Reliving the Revolution

2011 ◽  
pp. 250-270 ◽  
Author(s):  
Karen Schrier
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Augmented Reality ◽  
Physical Environment ◽  
Historical Thinking ◽  
Handheld Devices ◽  
The Novel ◽  
Virtual Game ◽  
The Revolution

Students need to learn the critical thinking of history, yet they rarely have opportunities to authentically simulate historic inquiry. Research has suggested the pedagogical potential for using augmented reality (AR) games—location-based games that use wireless handheld devices such as PDAs to provide virtual game information in a physical environment. The novel AR game, Reliving the Revolution (RtR), was created as a model for studying how AR games can engage students in interpretive, collaborative, and problem-solving activities. In this chapter, the game is introduced and main results of the initial iterative tests are discussed, including what went wrong and how the game was redesigned to better support deeper engagement and historical thinking and learning.

Reliving the Revolution

2011 ◽  
pp. 988-1003
Author(s):  
Karen Schrier
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Augmented Reality ◽  
Physical Environment ◽  
Historical Thinking ◽  
Handheld Devices ◽  
The Novel ◽  
Virtual Game ◽  
The Revolution

Students need to learn the critical thinking of history, yet they rarely have opportunities to authentically simulate historic inquiry. Research has suggested the pedagogical potential for using augmented reality (AR) games—location-based games that use wireless handheld devices such as PDAs to provide virtual game information in a physical environment. The novel AR game, Reliving the Revolution (RtR), was created as a model for studying how AR games can engage students in interpretive, collaborative, and problem-solving activities. In this chapter, the game is introduced and main results of the initial iterative tests are discussed, including what went wrong and how the game was redesigned to better support deeper engagement and historical thinking and learning.

Reliving History with "Reliving the Revolution"

2009 ◽  
pp. 1460-1476 ◽  
Author(s):  
Karen Schrier
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Augmented Reality ◽  
Physical Environment ◽  
Historical Thinking ◽  
Handheld Devices ◽  
The Novel ◽  
Virtual Game ◽  
The Revolution

Students need to learn the critical thinking of history, yet they rarely have opportunities to authentically simulate historic inquiry. Research has suggested the pedagogical potential for using augmented reality (AR) games—location-based games that use wireless handheld devices such as PDAs to provide virtual game information in a physical environment. The novel AR game, Reliving the Revolution (RtR), was created as a model for studying how AR games can engage students in interpretive, collaborative, and problem-solving activities. In this chapter, the game is introduced, and main results of the initial iterative tests are discussed, including what went wrong and how the game was redesigned to better support deeper engagement and historical thinking and learning.

Problem based learning (PBL) in Organic Chemistry

2018 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Amina Alobaidi
Keyword(s):  
Organic Chemistry ◽  
Critical Thinking ◽  
Problem Solving ◽  
Concept Mapping ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Skills ◽  
Educational Methods ◽  
Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.  

PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

2017 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
St Fatimah Azzahra
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Problem ◽  
Group Problem ◽  
Control Group Design ◽  
Group Design ◽  
Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

scholarly journals Revealing Hidden Local Cultural Heritage through a Serious Escape Game in Outdoor Settings

Information ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 10
Author(s):  
Stavroula Tzima ◽  
Georgios Styliaras ◽  
Athanasios Bassounas
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Cultural Heritage ◽  
Physical Environment ◽  
Local History ◽  
Educational Context ◽  
Virtual Reality Technology ◽  
The Real ◽  
Hybrid Type ◽  
Game Mechanics

Escape Rooms are presently considered a very popular social entertainment activity, with increasing popularity in education field, since they are considered capable of stimulating the interest of players/students and enhancing learning. The combined game mechanics have led to blended forms of Escape Rooms, the Serious Escape Games (SEGs) and the hybrid type of Escape Rooms that uses Augmented Reality (AR)/Virtual Reality technology, a type that is expected to be widely used in the future. In the current study, the MillSecret is presented, a multi-player Serious Escape Game about local cultural heritage, where the players must solve a riddle about the cultural asset of watermills. MillSecret uses AR technology and it was designed to be conducted in the real-physical environment and in an informal educational context. The paper describes the game, its implementation, the playing process, and its evaluation, which aimed to study the feasibility of game conduction in outdoor settings and the views and experience of players with the game, the local cultural heritage and local history. Evaluation results reveal, among other findings, a very positive first feedback from players that allows us to further evolve the development of the game.

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