The Turbo Principle in Sustainable and Developmental Learning Design

2018 ◽  
pp. 1-29
Author(s):  
Gilbert Ahamer
Keyword(s):  
Temporal Dynamics ◽  
Teaching Experience ◽  
Role Playing ◽  
Success Strategies ◽  
Social Dimensions ◽  
Game Based Learning ◽  
Interdisciplinary Learning ◽  
Dimensions Of Learning ◽  
Turbo Principle ◽  
Role Based

This chapter conveys two key success strategies for complex, self-guided interdisciplinary learning: (1) rhythmizing as a theatrical tool (regarding organization along time) and (2) multi-perspectivism as a tool allowing the organization regarding viewpoints (in the space of perceptions). While the first can be achieved by a suitable script of the didactic process, the second can be supported by seating orders, the arrangement of tables, and allocation of roles to role-playing learners. The meaning of “roles” in game-based learning is analyzed, based on both literature and interdisciplinary teaching experience. As an example of role-based and game-based learning, this chapter analyzes the temporal dynamics of several social dimensions of learning in the case of the five-level negotiation game “Surfing Global Change” (SGC, © G. Ahamer).

scholarly journals Affective Educational Games and the Evolving Teaching Experience

2011 ◽  
pp. 206-228
Author(s):  
Karla Muñoz ◽  
Paul Mc Kevitt ◽  
Tom Lunney ◽  
Julieta Noguez ◽  
Luis Neri
Keyword(s):  
Bayesian Networks ◽  
Educational Games ◽  
Affective State ◽  
Computer Game ◽  
Teaching Experience ◽  
Learning Goals ◽  
Game Based Learning ◽  
Student Model ◽  
Tutoring Systems ◽  
Control Value

Teaching methods must adapt to learners’ expectations. Computer game-based learning environments enable learning through experimentation and are inherently motivational. However, for identifying when learners achieve learning goals and providing suitable feedback, Intelligent Tutoring Systems must be used. Recognizing the learner’s affective state enables educational games to improve the learner’s experience or to distinguish relevant emotions. This chapter discusses the creation of an affective student model that infers the learner’s emotions from cognitive and motivational variables through observable behavior. The control-value theory of ‘achievement emotions’ provides a basis for this work. A Probabilistic Relational Models (PRMs) approach for affective student modeling, which is based on Dynamic Bayesian Networks, is discussed. The approach is tested through a prototyping study based on Wizard-of-Oz experiments and preliminary results are presented. The affective student model will be incorporated into PlayPhysics, an emotional game-based learning environment for teaching Physics. PRMs facilitate the design of student models with Bayesian Networks. The effectiveness of PlayPhysics will be evaluated by comparing the students’ learning gains and learning efficiencies.

The MORPG-based Learning System for Multiple Courses

Gamification ◽  
2015 ◽  
pp. 1076-1096
Author(s):  
Kuo-Yu Liu
Keyword(s):  
Game Design ◽  
Computer Network ◽  
Role Playing ◽  
Learning System ◽  
Design System ◽  
Game Based Learning ◽  
Web Based ◽  
Effective Learning ◽  
Learning Content ◽  
Role Playing Game

This study aimed at developing a Multiplayer Online Role Playing Game-based (MORPG) Learning system which enabled instructors to construct a game scenario and manage sharable and reusable learning content for multiple courses. It used the curriculum of “Introduction to Computer Science” as a study case to assess students' learning effectiveness on the subject of “computer network”. The sample was 56 freshman students, who were randomly assigned to two groups, one of which used the game-based learning and the other one the Web-based video lectures. Furthermore, this study also conducted the System Usability Scale (SUS) to measure satisfaction, usability and learnability of the developed management system for instructors. Five instructors were invited to participate in the practical use and evaluation. The results showed that game-based learning could be exploited as effective learning environments and game design system was usable and learnable for instructors to create learning games.

Benefits and Challenges of Using Educational Games

2022 ◽  
pp. 1560-1570
Author(s):  
Rupanada Misra ◽  
Leo Eyombo ◽  
Floyd T. Phillips
Keyword(s):  
Learning Styles ◽  
Educational Games ◽  
Role Playing ◽  
Generation Gap ◽  
Game Based Learning ◽  
Effective Learning ◽  
Left Behind ◽  
Use Of Technology ◽  
Strategy Game ◽  
Silver Bullet

In the 21st century, games can potentially be used as serious educational tools. Today's learners are distracted easily, and game-based learning is the silver bullet because it can potentially immerse the students in content and curricula. Not only does game-based learning with its power to engage and motivate users make the course come alive, but it can also provide a platform in critical thinking, creativity, instant feedback, and collaboration. One of the biggest challenges in education is the different learning styles of the students; game-based learning can easily overcome that. Games can be categorized into different genres such as action, adventure, fighting, puzzle, role-playing, simulation, sports, or strategy. Game designers can potentially select the appropriate genre best suited for effective learning. Even with all the advantages of game-based learning, some challenges, such as unwillingness of teachers to change or improper design of educational games, still exist. With students sometimes far ahead in the use of technology, some teachers who are left behind can be intimidated. The conceptual generation gap in this regard is quite wide, and designing, developing, and implementing games in curricula can be expensive. Though some games can be repurposed for education many cannot be repurposed to meet the expectations of the students.

Combatting the “Silo Effect” in the Online Classroom

2021 ◽  
pp. 149-174
Author(s):  
James J. Barney
Keyword(s):  
Homeland Security ◽  
Low Cost ◽  
Teaching Experience ◽  
Role Playing ◽  
Discussion Board ◽  
Discussion Boards ◽  
High Stakes ◽  
Writing Assignments ◽  
Case Study Analysis

This case study explores the revision process and experience learned by teaching 12 sections of an asynchronous online graduate Homeland Security Law course over a two-year period from 2018 to 2020. The chapter charts the transition of the course from a traditional format with high-stakes episodic assessments (midterm, final, and a lengthy research paper) to a discussion board-centric class using curated reading materials, case study analysis, role-playing, structured debates, and the scaffolding of shorter, low-stakes writing assignments predominately completed in the online discussion boards increased both student engagement and satisfaction as reflected by student evaluations and feedback. The chapter further argues that a collection of low-tech, low-cost design and delivery tips derived from the insights provided from scholarship and online teaching experience can create a rich and transparent online learning environment.

The Study and Application of Workflow Management System Based on Multi-Role Playing

2013 ◽  
Vol 748 ◽  
pp. 1217-1222
Author(s):  
Zi Wei Zeng ◽  
Qiu Si Zhang
Keyword(s):  
Business Process ◽  
Management System ◽  
Process Management ◽  
Workflow Management ◽  
Role Playing ◽  
Workflow Management System ◽  
Modeling Method ◽  
Workflow Model ◽  
Workflow Modeling ◽  
Role Based

Workflow management system is playing more and more significant role in business process management (BPM) and office automation (OA) of enterprises[. It can improve the efficiency and manageability of an enterprises daily teamwork, control as well as coordinate the processes[. Traditionally, it is not easy for the workflow modeling method to describe the complex business process clearly and intuitively. In this paper we improved the role based workflow model, and proposed a workflow modeling method based on multi-role playing. It is possible to make the modeling easier and simpler when we come to the complex business process modeling problems. Finally, an example of a B/S based Enterprise Financial Reimbursement Management System (EFRMS) is demonstrated to prove the convenience and feasibility about the method mentioned.

Development, Identity, and Game-Based Learning

2009 ◽  
pp. 808-825 ◽  
Author(s):  
Yam San Chee ◽  
Kenneth Yang Teck Lim
Keyword(s):  
Computer Games ◽  
Citizenship Education ◽  
Role Playing ◽  
Game Based Learning ◽  
Data Set ◽  
Construction Of Identity ◽  
Game World ◽  
Values And Beliefs ◽  
Research Findings ◽  
Dialogic Interaction

This chapter considers the use of computer games to help students construct their personal identity and develop dispositions that become active and responsible citizenship. It argues that the construction of identity requires both performative and narrative components and that these elements can be realized in a learning environment that affords students the opportunity to engage in a dialectic interplay between role playing in a game world and dialogic interaction outside of the game world. Research findings from an initial data set showing how students project their identities onto in-game characters are shared. The findings suggest that role playing in computer games can be effective in fostering attitudes, values, and beliefs desired of citizenship education.

LANGUAGE TEACHER EDUCATION. Jon Roberts. London: Arnold, 1998. Pp. viii + 346. $70.00 cloth, $19.95 paper.

2000 ◽  
Vol 22 (4) ◽  
pp. 600-601
Author(s):  
Manel Lacorte
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Language Teachers ◽  
Social Dimensions ◽  
Classroom Context ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Learning And Teaching ◽  
Dimensions Of Learning ◽  
Constructivist Perspective

This volume is a valuable contribution to the field of language teacher education (LTE) because of its innovative approach to language learning and teaching as well as its consistent organization. As noted in the introduction, the book is intended for language teachers “who will make, or have made, the step from teaching to training” (p. 1). To this end, the author relates the teachers' experience and understanding of the classroom context to a broadly social constructivist perspective, based on the relevance of the personal and social dimensions of learning to teach.

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