GaME Design for Intuitive Concept Knowledge

2009 ◽  
pp. 1104-1126 ◽  
Author(s):  
Debbie Denise Reese
Keyword(s):  
Mental Models ◽  
Prior Knowledge ◽  
Game Design ◽  
Relational Structure ◽  
Learning Science ◽  
Learning Tools ◽  
Instructional Games ◽  
Concept Knowledge ◽  
Powerful Learning ◽  
Intuitive Concept

Game-based, metaphor-enhanced (GaME) design is a process for engineering instructional games to prepare learners with the prior knowledge they need to learn later, more complex science concepts. The key step in the method is specifying a domain’s relational structure and then developing a game world based upon that structure. Reviewing relevant game design, cognitive science, and learning science theories, the author argues: (a) the need for GaME design; (b) that game worlds, complex concepts, and mental models are analogous systems; (c) how game-based technologies can provide a pragmatic and embodied context for making complex, introductory concepts intuitive; and (d) that the pragmatic, physical, and procedural aspects of games make them powerful learning tools that must be carefully designed. The author illustrates GaME design using Selene: A Lunar Creation GaME. Rigorous methods for design of instructional games will enhance control over learning outcomes.

GaME Design for Intuitive Concept Knowledge

2011 ◽  
pp. 474-496
Author(s):  
Debbie Denise Reese
Keyword(s):  
Mental Models ◽  
Prior Knowledge ◽  
Game Design ◽  
Relational Structure ◽  
Learning Science ◽  
Learning Tools ◽  
Instructional Games ◽  
Concept Knowledge ◽  
Powerful Learning ◽  
Intuitive Concept

Game-based, metaphor-enhanced (GaME) design is a process for engineering instructional games to prepare learners with the prior knowledge they need to learn later, more complex science concepts. The key step in the method is specifying a domain’s relational structure and then developing a game world based upon that structure. Reviewing relevant game design, cognitive science, and learning science theories, the author argues: (a) the need for GaME design; (b) that game worlds, complex concepts, and mental models are analogous systems; (c) how game-based technologies can provide a pragmatic and embodied context for making complex, introductory concepts intuitive; and (d) that the pragmatic, physical, and procedural aspects of games make them powerful learning tools that must be carefully designed. The author illustrates GaME design using Selene: A Lunar Creation GaME. Rigorous methods for design of instructional games will enhance control over learning outcomes.

Wargaming in Cyber Security Education and Awareness Training

2019 ◽  
Vol 8 (1) ◽  
pp. 35-38
Author(s):  
Andreas HAGGMAN
Keyword(s):  
Cyber Security ◽  
Learning Opportunities ◽  
Learning Tools ◽  
Security Strategy ◽  
Powerful Learning ◽  
Security Training ◽  
Core Concepts ◽  
Education And Awareness ◽  
The Uk ◽  
High Engagement

This paper introduces readers to core concepts around cyber wargaming. Wargames can be powerful learning tools, but few wargames exist to teach players about cyber security. By way of highlighting possibilities in this space, the author has developed an original educational tabletop wargame based on the UK National Cyber Security Strategy and deployed the game to a variety of organisations to determine its pedagogic efficacy. Overall, it is found that the game was effective in generating high-engagement participation and clear learning opportunities. Furthermore, there are design lessons to be learned from existing games for those seeking to use wargames for cyber security training and education.

scholarly journals Using Mobile Devices as Effective Learning Tools in a Library Setting

2021 ◽  
Author(s):  
Margo Pickworth
Keyword(s):  
Mobile Devices ◽  
Cognitive Skills ◽  
Interpersonal Skills ◽  
School Library ◽  
Learning Opportunities ◽  
Student Response ◽  
Learning Tools ◽  
Qr Codes ◽  
Effective Learning ◽  
Powerful Learning

Mobile devices are prolific and young people have embraced this technology in all facets of their lives. Using a small number of iTouch and iPad devices in a school library has provided students rich learning opportunities which have enhanced cognitive, personal and interpersonal skills. By harnessing their power and motivation, mobile devices can become powerful learning tools. Integrating QR codes, Student response apps, Thinking and Presentation tools have been used to develop cognitive skills. This article will explain, justify and provide illustrations of practice of how these devices have been used and demonstrate their value in making connections in the school library.

scholarly journals Application of an Online Interactive Simulation Tool to Teach Engineering Concepts Using 3D Spatial Structures

2016 ◽  
pp. 788-806
Author(s):  
Brett D. Jones ◽  
Mehdi Setareh ◽  
Nicholas F. Polys ◽  
Felipe Bacim
Keyword(s):  
Effective Means ◽  
Interactive Simulation ◽  
Simulation Tool ◽  
Spatial Structures ◽  
Learning Tools ◽  
Powerful Learning ◽  
Inquiry Approach ◽  
Based Instruction ◽  
The Impact ◽  
Interactive Simulations

Simulations can be powerful learning tools that allow students to explore and understand concepts in ways that are not possible in typical classroom settings. However, research is lacking as to how to use simulations most effectively in different types of learning environments. To address this need, we designed a study to examine the impact of using online interactive simulations on the learning and motivation of 109 undergraduate architecture students from two large public universities. The simulation tool allowed students to create models of spatial structures and analyze the effects of loads on structural member forces and deflections. The authors incorporated the simulations into our instructional design using an inquiry approach because it was consistent with our goals of teaching students concepts and the process of deriving the concepts. They documented that online interactive simulations delivered through inquiry-based instruction can be an effective means to help students learn and apply concepts.

MLEARNING: POWERFUL LEARNING TOOLS FOR EAP IN HIGHER EDUCATION

2018 ◽  
Author(s):  
Nabila Nakhla ◽  
Rania M Rafik Khalil ◽  
Shadia Fahim
Keyword(s):  
Higher Education ◽  
Learning Tools ◽  
Powerful Learning

Reflective Game Designers

2017 ◽  
pp. 111-125
Author(s):  
Seth Andrew Hudson
Keyword(s):  
Higher Education ◽  
Reflective Practice ◽  
Prior Knowledge ◽  
Game Design ◽  
Computer Game ◽  
Student Culture ◽  
Computer Game Design ◽  
Game Industry ◽  
Computer Game Industry ◽  
Industry Experience

This chapter argues that the study of game design in higher education has the power to directly impact changes in the current culture of the computer game industry, doing so through the incorporation of reflective practice in coursework and teacher practice. Highlighting the unique challenges faced by computer game design faculty and programs, along with challenges students face when seeking employment post-graduation, the author frames questions of student culture and identity as they relate to discipline-specific traditions and the games industry. The discussion calls for the leveraging of the prior knowledge students have as players and many faculty have through industry experience, and concludes with recommendations for adopting reflective practice across computer game design in higher education.

A Qualitative Meta-Analysis of Computer Games as Learning Tools

2011 ◽  
pp. 1619-1665 ◽  
Author(s):  
Fengfeng Ke
Keyword(s):  
Computer Games ◽  
Meta Analysis ◽  
Computer Game ◽  
Theory Approach ◽  
Learning Tools ◽  
Learning Program ◽  
Policy And Practice ◽  
Major Purpose ◽  
Instructional Games ◽  
Computer Based

Drawing on grounded theory approach and a qualitative meta-analysis, this chapter intends to systematically review and synthesize the theories, methods, and findings of both qualitative and quantitative inquiries on computer-based instructional games. A major purpose of this literature review and meta-analysis is to inform policy and practice based on existing studies. Four major recurring themes concerning the effectiveness of computer-based instructional games have emerged from a comparative analysis with 89 instructional gaming studies and are discussed with the support of exemplar research. The chapter will assist practitioners and policymakers in understanding the “best practices” and key factors of a computer game-based learning program.

scholarly journals Using e‐learning for student sustainability literacy: framework and review

2013 ◽  
Vol 14 (4) ◽  
pp. 338-348 ◽  
Author(s):  
Susannah Diamond ◽  
Brian Irwin
Keyword(s):  
Literature Review ◽  
Teaching And Learning ◽  
Best Practice ◽  
Academic Staff ◽  
Learning Tools ◽  
Content Type ◽  
Powerful Learning ◽  
Sustainability Literacy ◽  
E Learning ◽  
Sustainable Futures

PurposeThe paper aims to explore staff practices in using e‐learning to embed sustainability literacy, highlight best practice and determine areas for improvement.Design/methodology/approachA framework of four areas for developing student sustainability literacy (SSL) was proposed as a basis for analysing practice. A literature review then explored the extent to which e‐learning is used to support embedding SSL in the curriculum, and the types of e‐learning currently in use for this.FindingsE‐learning tools were most frequently used to provide flexible access to information, followed by support for communication and collaboration, and were less frequently used for the development of specific skills, personal identity and confidence.Research limitations/implicationsThe sample of case studies provided only limited evidence. A survey of practitioners could be undertaken to explore and validate the issues raised by the literature review.Practical implicationsThe review highlighted scope for a pedagogical shift away from using e‐learning for information delivery and practical communication, and towards supporting rich, student‐centred forms of learning in both blended and distance learning modes.Social implicationsThis shift would create more powerful learning experiences for students, more effectively develop students' personal identities and skills, and yield graduates who are more confident in their ability to create more sustainable futures.Originality/valueThis paper will be of value to academic staff and educational developers looking to develop practice in embedding SSL in teaching and learning, and to harness the potential of e‐learning.

Powerful Methodologies/Powerful Pedagogy: Autoethnography and Dialogic Interviews in a WGS Empowerment Self-Defense Class

2020 ◽  
pp. 107780042094810
Author(s):  
Leslie Rebecca Bloom ◽  
Amy Jones ◽  
Samantha Barnes ◽  
Michaela Dwyer ◽  
Giselle Garcia ◽  
...  
Keyword(s):  
Focal Point ◽  
Student Writing ◽  
Learning Tools ◽  
Classroom Relationships ◽  
Knowledge And Skills ◽  
College Classrooms ◽  
Academic Knowledge ◽  
Self Defense ◽  
Powerful Learning ◽  
And Gender

Autoethnography and dialogic interviewing are valued qualitative research methodologies across multiple disciplines. However, their use in college classrooms as a focal point of student writing, learning, and empowerment is less documented than its use in research studies despite being powerful learning tools. I describe my use of these methodologies in a women’s and gender studies course. Grounded in compelling examples from students’ autoethnographic papers and dialogic interview reports, I analyze how these methodologies enhance engagement with new academic knowledge and skills, guide meaningful self-reflexivity, foster evocative writing, encourage peer-to-peer learning, and create strong classroom relationships.

scholarly journals A Brief Review of Neural Networks Based Learning and Control and Their Applications for Robots

Complexity ◽  
2017 ◽  
Vol 2017 ◽  
pp. 1-14 ◽  
Author(s):  
Yiming Jiang ◽  
Chenguang Yang ◽  
Jing Na ◽  
Guang Li ◽  
Yanan Li ◽  
...  
Keyword(s):  
Neural Networks ◽  
Nonlinear Systems ◽  
Human Robot Interaction ◽  
Learning Tools ◽  
Robot Interaction ◽  
Practical Applications ◽  
Powerful Learning ◽  
Wide Range ◽  
Complex Nonlinear Systems ◽  
And Control

As an imitation of the biological nervous systems, neural networks (NNs), which have been characterized as powerful learning tools, are employed in a wide range of applications, such as control of complex nonlinear systems, optimization, system identification, and patterns recognition. This article aims to bring a brief review of the state-of-the-art NNs for the complex nonlinear systems by summarizing recent progress of NNs in both theory and practical applications. Specifically, this survey also reviews a number of NN based robot control algorithms, including NN based manipulator control, NN based human-robot interaction, and NN based cognitive control.

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