It’s Not All Fun and Games

2013 ◽  
pp. 214-238
Author(s):  
Hope Kelly ◽  
Margeaux C. Johnson
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Undergraduate Research ◽  
Educational Games ◽  
Technical Skills ◽  
Educational Game ◽  
Key Players ◽  
Group A ◽  
The Subject ◽  
Managerial Experience

This chapter explores the design and development process for the iLOOK game, a grant-funded educational game about information literacy at a large public university. This case is presented through the eyes of Leslie Anderson, a young librarian who is passionate about the subject matter but lacks the technical skills and managerial experience to implement her vision. It describes the challenges and successes of coordinating the project across departments with varying cultures. The key players include: a library content team, a computer science programming lab group, a humanities undergraduate research group, and an expert on educational games. Enthusiastic about the potential of games to enhance undergraduate students’ ability to access, evaluate, and use information, the partners began working on the grant with campus-wide support. However, they quickly ran into issues.

It's Not All Fun and Games

2016 ◽  
pp. 594-612
Author(s):  
Hope Kelly ◽  
Margeaux C. Johnson
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Undergraduate Research ◽  
Educational Games ◽  
Technical Skills ◽  
Educational Game ◽  
Key Players ◽  
Group A ◽  
The Subject ◽  
Managerial Experience

This chapter explores the design and development process for the iLOOK game, a grant-funded educational game about information literacy at a large public university. This case is presented through the eyes of Leslie Anderson, a young librarian who is passionate about the subject matter but lacks the technical skills and managerial experience to implement her vision. It describes the challenges and successes of coordinating the project across departments with varying cultures. The key players include: a library content team, a computer science programming lab group, a humanities undergraduate research group, and an expert on educational games. Enthusiastic about the potential of games to enhance undergraduate students' ability to access, evaluate, and use information, the partners began working on the grant with campus-wide support. However, they quickly ran into issues.

scholarly journals PENGGUNAAN GAME EDUKASI UNTUK MENINGKATKAN HAPALAN ANGKA DI TK DIPONEGORO SURABAYA

MOTORIC ◽  
2020 ◽  
Vol 4 (1) ◽  
pp. 147-153
Author(s):  
Muchamad Arif ◽  
Ida Ayu Puspita Sari ◽  
Lukman Junaedi ◽  
Rofik Jalal Rosyanafi
Keyword(s):  
Qualitative Methods ◽  
Motor Skills ◽  
Educational Games ◽  
Educational Game ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
The Subject ◽  
Descriptive Qualitative

This study aimed to determine the use of educational games to improve memorization of 1-20 numbers in TK Diponegoro Surabaya. This school is located at Jalan Kedung Sroko No.17 Surabaya. The sample of this study was the children of B group Diponegoro Kindergarten. The authors used descriptive qualitative methods. The author focused on how to apply the use of educational games to improve memorization numbers 1-20 at Tk Diponegoro Surabaya. The author made observations during the 3x meeting. Each meeting, they play a different educational game but with the same content. The subject of the research was Diponegoro Kindergarten with 20 students. The results showed that students were very enthusiastic in learning to memorize numbers 1-20 as well as improving children's fine motor skills.. Keywords: educational games, memorizing, numbers 1-20

“Collective Undergraduate Research: A Teaching / Learning Tool For MSE Students”

2000 ◽  
Vol 632 ◽  
Author(s):  
Wafeek Samuel Wahby
Keyword(s):  
Undergraduate Students ◽  
Subject Matter ◽  
Engineering Students ◽  
Technical Writing ◽  
Undergraduate Research ◽  
Oral Communication ◽  
Learning Tool ◽  
The Subject ◽  
Eastern Illinois University ◽  
Teaching Learning

ABSTRACTA new experiment to implement and collectively publish undergraduate students' research was started at the School of Technology, Eastern Illinois University in the Fall of 1998. A summary of the procedures followed in this experiment, its assessment and its progress are presented. Collective research publications, authored by undergraduate engineering students and edited by their faculty can be used as an effective teaching / learning tool that benefits students/authors, their peers, faculty/editors, local and other institutions, and industry at large, particularly when this research is interactively posted on the Internet. Through a research study format, undergraduates learn the subject matter much better, become familiar with research methods and techniques early in their careers, and polish their technical writing abilities. As the experiment also fosters teamwork and peer collaboration and evaluation, undergraduates sharpen their oral communication skills through group discussions and in-class presentations. The experiment provided an opportunity for students to independently select and research a particular topic and helped them discover the research resources and reference materials available on the subject matter. As one of the few creative opportunities offered in a class, this experiment presented a variety of learning environments to undergraduates and helped promote their creativity and self-directed learning. It was confirmed that most undergraduate students hold unlimited potential for success as researchers, and that enthusiasm, hard work, self-motivation, and dedication of students are likely to constitute better indicators of success than the conventional grades they earned in the past.

MYTH TROUBLES: An Open-Source Educational Game in Scratch for Greek Mythology

2017 ◽  
Vol 49 (1) ◽  
pp. 71-91 ◽  
Author(s):  
Olympia Evangelopoulou ◽  
Stelios Xinogalos
Keyword(s):  
Teaching And Learning ◽  
Educational Games ◽  
Educational Game ◽  
Greek Mythology ◽  
Primary School Students ◽  
School Students ◽  
Educational Value ◽  
The Subject ◽  
Willingness To Use ◽  
Game Developers

Background. Educational games are nowadays used for facilitating the teaching and learning process of various subjects. History is one of the subjects that simulations and games are used for promoting active learning and supporting students in comprehending various history-related subjects. Aim. This article reports on a new educational game on Greek mythology, called MYTH TROUBLES, designed and developed from scratch with the aim of supporting primary school students in studying Greek mythology and raising their interest on the subject of history. Method. The article presents the educational rationale and design of MYTH TROUBLES in the context of an educational games design model proposed in the literature. Since the game was implemented with the platform of Scratch and it is available online both for students (or anyone interested in Greek Mythology) and game developers, some information for its implementation is also provided. The results of a pilot evaluation of MYTH TROUBLES with the help of 21 experienced school teachers are presented, along with proposals for improvement and extension of the game. Results. Teachers evaluated positively MYTH TROUBLES in terms of acceptability, usability, utility as an educational tool, as well as its interface and game play and expressed their willingness to use it in the classroom. Conclusions. MYTH TROUBLES is considered appropriate by teachers for supporting the teaching and learning of Greek mythology and assessing its educational value in class is the next step. Scratch is appropriate for implementing such educational games and sharing them with interested players and game developers.

scholarly journals Communicating the relevance of the library in the age of Google: Improving undergraduate research skills and information literacy though new models of library instruction

2013 ◽  
Vol 5 (1) ◽  
pp. 49-53 ◽  
Author(s):  
Jennifer Rempel ◽  
Danielle M. Cossarini
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Information Needs ◽  
Undergraduate Research ◽  
Information Access ◽  
Academic Research ◽  
Successful Implementation ◽  
Library Instruction ◽  
Research Skills

Most academic librarians have long been aware that the ascent of the Internet has posed a challenge to the primacy of the library as information hub. Recent studies have shown that the majority of undergraduate students do not begin their research in the library, but with Google and Wikipedia - and many students end their research here as well (Connaway, Dickey, & Radford, 2011). This trend would seem to bode ill for the quality of the research skills and the level of information literacy among current undergraduates, as many students privilege convenient access to information over quality of content (Colón-Aguirre & Fleming-May, 2012; Connaway, et al., 2011). But how do we prepare undergraduate students for the rigours of academic research given this circumstance? The library instruction session has been the path to information literacy traditionally taken by colleges and universities, but increasingly, librarians have begun questioning the value of these sessions. Many undergraduates do not find library instruction sessions relevant to their practical information needs and to changing modes of information access, and many students do not come away from library information sessions feeling fully prepared - or even fully willing - to move beyond Google and into the library in order to carry out quality information searches (Colón-Aguirre & Fleming-May, 2012). Indeed, many librarians also now feel that the classic model of library instruction no longer fully meets the information needs of undergraduates nor anticipates their Internet-focused research habits, and that library instruction needs to change dramatically in order to do so (Colón-Aguirre & Fleming-May, 2012; Farkas, 2012). Such means of improving library instruction include: breaking away from the single-session model and moving toward a multiple-session model (Farkas, 2012); incorporating discussion of Internet-based and electronic resources more fully into instruction sessions (Colón-Aguirre & Fleming-May, 2012); tailoring library instruction to course curricula and assignments (Smith, et al., 2012); and incorporating active, student-centred learning into library instruction sessions (Abate, Gomes, & Linton, 2011). The successful implementation of these measures is ultimately dependent upon communication and collaboration among library staff, faculty, and students. Implementing major changes to library instruction can be challenging for all stakeholders; such challenges will be explored in a discussion of the implementation of a prototype library instruction model developed at Selkirk College, a small undergraduate-focused institution in British Columbia, Canada.

Creating a Video Based Educational Game: A How-To Guide

2013 ◽  
pp. 242-251
Author(s):  
Brent A. Anders
Keyword(s):  
Open Source ◽  
Educational Games ◽  
Educational Game ◽  
The Subject ◽  
The Creation ◽  
Source Materials ◽  
Area Of Study

Although the subject of educational games has become a massive area of study, this chapter will present a small overview of what an instructor/facilitator should know and comprehend so as to start to put together an educational game. Through understanding of the components, structure, and utilization of various resources (such as open-source materials), the creation of an educational game is achievable to all.

Students’ perceptions of librarians as teachers of information literacy at a large African university

2020 ◽  
Vol 69 (6/7) ◽  
pp. 399-415
Author(s):  
Siviwe Bangani ◽  
Dina Mokgadi Mashiyane ◽  
Mathew Moyo ◽  
Boitumelo Masilo ◽  
Glenda Makate
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Effective Teachers ◽  
Information Overload ◽  
Content Type ◽  
North West ◽  
The North ◽  
Short Period ◽  
Study Support ◽  
The Subject

Purpose The purpose of this study is to determine the students’ perceptions of librarians as teachers of information literacy at the North-West University in South Africa. Design/methodology/approach The study used a survey research method in which online questionnaires were used to gather data from students who would have attended information literacy classes. Findings Students found librarians to be effective teachers of information literacy, and they found the subject to be very useful. However, some of the surveyed students felt that a lot of the subject was presented in a short period, which could easily result in exhaustion and information overload. The use of local or vernacular languages was also indicated as an area requiring the librarians’ attention for the teachers to be more effective. Practical implications The results of this study support the assessment of librarians as teachers by students to assist them (librarians) to refine their teaching methods and to make the conduct of information literacy worthwhile for the students. Social implications The outcomes of this study may be used to advocate for more information literacy (IL) contact time with the students by librarians when negotiating with faculty. Further, these results may be used to showcase the value placed by students to IL. Originality/value This study is a welcome addition to the scant literature on the quality of teaching delivered by the librarians and the assessment mechanisms used to provide feedback on students’ learning of IL. This study is a first of its kind comparing the perceptions of librarians’ teaching abilities by postgraduate and undergraduate students.

scholarly journals The Study of the effect of Coin79 game on the academic achievement of 10 th grade high school students’ chemistry

2021 ◽  
Author(s):  
Bahram Saleh Sedghpour ◽  
Alireza Karami Gazafi ◽  
Shima Zabihifar
Keyword(s):  
High School ◽  
Educational Games ◽  
Educational Background ◽  
Analysis Of Covariance ◽  
Educational Game ◽  
Control Group ◽  
Experimental Science ◽  
Academic Achievements ◽  
Tenth Grade ◽  
The Subject

The purpose of this study was to evaluate the effect of educational mobile game based on theories of learning and educational psychology for the subject of the periodic table and also the effect of this method on students' academic achievements in the tenth grade of high school chemistry. The population of this study included all female students in the field of mathematics and experimental science in the tenth grade of high school who studied in Shahed and Fath Al-Mubin high schools in the city of Rey in the academic year of 2016-2017. Multi-stage cluster sampling method was used to select the sample. There were two groups of mathematics and experimental science in each of these schools. 20 students from the experimental school were randomly selected. They were presented and Q&A sessions were conducted online for the other group. In this study, finally, 20 people were randomly selected from the experimental group and 19 people from the control group due to the fall of the subject. Both groups were tested in ten sessions. After ten sessions, post-test was taken from the students again and at the end, the results were explained using statistical methods, analysis of covariance and block variance and the results showed that educational games (coin79) were effective on academic achievements. However, the effect of educational background on academic achievements was greater than the educational game and this indicated the condition that the educational game is more suitable for students with better educational background.

scholarly journals Celebrating Undergraduate Students’ Research at York University

2017 ◽  
Vol 11 (2) ◽  
pp. 4
Author(s):  
Sophie Bury ◽  
Dana Craig ◽  
Sarah Shujah
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Flipped Classroom ◽  
Undergraduate Research ◽  
Qualitative Content Analysis ◽  
Future Directions ◽  
American University ◽  
Research Libraries ◽  
High Achieving

This article analyses the information literacy (IL) competencies of high-achieving undergraduate students through the lens of undergraduate research celebrations in a North American University. This article focuses on York University’s Undergraduate Research Fair, and shares findings from an analysis of students’ IL award submissions including lower-year (first and second year of university) and upper-year (third and fourth year of university) applicants. Submissions are analysed using a qualitative content analysis approach. The study’s findings point to the positive value of both IL and reference help in building high-achieving undergraduate students’ IL skills. Results indicate important future directions for IL instruction, such as the role of the flipped classroom, and the critical importance of embracing the Association of College and Research Libraries’ (ACRL) Framework for Information Literacy for Higher Education to engage undergraduates with high-order IL concepts.

scholarly journals Scholarship as conversation: Using book reviews to think about scholarly communication

2019 ◽  
Vol 80 (1) ◽  
pp. 22 ◽  
Author(s):  
Hailley M. Fargo ◽  
Nicholas J. Rowland ◽  
Jeffrey A. Knapp
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Undergraduate Research ◽  
Scholarly Communication ◽  
White Paper ◽  
Academic Environment ◽  
Research Experience ◽  
Research Groups ◽  
Research Programs

In the ACRL white paper “Intersections of Scholarly Communication and Information Literacy: Creating Strategic Collaborations for a Changing Academic Environment,” the authors suggested librarians should reach out to “formal undergraduate research programs where faculty are paired one-on-one with undergraduate students.” By partnering with research groups, librarians could introduce the concepts behind scholarly communication and the information cycle, thereby enhancing the undergraduate research experience.

Sign in / Sign up

Export Citation Format

Share Document