scholarly journals Defining Microgames in Education Context

Author(s):  
Imam Fitri Rahmadi ◽  
Zsolt Lavicza ◽  
Tony Houghton

The concept of microgaming in education is relatively new and it has evident potential for supporting learning in various learning environments. However, there is little consensus in the education literature on how micro-games are defined. The present article proposes a conceptual definition of mi-crogames by considering related terms and learning approaches in education. Microgames in education context are defined as very small and short games that provide brief engagement and meaningful experience for players, support learning and instruction toward specific objectives, and integrate with existing resources. This article further elaborates the key definition elements to indicate microgame characteristics and provides some examples to demonstrate the kinds of games that fit this definition. The proposed definition acts as a fundamental starting point to study microgames for educational purposes in the future.

Author(s):  
Göknur Kaplan Akilli

Computer games and simulations are considered powerful tools for learning with an untapped potential for formal educational use. However, the lack of available well-designed research studies about their integration into teaching and learning leaves unanswered questions, despite their more than thirty years’ existence in the instructional design movement. Beginning with these issues, this chapter aims to shed light on the definition of games and simulations, their educational use, and some of their effects on learning. Criticisms and new trends in the field of instructional design/development in relation to educational use of games and simulations are briefly reviewed. The chapter intends to provide a brief theoretical framework and a fresh starting point for practitioners in the field who are interested in educational use of games and simulations and their integration into learning environments.


Author(s):  
Göknur Kaplan Akilli

Computer games and simulations are considered powerful tools for learning with an untapped potential for formal educational use. However, the lack of available well-designed research studies about their integration into teaching and learning leaves unanswered questions, despite their more than 30 years of existence in the instructional design movement. Beginning with these issues, this chapter aims to shed light on the definition of games and simulations, their educational use, and some of their effects on learning. Criticisms and new trends in the field of instructional design/development in relation to educational use of games and simulations are briefly reviewed. The chapter intends to provide a brief theoretical framework and a fresh starting point for practitioners in the field who are interested in educational use of games and simulations and their integration into learning environments.


Global Jurist ◽  
2019 ◽  
Vol 19 (3) ◽  
Author(s):  
Paolo Silvestri

Abstract Taking as its starting-point Guido Calabresi’s latest book – The Future of Law and Economics – the present article aims to explore the often neglected issue of value judgments and normativity in Law and Economics. I will show the importance of enquiring Calabresi’s methodological distinction between Law and Economics and Economic Analysis of Law and the related bilateralism thesis in order to understand the problematic relationship between methodological value judgments and ethical value judgments, the ‘distance’ between Calabresi and Posner and the problematic notion of reformism. Then I will try to introduce a different notion of normativity. I will also show the existence of an unresolved tension in Calabresi’s methodological discourse between a positive approach, which seems to be privileged in this book, and his insistence on the inevitability of value judgments in economic analysis. Finally, I clarify the reasons for the ‘ignorance’ of values by the economist by distinguishing between economists’ “lack of self-awareness”, economists’ idolatry and the economists’ lenses.


Author(s):  
Göknur Kaplan Akilli

Computer games and simulations are considered powerful tools for learning with an untapped potential for formal educational use. However, the lack of available well-designed research studies about their integration into teaching and learning leaves unanswered questions, despite their more than 30 years of existence in the instructional design movement. Beginning with these issues, this chapter aims to shed light on the definition of games and simulations, their educational use, and some of their effects on learning. Criticisms and new trends in the field of instructional design/development in relation to educational use of games and simulations are briefly reviewed. The chapter intends to provide a brief theoretical framework and a fresh starting point for practitioners in the field who are interested in educational use of games and simulations and their integration into learning environments.


2016 ◽  
Vol 4 (12) ◽  
pp. 0-0
Author(s):  
Дмитрий Шнигер ◽  
Dmitriy Shniger

The author analyzes the concept, features, scope and contents of the framework agreement from the point of view of the Russian Civil Code, the Concept of improvement of general provisions of obligation law of Russia and the needs of economic turnover. In the article the author formulated the definition of a framework agreement, which is seen as the basis of the obligation to conclude another one, main contract in the future (or several contracts). The author has analyzed the different ways to conclude the basic contract and has made legal qualifications of such contract documents (applications, specifications, etc.). Also the author has come to conclusion on the essential terms of the main contract and has provided practical recommendations for the conclusion of framework contracts and permits arising from them civil disputes. A few issues on accountability of the parties for breach of the master contract were also considered in present article.


2011 ◽  
pp. 150-167
Author(s):  
Göknur Kaplan Akilli

Computer games and simulations are considered powerful tools for learning with an untapped potential for formal educational use. However, the lack of available well-designed research studies about their integration into teaching and learning leaves unanswered questions, despite their more than 30 years of existence in the instructional design movement. Beginning with these issues, this chapter aims to shed light on the definition of games and simulations, their educational use, and some of their effects on learning. Criticisms and new trends in the field of instructional design/development in relation to educational use of games and simulations are briefly reviewed. The chapter intends to provide a brief theoretical framework and a fresh starting point for practitioners in the field who are interested in educational use of games and simulations and their integration into learning environments.


2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Pedro Antonio García-Tudela ◽  
Paz Prendes-Espinosa ◽  
Isabel María Solano-Fernández

AbstractThis paper is basic research focused on the analysis of scientific advances related to Smart Learning Environments (SLE). Our main objective is to single out the common aspects to propose a new definition which will constitute the starting point to design an innovative model which we can apply to the analysis of real cases and good practices. For this, we have proposed a qualitative methodology that has been implemented in two phases: on the one hand, a documentary analysis of the existing definitions for SLE using the NVIVO program (frequency of words, coding and cross-references) and, on the other, an expert judgement by means of the Delphi method in order to validate the proposed model. The main results are reflected in the coalescence of a new definition of SLE and the proposal of the model entitled SLE-5. With the present research, we have been able to provide a model, defined in five dimensions and other key elements in SLE such as ergonomics and learning analytics, which transcends the technological-pedagogical gap of the SLE and offers a framework for the design and analysis of didactic proposals based on this model.


1986 ◽  
Vol 109 ◽  
pp. 13-17
Author(s):  
B. X. Xu ◽  
S. Y. Zhu ◽  
H. Zhang

The new definition of UT1 adopted by the IAU is useful but for many reasons not quite satisfactory. It depends e. g., 1) on the approximate values of some astronomical constants, and is therefore subject to revision in the future. 2) Since it is used for the FK5-based astronomical reference system, its eventual usefulness for space techniques is questioned. 3) Although the new and old UT1 merge continuously at a chosen epoch, they do not form a homogeneous series of data, in other words, the old and the new UT1 are systematically different from each other. 4) Neither the new definition, nor the way to convert the old to the new one is based on simple concepts and these are thus likely to be misunderstood by the nonspecialist user. A conceptual definition of UT1 is suggested, in order to correct this situation and a formula to realize this conceptual definition is presented, which can be used unchanged for every technique and is easily understood by the nonspecialist community.


Author(s):  
Bettyjo Bouchey ◽  
Jill Castek ◽  
John Thygeson

AbstractThe widespread use of technology in the digital age continually shapes how individuals consume knowledge and learn. In the digital age, ideas are shared and represented in multiple formats and through the integration of multiple modes. Technological advances, coupled with considerations of the changing needs of today’s learners, call for exploring new directions for multimodal teaching and learning. Yet, society’s increasing reliance on, and use of, technologies for communication and learning has introduced expanded forms of meaning-making. Information and communication technologies (ICTs) and the online networks that are facilitated by their use encourage educators to transform the way education is delivered. Learning environments are in need of becoming transformed so students are able to use immersive technologies to expand their learning opportunities. This chapter explores emerging trends and pedagogies in multimodal learning that seek to take advantage of the digital tools, texts, and learning approaches that are continually shaping the ways learning occurs inside and outside of higher education.This chapter is outlined to highlight what is found in the literature on multimodal instruction, what findings were realized at eXploring the Future of Innovative Learning Environments (X-FILEs) workshops, and lastly how multimodal instruction can be used to transform the classroom of the future. Throughout this chapter, readers will get to know a student of the future, Juan Delgado. He attends a 4-year university in Dallas, Texas, and is majoring in Mechanical Engineering taking his Introduction to the Fundamentals of Science course. Each aspect of the learning process as it relates to multimodal instruction in 2023 is outlined through the experiences of Juan to situate the impact to learners.


Author(s):  
Göknur Kaplan Akilli

Computer games and simulations are considered powerful tools for learning with an untapped potential for formal educational use. However, the lack of available well-designed research studies about their integration into teaching and learning leaves unanswered questions, despite their more than thirty years’ existence in the instructional design movement. Beginning with these issues, this chapter aims to shed light on the definition of games and simulations, their educational use, and some of their effects on learning. Criticisms and new trends in the field of instructional design/development in relation to educational use of games and simulations are briefly reviewed. The chapter intends to provide a brief theoretical framework and a fresh starting point for practitioners in the field who are interested in educational use of games and simulations and their integration into learning environments.


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