scholarly journals A Voice-Enabled Game Based Learning Application using Amazon's Echo with Alexa Voice Service: A Game Regarding Geographic Facts About Austria and Europe

2020 ◽  
Vol 14 (03) ◽  
pp. 226
Author(s):  
Leonardo Bilic ◽  
Markus Ebner ◽  
Martin Ebner
Keyword(s):  
Learning Experience ◽  
Research Question ◽  
School Level ◽  
Game Based Learning ◽  
Main Research ◽  
University Of Technology ◽  
Adult Participants ◽  
Secondary School Level ◽  
Voice Service ◽  
English Speaking

An educational, interactive Amazon Alexa Skill called “Österreich und Europa Spiel / Austria and Europe Game” was developed at Graz University of Technology for a German as well as English speaking audience. This Skills intent is to assist learning geographic facts about Austria as well as Europe by interaction via voice controls with the device. The main research question was if an educational, interactive speech assistant application could be made in a way such that both under-age and full age subjects would be able to use it, enjoy the Game Based Learning experience overall and be assisted learning about the Geography of Austria and Europe. The Amazon Alexa Skill was tested for the first time in a class with 16 students at lower secondary school level. Two further tests were done with a total of five adult participants. After the tests the participants opinion was determined via a questionnaire. The evaluation of the tests suggests that the game indeed gives an additional motivational factor in learning Geography.

scholarly journals Chapter 9 Discussion and Conclusions

2020 ◽  
Author(s):  
AISDL
Keyword(s):  
Mental Health ◽  
Secondary School ◽  
Mental Health Problems ◽  
Research Question ◽  
Health Problems ◽  
School Level ◽  
Complex Field ◽  
Main Research ◽  
Secondary School Level

This chapter presents a reflection on the main findings of the research performed for this thesis, and the conclusions drawn from the results. The research was guided by the following main research question: How can the complex field of mental health problems among adolescents in Vietnam be understood and addressed with sustainable and accessible developments at the secondary school level?

scholarly journals The relationship between language learning experience, motivation and some other individual variables of mature foreign language learners

2018 ◽  
Vol 35 ◽  
pp. 69-79
Author(s):  
Zofia Chłopek
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Learning Experience ◽  
Research Question ◽  
Learner Motivation ◽  
Main Research ◽  
Foreign Language Learners ◽  
Individual Variables ◽  
The Relationship

The present paper investigates the issue of motivation of foreign language learners. The main research question, concerning a possible link between the amount of language learning experience and learner motivation, remains unanswered. However, it turns out that a few learner characteristics which some researchers believe to correlate with language learning experience can probably serve as good predictors of foreign language learners’ motivation.

scholarly journals ALF - a Framework for Evaluating Accelerated Learning in Industry

2019 ◽  
Vol 6 (3) ◽  
pp. 81-99
Author(s):  
Sobah Abbas Petersen ◽  
Manuel Oliveira ◽  
Kristin Hestetun ◽  
Anette Østbø Sørensen
Keyword(s):  
Heat Balance ◽  
Research Question ◽  
Accelerated Learning ◽  
Game Based Learning ◽  
Learning In Games ◽  
Main Research ◽  
Effective Learning ◽  
Industrial Project ◽  
Aluminium Production ◽  
Research Gap

Games have long been considered as a means to support effective learning, motivate learners and accelerate their learning. Several successful studies using game-based learning are reported in the literature. However, there appears to be a research gap on systematically evaluating accelerated learning in game environments. The main research question we address in this paper is how can we evaluate accelerated learning in game-based learning environments? The main contribution of this paper will be a framework for evaluating accelerated learning in games (ALF). We will illustrate the use of this framework by describing studies conducted in the Norwegian industrial project ALTT (Accelerate Learning Through Technology), aimed at capacity building in the aluminium industry, where we have co-designed a game for accelerating learning about the electrolysis process for extracting aluminium and heat balance in the aluminium production cells.

scholarly journals Educational Practices for Improvement of Entrepreneurial Skills at Secondary School Level

2018 ◽  
Vol 8 (2) ◽  
pp. 101 ◽  
Author(s):  
Wilfried Lepuschitz ◽  
Gottfried Koppensteiner ◽  
Ursula Leeb-Bracher ◽  
Kurt Hollnsteiner ◽  
Munir Merdan
Keyword(s):  
Secondary School ◽  
School Level ◽  
Non Profit ◽  
Entrepreneurial Skills ◽  
University Of Technology ◽  
Professional Perspective ◽  
Secondary School Level ◽  
Automation And Control ◽  
Entrepreneurial Knowledge ◽  
And Control

Entrepreneurial knowledge and skills can play a crucial role for young people in order to achieve a bright professional perspective. In this context, entrepreneur-ship education can make a significant contribution to the development of their en-trepreneurial attitudes and skills. It can inspire future graduates to develop and in-ternalize entrepreneurial mindsets and prepare them for the challenges of the fu-ture. This paper introduces four practices for fostering entrepreneurial skills car-ried out at Vienna’s biggest secondary school Vienna Institute of Technolo-gy/Technologisches Gewerbemuseum (TGM). Two of the presented approaches are realized by the TGM alone (the Junior Company and the Learning Office) while the other two are implemented in cooperation with the non-profit associa-tion Practical Robotics Institute Austria (PRIA) and the Automation and Control Institute (ACIN) of the Vienna University of Technology (iBridge and Mak-ers@School, the latter also with further partners).

scholarly journals Teaching Generation Y

2016 ◽  
Vol 35 (1) ◽  
Author(s):  
Elza Venter
Keyword(s):  
Learning Strategies ◽  
Generation Y ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Research Question ◽  
Tertiary Level ◽  
Digital Information ◽  
Literature Study ◽  
Main Research ◽  
Teaching And Learning Strategies

Generation Y learners are those young people born more or less between 1977 and 2000. Different authors call this generation by different names. The author of this article prefers the term ‘Generation Y’. Learners from Generation Y were born into the age of digital information where information, education and entertainment were just a click away. Members of Generation Y use various electronic devices simultaneously for learning and entertainment purposes. Learners from this generation are often unmotivated and disengaged from their own learning experience because they are entertaining themselves simultaneously on a multitude of digital devices, whilst the educator is trying to get their attention. Generation Y prefers multitasking to focussing on one task or person at a time and are often more interested in what is happening on the screen before them than getting involved in their own learning. This generation works well in groups. They embrace recognition and crave instant gratification and feedback on work well done. Educators have to think of teaching and learning strategies to engage them in their own learning by inter alia making use of digital and electronic technology. Schools and tertiary institutions are often stuck in the previous century whilst learners keep up with technological changes. Educators at secondary and tertiary level need to re-think their teaching and learning strategies to make learning relevant and interesting for learners. In this research, the emphasis is on learners and students as well as educators at secondary and tertiary level. The research was done by applying a literature review. In line with the preceding discussion, the main research question of this literature study is ‘How can educators get Generation Y learners more engaged in their own learning in the classroom or lecture room?’ The two sub questions are: (1) ‘What are some of the characteristics of Generation Y that influence learning?’ and (2) ‘What teaching strategies can be used to get Generation Y learners more engaged in their own learning?’ The author of this article will endeavour to give guidelines to educators in this regard by means of the literature study.

scholarly journals Spelling Problems and Causes among Saudi English Language Undergraduates

2019 ◽  
Author(s):  
Dheifallah Altamimi ◽  
Radzuwan Ab Rashid
Keyword(s):  
University Students ◽  
Education System ◽  
English Language ◽  
Mother Tongue ◽  
Learning Experience ◽  
Research Question ◽  
Arabic Language ◽  
Structured Interviews ◽  
Spelling Errors ◽  
Main Research

Arab students who learn English as a foreign language, especially Saudi students, face different challenges during the process of learning of the four English language skills, especially writing and its component (spelling). This paper aims to investigate the preceded causes of students’ spelling errors. The main research question sought to be answered is: What are the causes of spelling errors made by the Saudi university students? The research participants were 15 students in the English Language Department at Tabuk University and 15 English language lecturers from the same department. Group structured interviews were designed for the lecturers and students. The findings reveal that there are different causes of students’ spelling errors such as the education system and university syllabus, students’ learning attitude, and the interference between English and Arabic language. This paper concludes that the spelling errors which Saudi university students commit were caused by the negative impacts of their education system and syllabus, where the syllabus ignores the importance of spelling rules and techniques, and the interference between English and Arabic language when the learners refer to their mother tongue while writing in the English language. It is hoped that the findings revealed in this study will help the policymakers in taking necessary actions in improving the learning experience of Arab learners of English. This paper calls for a reform in the English language teaching in Saudi education system so that spelling is given the required emphasis as it is the foundation of English proficiency.

scholarly journals Development of a Mobile Learning Application of Malay Vocabulary for Lower Secondary School Level

2020 ◽  
Vol 12 (6) ◽  
pp. 1-16
Author(s):  
Nor Zuhaidah Mohamed Zain ◽  
Maizatul Hayati Mohamad Yatim ◽  
Ummu Husna Azizan ◽  
Hasrina Baharum
Keyword(s):  
Secondary School ◽  
Mobile Learning ◽  
Modern Technology ◽  
Independent Learning ◽  
School Level ◽  
Game Based Learning ◽  
Lower Secondary School ◽  
Structured Interviews ◽  
School Students ◽  
Secondary School Level

Modern technology has become an integral part of education field. Undeniably, the use of multimedia technology has a major impact on teaching and learning (T&L) process of the new generation. This article focuses on designing and developing a mobile learning application of Malay vocabulary for lower secondary school level. The design and development of the application called “Kuasa Kosa Kata” (3K henceforth) was based on a novel entitled “Sejambak Bakti”. The context of this study is closely related to game-based learning (GBL) method in the 3K application that encourages independent learning among the targeted students. Designing the 3K application was based on a storyboard for the idea and story-making whilst the development of it was done using Adobe Flash. The data on participants’ comments and opinions on the learning application were qualitatively gathered from semi-structured interviews. As conclusion, focus is on the importance of game-based learning implementation in the development of mobile learning application. It is hoped that use of 3K application as teaching material will boost the mastery of Malay Language vocabulary among lower secondary school students.

Positive and negative transfer in the phonological systems of bilingual speakers

2011 ◽  
Vol 16 (4) ◽  
pp. 388-401 ◽  
Author(s):  
Brian A. Goldstein ◽  
Ferenc Bunta
Keyword(s):  
Language Use ◽  
Research Question ◽  
Bilingual Children ◽  
Typically Developing ◽  
Phonological Skills ◽  
Main Research ◽  
Bilingual Speakers ◽  
Independent Variable ◽  
English Speaking ◽  
Whole Word

The present study examines the phonological skills of bilingual children, taking language use and proficiency into consideration, and compares their skills to monolingual peers. The main research question is whether bilingual children who have parent-reported language use and proficiency measures commensurate with those of their monolingual peers have phonological skills comparable to their monolingual peers. METHOD. Thirty typically developing Spanish- and English-speaking children participated in this study who were matched on age and language use and proficiency (10 monolingual English, mean age: 5;10; 10 monolingual Spanish, mean age: 5;10, and 10 bilingual, mean age: 6;0). The independent variable was language status (bilingual versus monolingual), and the dependent measures included phonological whole-word measures, segmental accuracy measures, and phonological patterns. RESULTS. Bilingual children did not differ from their monolingual peers on any of the Spanish measures, except on accuracy for stops, on which the monolinguals outperformed their bilingual peers. However, bilingual children outperformed their monolingual English-speaking peers on Proximity, PVC, PCC-R, and PCC for nasals. Moreover, bilingual children displayed lower frequencies-of-occurrence on phonological patterns than their English-speaking monolingual peers: weak syllable deletion, spirantization, and fronting. DISCUSSION. The findings of our study indicate that bilingual children may have an advantage over their monolingual peers when it comes to select phonological skills when language use and proficiency are controlled for.

scholarly journals Students and ICT

2004 ◽  
Vol 36 (2) ◽  
pp. 19-38 ◽  
Author(s):  
David Barr
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Learning Experience ◽  
Research Question ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Learning Context ◽  
Main Research ◽  
Qualitative And Quantitative ◽  
E Mail

Thispaperdiscussesthereactionofstudentsinthreeuniversitiesto the use of information and communications technology(ICT) in their language learning experience. Although thefindings apply to the language-learning context, there are moregeneric implications for the wider area of computer enhancedlearning. The study uses qualitative and quantitative datacollected as part of a doctoral investigation into computerbasedlanguage-learning environments. The paper considersone main research question: are students resistant, radical orreluctant users of the technology, and why? It examines howand why students use the Web, e-mail and CALL packages toenhance their learning. This study shows that students aregenerally not unsympathetic towards it, although some of thefactors that affectthe level of student use of the technology, suchas course relevance and access of computers, are often outsidetheir control.

Students’ Perceptions About Delivery of Game-Based Learning for Virtual Patients in Second Life

2011 ◽  
pp. 138-148
Author(s):  
M. Toro-Troconis ◽  
NJ Roberts ◽  
SF Smith ◽  
MR Partridge
Keyword(s):  
Medical Students ◽  
Second Life ◽  
Learning Experience ◽  
Research Question ◽  
Delivery Mode ◽  
Virtual Patients ◽  
Game Based Learning ◽  
Undergraduate Medical Students ◽  
Clinical Exposure ◽  
Advantages And Disadvantages

Two groups of undergraduate medical students (Yr 3, n=14) were invited to participate. The research question posed was: “In your opinion what are the advantages and disadvantages of learning in Second Life compared with other methods?” Thirty items were generated in each group, then reduced to 10 items. These were classified into 3 themes 1) learning experience, 2) clinical exposure, and 3) technical experience. Results from the first group focused on the learning experience highlighting its importance for clinical diagnosis and a structure for learning. The second group focused on the clinical exposure although they were ambivalent about the advantages of this type of delivery mode. Results show interesting findings highlighting the virtual patients developed follow a very linear approach which is not challenging enough for medical students at that level.

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