A Window on Digital Games Interactions in Home Settings

2009 ◽  
pp. 127-145 ◽  
Author(s):  
Elhanan Gazit
Keyword(s):  
Learning Environments ◽  
Digital Games ◽  
Building Blocks ◽  
Interactive Learning Environments ◽  
Design And Implementation ◽  
Close Observation ◽  
Real World Learning ◽  
Complex Relationships ◽  
The Impact

This chapter presents an analysis of the dynamics of children’s digital games interactions, which take place in their home surroundings, based on empirical case study. Since digital games have become one of the main building blocks in children’s world, there is a need to examine the impact of the widespread use of digital games in children’s everyday life. The study’s framework served as a window for close observation of the ways young children spontaneously play digital games and interact with each other. Theoretical implications for digital games research and the pedagogical implications regarding the design and implementation of interactive learning environments are discussed. In addition, there are methodological challenges of finding new pathways for studying the complex relationships between digital games and real-world learning interactions. The study’s findings and their implications could serve as a small step in perusing these challenges.

scholarly journals Motivating for Reading through Transmedia Storytelling: A Case Study with Students from a Middle School in the Médio Tejo Region

2021 ◽  
Vol 22 ◽  
pp. e23680
Author(s):  
Ana Paula Faria-Ferreira ◽  
Patrícia Alexandra Faria Ferreira ◽  
Célio Gonçalo Marques
Keyword(s):  
Learning Environments ◽  
Information And Communication Technologies ◽  
Pedagogical Practices ◽  
Mobile Technologies ◽  
Immersive Learning ◽  
Transmedia Storytelling ◽  
The Creation ◽  
Level Of Motivation ◽  
The Impact

The evolution of information and communication technologies has changed the way we relate to each other and how we build our knowledge. This creates challenges for education systems, as school must provide all students with the educational experiences that will enable them to develop the skills reflected in the profile of the 21st-century student on com  pletion of compulsory schooling. It is up to teachers to find new ways of teaching, making the most of the resources and digital tools made available by mobile technologies. Technology can make a significant contribution to increasing students' motivation because it is closer to what they like and use in their daily lives. And this introduction of technology into the classroom can promote student-oriented teaching, which contributes to the development of skills such as autonomy, critical thinking and self-esteem. One of the areas that can contribute to this paradigm shift is the creation of experiences in immersive learning environments such as Transmedia Storytelling. Immersive learning environments can favour the creation and implementation of projects that promote reading skills in schools. This is the focus of this article. The aim of this study is to evaluate the impact of transmedia storytelling on the level of motivation of students and on the improvement of pedagogical practices implemented by the teachers involved. This case study was carried out in the subject of Portuguese in three 7th-grade classes of a school from the Médio Tejo region. The results obtained suggest a high level of motivation of students and teachers. The latter recognise that pedagogical routes using Transmedia Storytelling contribute to the motivation, autonomy and improvement of students' learning.

scholarly journals How Inclusive Interactive Learning Environments Benefit Students Without Special Needs

2021 ◽  
Vol 12 ◽  
Author(s):  
Silvia Molina Roldán ◽  
Jesús Marauri ◽  
Adriana Aubert ◽  
Ramon Flecha
Keyword(s):  
Learning Environments ◽  
Inclusive Education ◽  
Interactive Learning ◽  
Interactive Learning Environments ◽  
Cognitive Effort ◽  
Special Educational Needs ◽  
Helping Others ◽  
Inclusive Approach ◽  
Educational Inclusion ◽  
The Impact

Growing evidence in recent years has led to an agreement on the importance and benefits that inclusive education has for students with special educational needs (SEN). However, the extension and universalization of an inclusive approach will also be enhanced with more evidence on the benefits that inclusion has for all students, including those without SEN. Based on the existing knowledge that learning interactions among diverse students are a key component of educational inclusion, the aim of this study is to identify the impact on students without SEN of being educated with students with SEN in shared, inclusive, interactive learning environments. Data were collected in three schools using a qualitative approach with a communicative orientation. Semistructured interviews were held with teachers as well as community volunteers participating in the schools. Further, focus groups were conducted with students and teachers. The results show that students without SEN benefit from participating in interactive learning activities with peers with SEN in different ways: (1) they learn to respect others, accept differences, and acknowledge different abilities, thereby creating opportunities for new friendships to develop; (2) they learn about abilities related to helping others participate and learn, to be patient and to gain the satisfaction in helping others learn and behave better; and (3) they benefit from the cognitive effort required to explain themselves and from the contributions of peers with SEN from which they can learn.

scholarly journals The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments

2021 ◽  
Vol 12 ◽  
Author(s):  
Alfonso Rodríguez-Oramas ◽  
Pilar Alvarez ◽  
Mimar Ramis-Salas ◽  
Laura Ruiz-Eugenio
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Learning Environments ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Interactive Learning ◽  
Interactive Learning Environments ◽  
Evidence Based ◽  
Students With Special Needs ◽  
The Impact

In the international context of a progress toward more inclusive educational systems and practices, the role of Special Education teachers is being transformed. From an inclusive perspective, these professionals increasingly support students and their teachers in the mainstream classroom, avoiding segregation. However, Special Education teachers often struggle to reach and support all students with special needs and their teachers to provide quality inclusive education. For this reason, more research is still needed on in-service training strategies for the inclusion of students with special needs that effectively translate into evidence-based school practices that improve the education of all students. This article analyses the impact of two evidence-based dialogic training programs of Special Education teachers working in mainstream schools carried out in Mexico during the 2018–2019 school year. Through in-depth interviews with participants, it was identified how, after the training, teachers increasingly grounded their actions on scientific evidence and promoted interactive learning environments that improved the educational inclusion of their students with special needs. This training also became the venue to make evidence-based educational actions available to other students without special needs, improving the quality of education provided to all students.

Supporting Mobile Access to VLE Resources through MobiGlam

2012 ◽  
pp. 315-332
Author(s):  
Fatma Meawad ◽  
Geneen Stubbs
Keyword(s):  
Learning Environments ◽  
Mobile Devices ◽  
Virtual Learning Environments ◽  
Added Value ◽  
Learning Activity ◽  
Mobile Access ◽  
Generic Framework ◽  
The University ◽  
The Impact

MobiGlam is a generic framework of interoperability with existing virtual learning environments (VLEs) that provides a compact and easy to use implementation of learning activity on Java enabled mobile devices. A case study was conducted at the University of Glamorgan, UK where MobiGlam was seamlessly integrated with the university’s VLE to support the delivery of computer courses at the foundation level. Such integration showed an added value to the participants and in many cases, it improved their use of the VLE. This chapter reports on the deployment, the evaluation, and the results of this case study. The results are analysed from two views: the impact on the participants’ use of the VLE and the framework’s overall usability.

scholarly journals Country-Wide Resilience Model for the Health System: A Case Study on Iran, under Coronavirus Outbreak

2021 ◽  
Author(s):  
Nazanin Pilevari ◽  
Mahyar Valeh Shiva
Keyword(s):  
Health System ◽  
Health Systems ◽  
Dynamic Capabilities ◽  
Health Information System ◽  
National Health System ◽  
Building Blocks ◽  
Interpretive Structural Modeling ◽  
System A ◽  
The Impact

Background: The outbreak of the COVID-19 virus has had many destructive impacts on socio-economic and health systems. The health systems of countries could be supportive in crisis management, but they also are affected by the impact of the crisis, consequently, their operational level has declined. This study pursued resilience in an overall national health system under pandemic stress. Methods: Based on WHO building blocks, by interviewing informants of the Ministry of Health and Medical Education, in Tehran-Iran, early 2021 a rich picture of the current situation depicted, the resilience model was extracted via a mixed method of Soft System Methodology (SSM) and total interpretive structural modeling (TISM). Dynamic capabilities were applied for the orchestration of the Iranian health system. Results: Particular functional and structural suggestions applicable for designing a ubiquitous resilience model for the country-wide health system are presented in this study. The variables of crisis sensing, opportunity seizing, and reconfiguration are the cornerstones of health system resilience. Conclusion: Well-suited health technology assessment (HTA) and health information system (HIS) play significant roles in the overall strengthening of the health system. All reforms for resilience will have a lasting result when the capabilities created by the resilience model are learned and reused in a dynamic cycle.

scholarly journals Impact of Interactive Learning Environments on Learning and Cognitive Development of Children With Special Educational Needs: A Literature Review

2021 ◽  
Vol 12 ◽  
Author(s):  
Leire Ugalde ◽  
Maite Santiago-Garabieta ◽  
Beatriz Villarejo-Carballido ◽  
Lídia Puigvert
Keyword(s):  
Cognitive Development ◽  
Learning Environments ◽  
Cognitive Skills ◽  
Interactive Learning ◽  
Interactive Learning Environments ◽  
Educational Needs ◽  
Academic Learning ◽  
Special Educational Needs ◽  
Interactive Environments ◽  
The Impact

Children with special educational needs (SEN) achieve lower educational levels than their peers without special needs, leading to a higher risk of social exclusion in the future. Inclusive education aims to promote learning and to benefit the cognitive development of these students, and numerous research studies have indicated that interactive environments benefit inclusion. However, it is necessary to know how these inclusive environments can positively impact the academic improvement and development of these students' cognitive skills. This article provides a review of the scientific literature from Web of Science, SCOPUS, ERIC, and PsychINFO to understand the impact of interactive environments on the academic learning and cognitive skill development of children with SEN. A total of 17 studies were selected. Those studies showed the effectiveness of interactive learning environments in promoting instrumental learning, increasing academic involvement, and improving the cognitive development of children with disabilities. Based on these results, it can be concluded that interaction-based interventions with an inclusive approach nurture the learning and cognitive development of students with SEN.

scholarly journals Informing learning design through analytics: Applying network graph analysis

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Dirk Ifenthaler ◽  
David Gibson ◽  
Eva Dobozy
Keyword(s):  
Learning Environments ◽  
Learning Analytics ◽  
Graph Analysis ◽  
Learning Design ◽  
Digital Learning ◽  
Time Data ◽  
Network Graph ◽  
Dynamic Learning ◽  
The Impact

Learning design has traditionally been thought of as an activity occurring prior to the presentation of a learning experience or a description of that activity. With the advent of near real-time data and new opportunities of representing the decisions and actions of learners in digital learning environments, learning designers can now apply dynamic learning analytics information on the fly in order to evaluate learner characteristics, examine learning designs, analyse the effectiveness of learning materials and tasks, adjust difficulty levels, and measure the impact of interventions and feedback. In a case study with 3550 users, the navigation sequence and network graph analysis demonstrate a potential application of learning analytics design. Implications based on the case study show that integration of analytics data into the design of learning environments is a promising approach.

Forecasting Technological Impacts on Customers’ Co-Consideration Behaviors: A Data-Driven Network Analysis Approach

2016 ◽  
Author(s):  
Mingxian Wang ◽  
Zhenghui Sha ◽  
Yun Huang ◽  
Noshir Contractor ◽  
Yan Fu ◽  
...  
Keyword(s):  
Network Analysis ◽  
Product Design ◽  
Data Driven ◽  
Analysis Approach ◽  
Quadratic Assignment ◽  
Technological Changes ◽  
Technological Developments ◽  
Complex Relationships ◽  
The Impact

Forecasting customers’ responses and market competitions is essential before launching major technological changes in product design. In this research, we present a data-driven network analysis approach to understand the interactions among technologies, products, and customers. Such an approach provides a quantitative assessment of the impact of technological changes on customers’ co-consideration behaviors. The multiple regression quadratic assignment procedure (MRQAP) is employed to quantitatively predict product co-consideration relations as a function of various effect networks created by associations of product attributes and customer demographics. The uniqueness of the proposed approach is its capability of predicting complex relationships of product co-consideration as a network. Using vehicles as a case study, we forecast the impacts of two technological changes — adopting the fuel economy-boosting technology and the turbo engine technology by individual auto companies. The case study provides vehicle designers with insights into the change of market competitions brought by new technological developments. Our proposed approach links the market complexity to technology features and subsequently product design attributes to guide engineering design decisions in the complex customer-product systems.

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