made instruments consisted of open-ended questions were administered to the 100 secondary school teachers of four districts i.e. Hangu, Karak, Peshawar and Haripur of Khyber Pakhtunkhwa. The study illustrate that the teachers preview the stipulation of fair and inclusive education system and design, resources, and curriculum are very crucial aspects that hinder the equity in secondary school education. To some extent, the features regarding secondary school teacher’s lesson planning, and students’ reward and punishment are encumbering the equity in education. Most of the teachers consider that Khyber Pakhtunkhwa Elementary and Secondary Education Department (KPESE) have a chief role in the provision of an equitable secondary school education. On the basis of finding the conclusion was drawn and possible recommendations were suggested.

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