The Relationship Between Students' Flow Experience and Their Behavior Data in Gamified Educational Systems

2022 ◽  
Author(s):  
Wilk Oliveira ◽  
Kamilla Tenório ◽  
Seiji Isotani
Keyword(s):  
Educational Systems ◽  
Flow Experience ◽  
The Relationship

scholarly journals The Next Generation

2011 ◽  
pp. 57-78 ◽  
Author(s):  
Agnes Kukulska-Hulme ◽  
Chris Jones
Keyword(s):  
Future Research ◽  
Net Generation ◽  
Educational Systems ◽  
Recent Experience ◽  
Place And Space ◽  
Pedagogical Design ◽  
Design For Learning ◽  
Future Research Directions ◽  
The Relationship

Focusing on intermediate and institutional levels of design for learning, this chapter explores how institutional decisions relate to design, using recent experience at The Open University as a case study. To illuminate the relationship between institutional decisions and learner-focused design, we review and bring together some of the research on learner practices in mobile and networked learning. We take a critical stance in relation to the concept of generation, which has been applied to understanding learners of different ages using terms such as net generation and digital natives. Following on from this, we propose an integrated pedagogical design approach that takes account of learner practices, spaces for learning, and technologies. The chapter also proposes future research directions focused on the changing context for learning, a distinction between place and space and an understanding of how the different levels of educational systems interact with mobile and networked technologies.

scholarly journals Learning to Become a Science Talent

2018 ◽  
Vol 6 (1) ◽  
pp. 35-45
Author(s):  
Jesper Stilling Olesen
Keyword(s):  
Talent Development ◽  
Educational Systems ◽  
Science Student ◽  
Science Centre ◽  
The Relationship

The article focuses on the concept of talent and its enactment in a science talent program. The article investigates how students become a particular kind of knowing subject through their participation in a science talent program at the Mærsk McKinney Science Centre in Denmark. Drawing on concepts from new materialist studies (Latour 1993; Blok & Ellgaard Jensen 2009; Fox & Alldred 2017) the article explores the relationship between the possibilities for distribution that are offered to the participants, and the ways in which the participants respond by centering and decentering within the talent network (Mialet 2008, 2012). The study contributes to our understanding of, how the increased focus on talent development in many national educational systems influences basic preconceptions of what a science student is and how the knowing subject in society should treat science, by looking into the micro-politics of talent development.            

Effect of game motivation on flow experience and companionship

2017 ◽  
Vol 18 (1) ◽  
pp. 95-115
Author(s):  
Elena Carolina Li ◽  
Ding-Bang Luh
Keyword(s):  
Achievement Motivation ◽  
Online Games ◽  
Flow Experience ◽  
Content Type ◽  
Motivation Scale ◽  
Game Players ◽  
The Relationship

Motivation crucially influences the willingness to play online games. Game motivation can affect players’ flow experience and player’s companionship with their game roles or avatars. However, the relationship among game motivation, flow experience, and companionship is unclear; therefore, designing online games that improving the playing experience is difficult. This study chose online pet games as study samples, and this study used a game motivation scale, flow experience scale, and the Companionship Scale of Artificial Pets to identify the relationship among game motivation, flow experience, and companionship. According to 216 valid questionnaire responses, this study demonstrated that (a) game motivation for online pet game players was primarily immersion and achievement, (b) compared with achievement motivation, immersion motivation had a greater influence on flow experience and the development of player companionship with online pets, and (c) players with immersion and achievement motivation had a substantially enhanced flow experience and companionship with their online pets.

Exploring the relationship between dispositions to think critically and sustainability concern in HESD

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kerry Shephard ◽  
Qudsia Kalsoom ◽  
Ritika Gupta ◽  
Lorenz Probst ◽  
Paul Gannon ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Critical Thinking ◽  
New Zealand ◽  
Design Methodology ◽  
Educational Systems ◽  
Content Type ◽  
The Usa ◽  
The Relationship ◽  
Practical Implications

Purpose Higher education is uncertain which sustainability-related education targets should be sought and monitored. Accepting that something needs to be measurable to be systematically improved, the authors explored how measures relate to potential targets. This paper aims to focus on dispositions to think critically (active open-minded thinking and fair-minded thinking in appraising reasoning) as measures and explored how they related to sustainability concern as an indicative educational target. Design/methodology/approach This research included the development and testing of research instruments (scales) that explored dispositions to critical thinking and sustainability concern. Authors researched these instruments within their own correspondence groups and tested them with university students and staff in Pakistan, the USA, Austria, India and New Zealand. The authors also asked a range of contextualising questions. Findings Respondents’ disposition to aspects of active, open-minded thinking and fair-minded thinking do predict their concern about facets of sustainability but their strength of religious belief was an important factor in these relationships and in their measurement. Practical implications This research demonstrates the complexity of monitoring dispositions to think critically and sustainability concern in educational systems, particularly in circumstances where the roles of religious beliefs are of interest; and suggests ways to address this complexity. Originality/value This research integrates and expands discourses on ESD and on critical thinking in diverse disciplines and cultures. It investigates measurement approaches and targets that could help higher education institutions to educate for sustainable development and to monitor their progress, in ways that are compatible with their culture and values.

How Literacy Empowers Us

2016 ◽  
pp. 338-347
Author(s):  
Maureen Fitzgerald-Riker
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Language Acquisition ◽  
Civic Engagement ◽  
Educational Systems ◽  
Political Decision ◽  
Learning To Read ◽  
Social Empowerment ◽  
The Relationship ◽  
Political Decision Making

This chapter examines the relationship between literacy and social empowerment. The author contends that literacy evolves at an early age through language acquisition. Literacy extends beyond learning to read - it is the basis of critical thinking, shared reflection, and participation in community and political decision-making. Historically, not everyone has had access to the global literacy essential for civic engagement. Implications for the classroom are included in this article to encourage the development of educational systems that advocate for change while promoting social empowerment and civic engagement.

scholarly journals Investigating the Rate of Applying the Ethic’s Charter Components and its relation to Power Management Components in Isfahan Educational Departments

2016 ◽  
Vol 4 (1) ◽  
pp. 56
Author(s):  
Shadi Sadat Hoseini ◽  
Seyed Ali Siadat
Keyword(s):  
Significant Relationship ◽  
Power Source ◽  
Point Of View ◽  
Educational Systems ◽  
Personal Care ◽  
Legal Power ◽  
Legal Relation ◽  
Meaningful Relationship ◽  
Environmental Component ◽  
The Relationship

<p>The purpose of this study was to determine the relationship between legal power and the ethic’s charter components applying. This study is a descriptive cross-functional. The population consisted of 1,539 managers, planners and experts in education departments of Isfahan; the 220 out of that were selected as study’s sample by Morgan and stratified random sampling with the population size based on their business and position. In the present study, two questionnaires were used for collecting data; power supplies questionnaire and component of ethics charter inventory. The results show that: (1) The component of ethics charter, administrative, environmental and personal-care have no legal relation with using managers, planners and experts from the legal power source. (2) There is a significant relationship between the power source reference and the rate of applying the ethics charter, administrative, environmental, personal and caring components from the managers, planners and experts’ point of view. (3) There is a significant relationship between the reward and the application of ethic’s charter components sin managers, planners and experts of the departments of Educational systems in Isfahan. (4) The punishment’spower source has its effects only on three thics charter’s environmental component in managers, planners and agencies’ experts of Isfahan and can remain in the regression equation, while the mentioned power source has no effect on management component and personal-care of managers, planners and experts. (6) There is no meaningful relationship between the level of expertise and the application of ethics’ charter component among the managers, planners and experts of Isfahan educational departments. (7) There is no meaningful difference between the power source and the application of ethics’ charter component among managers, planners and experts of Isfahan educational departments in terms of the components of the age, sex and position.</p>

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