Game Concepts in Learning and Teaching Process

2022 ◽  
pp. 21-54
Author(s):  
Ilana de Almeida Souza Concilio ◽  
Pedro Henrique Cacique Braga
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Traditional Teaching ◽  
Game Based Learning ◽  
Pedagogical Strategies ◽  
Good Practices ◽  
Instructional Process ◽  
Learning And Teaching ◽  
Motivational Design

The traditional teaching and learning process has undergone several transformations in order to increase the engagement and motivation of students in relation to the content studied. The emergence of learning management systems, along with the adoption of games or gamification features, make the instructional process more stimulating and dynamic. Educators also seek to identify appropriate pedagogical strategies in the context of motivational design and the study of emotions. This chapter aims to present different approaches to playful learning and also discuss good practices in the use of frameworks created based on students' emotional components and instructional design in order to make game-based learning and the use of gamification more effective and engaging.

Game Concepts in Learning and Teaching Process

2019 ◽  
pp. 1-34 ◽  
Author(s):  
Ilana de Almeida Souza Concilio ◽  
Pedro Henrique Cacique Braga
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Traditional Teaching ◽  
Game Based Learning ◽  
Pedagogical Strategies ◽  
Good Practices ◽  
Instructional Process ◽  
Learning And Teaching ◽  
Motivational Design

The traditional teaching and learning process has undergone several transformations in order to increase the engagement and motivation of students in relation to the content studied. The emergence of learning management systems, along with the adoption of games or gamification features, make the instructional process more stimulating and dynamic. Educators also seek to identify appropriate pedagogical strategies in the context of motivational design and the study of emotions. This chapter aims to present different approaches to playful learning and also discuss good practices in the use of frameworks created based on students' emotional components and instructional design in order to make game-based learning and the use of gamification more effective and engaging.

A Study of the Predictive Relationships between Faculty Engagement, Learner Satisfaction and Outcomes in Multiple Learning Delivery Modes

2014 ◽  
pp. 304-317
Author(s):  
Cherng-Jyh Yen ◽  
M’hammed Abdous
Keyword(s):  
Teaching And Learning ◽  
Learning Management Systems ◽  
Learner Satisfaction ◽  
Traditional Teaching ◽  
Face To Face ◽  
Delivery Modes ◽  
Dramatic Rise ◽  
Technology Convergence ◽  
Current Context ◽  
Student Demand

The confluence of technology convergence, market forces, and student demand for greater access is reshaping higher education institutions. Indeed, the convergence of technological innovations in hardware, software, and telecommunications, combined with the ubiquity of learning management systems, is reconfiguring and strengthening traditional teaching and learning delivery modes (Amirault & Visser, 2009; Harasim, 2006; Laurillard, 2008). In the current context, one in which universities are forced to adapt, rethink, and even reinvent themselves, the traditional lines between distance education (DE) and face-to-face teaching and learning are becoming progressively blurred, particularly since the dramatic rise of online and blended or hybrid learning (Means, Toyama, Murphy, Bakia, & Jones, 2009; Parsad & Lewis, 2008). This structural transformation is progressively redefining the concept of faculty’s presence and their ability to interact and engage learners. The traditional model of teaching and learning (with its heavy reliance on teacher presence) is being augmented with various tools and technologies (Abdous & Yen, 2010). Additionally, student engagement and its corollary, interaction, have been closely linked to desirable learning outcomes, including academic achievement, critical thinking, and grades (Handelsman, Briggs, Sullivan, & Towler, 2005; Pascarella & Terenzini, 2005; Carini, Kuh, & Klein, 2006).

scholarly journals Teachers’ and Learners’ Perceptions Towards Digital Game-Based Learning in ESL Classroom

2020 ◽  
Vol 8 (1) ◽  
pp. 166
Author(s):  
Amal Abdullah Alhebshi ◽  
Maha Saeed Halabi
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Positive Impact ◽  
Learning Experience ◽  
Relevant Literature ◽  
Digital Game ◽  
Classroom Context ◽  
Game Based Learning ◽  
Learning And Teaching ◽  
Teachers And Students

Technology is being used in teaching environments to engage students and teachers effectively in the classroom context and building their interest to explore the versatile phenomenon of learning. Digital game-based learning has become a new learning experience that enhances students’ and teachers’ motivation to achieve competencies. The present research explores the perceptions of teachers and students about digital game-based learning in ESL classrooms. The researcher draws on the relevant literature to demonstrate and support the study's findings. The research is investigated quantitatively by administering a questionnaire to measure the perspectives of ESL teachers and the foundation-year students at King Abdulaziz University, Kingdom of Saudi Arabia. The quantitative data gathered from students and teachers were analyzed through SPSS software. The findings indicate that a significant number of respondents prefer using technological devices for better outcomes in the teaching and learning process. It also shows that using digital games had positive impact in relation to three main variables; engagement with learning and teaching, acceptance of DGBL and the effects of DGBL to learn the English language. This also helps participants to gain learning experience in their environment at any time and from anywhere.

scholarly journals The Online Course as Initial Stage of a Course in Higher Education: Implementation and Evaluation of the Pre-MOOC Concept in a Technical Degree Course

2021 ◽  
Vol 16 (06) ◽  
pp. 245
Author(s):  
Clarissa Braun ◽  
Martin Ebner ◽  
Lothar H. Fickert ◽  
Sandra Schön
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
University Teaching ◽  
Online Course ◽  
Traditional Teaching ◽  
Master Program ◽  
Instructional Design Process ◽  
Current State ◽  
Initial Stage ◽  
State Of Research

In university teaching, a MOOC is often regarded as an isolated online course and thus underestimated in its didactic application possibilities within traditional teaching and learning environments. In this study, the "Pre-MOOC" design is presented as an example, in which the didactic em-bedding of an online course is the first phase of a lecture in higher educa-tion. After a brief overview of the current state of research on Pre-MOOCs, the article describes the instructional design process of the lecture in which we used the instructional design model ADDIE. Furthermore, the study de-scribes the implementation and evaluation in a master program of electrical engineering. We will analyze the results of the evaluation with regard to the concept of a Pre-MOOC. Based on feedback from students and teachers, rec-ommendations for designing a course with the Pre-MOOC design will be provided.

scholarly journals Learning Management Systems: The Game Changer for Traditional Teaching and Learning at Adult and Higher Education Institutions

2019 ◽  
pp. 1-14
Author(s):  
Dr. Lester Reid
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Learning Management Systems ◽  
Faculty Members ◽  
Management Systems ◽  
Traditional Teaching ◽  
Learning Management ◽  
Adult And Higher Education

This qualitative case study explored how learning management systems influence adult learners' method of acquiring higher education, how learning management systems influence adult learners transformative learning and how learning management systems is a game-changer for traditional teaching and learning at adult and higher education institutions. This empirical study focused on the perspectives of faculty members, students, and academic leadership concerning learning management systems utilization, benefits, preference, and satisfaction that influenced traditional teaching and learning at adult and higher education institutions. The qualitative and quantitative research methods conducted by the scholars in this empirical study shows positive and optimistic responses from faculty members and students regarding learning management system preference, utilization, appreciation, and satisfaction for online teaching-learning at adult and Higher education institutions. The study shows the trend, and directions adult and higher education institutions are taking to meet the demands and competition to deliver online education to adult learners.

Interactive Multimedia

2011 ◽  
pp. 455-462
Author(s):  
S. Manjit Sidhu
Keyword(s):  
New Media ◽  
Teaching And Learning ◽  
Interactive Multimedia ◽  
Interactive Media ◽  
Learning Abilities ◽  
Cd Rom ◽  
Instructional Process ◽  
Learning And Teaching ◽  
Common Reference ◽  
Audio Video

Media is a Latin word used to describe ways to convey information. Media can be related to newspapers, magazines, radio, television, audio-video programmes, computers, and others. Many prefixes are used with the word media such as multimedia, electronic media, and interactive media. The most common reference used in education is multimedia, which is the integration of text, audio, video, graphics, and animation into a single medium. Instructional multimedia is the integration of various forms of media in the instructional process. It is the technology that combines print, radio, television, animation, photographs, and other forms of illustration (Usha, 2003). Interactive refers to the way the user engages in the integration of different media (text, audio, video, graphics, and animation) to enhance the user’s learning process. The use of multimedia as an educational medium is becoming increasingly popular in various fields of study including medicine, science, engineering, and arts. Interactive multimedia courseware (software used by students in their learning) in particular, developed on a CD-ROM, is adding a new and interesting dimension to both teaching and learning. This new approach can effectively complement the conventional methods of teaching and learning. The multisensory input of this media provides possibilities for higher performance ratings and higher retention (Usha, 2003). With effective feedback, this method makes learning and teaching more meaningful. Students with different learning abilities can work at their own place, time and pace; and with interactively and selfassessment it can make learning a highly personalized, independent, and a rewarding experience. Today, new media and technologies for learning technical courses have influenced education in higher learning institutions. This trend has posed an immense challenge to academicians who wish to employ multimedia in their teaching activities.

scholarly journals The identity changes in online learning and teaching: instructors, learners, and learning management systems

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Soyeong Kwon ◽  
Woolchul Kim ◽  
Changyeon Bae ◽  
Minjang Cho ◽  
Seunghoon Lee ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Pedagogical Innovation ◽  
Learning And Teaching ◽  
Learning Management ◽  
Identity Changes

AbstractNot because of the unexpected global pandemic, but because of the emergence of educational technology and pedagogical innovation, the ways of teaching and learning have been switched to technology integrated modes such as blended and flipped learning which is more than changing to online from face-to-face. Yet, many institutes, which rely on a conventional residential teaching mode or use learning management systems (LMS) as an additive tool, are further struggling to adjust to the new environment. In this paper, we argue that the identity changes of three components, instructor, learner, and LMS are inevitable for authentic online teaching and learning. By applying conceptual frameworks for the identity changes with four sequential levels, we evaluated Blackboard course sites (n = 53) and analysed course evaluations (n = 41) from a university that remained holding a traditional classroom mode and using an LMS in a non-integrated way. As a result, only a few courses appeared at higher levels of the identity changes. To integrate the identity changes in online learning and teaching, we argue that an LMS should be designed and managed as a learning community; both instructors and learners should be repositioned as co-participants; and they should work together to build a post-learning community by practicing community membership.

Constructivism and Educational Practice

1996 ◽  
Vol 40 (1) ◽  
pp. 19-45 ◽  
Author(s):  
Graham D. Hendry
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Educational Practice ◽  
Classroom Teaching ◽  
Traditional Teaching ◽  
Human Knowledge ◽  
Traditional Classrooms ◽  
Learning And Teaching ◽  
Traditional Teaching Methods

The constructivist approach is seen to be useful notably in science, mathematics and tertiary education. An account of non-radical constructivism is advanced and applied to classroom teaching and learning, and teaching strategies derived from the application of constructivist principles are identified and evaluated. It is suggested that many traditional classrooms are places of over-control, and certain traditional teaching methods may actually hinder students' potential to procreate human knowledge. Constructivism represents a fundamental challenge to many aspects of educational praxis, and may change significantly the ways by which young people are mass educated.

scholarly journals Pedagogical Praxis: Muslim-Filipino Madrasah Teachers’ Conceptuality of Instructional Process

2020 ◽  
Vol 8 (4) ◽  
pp. 115-131
Author(s):  
Abdul Haiy A. Sali
Keyword(s):  
Classroom Management ◽  
Teacher Development ◽  
Teaching And Learning ◽  
Phenomenological Approach ◽  
Arabic Language ◽  
The Philippines ◽  
Traditional Teaching ◽  
Instructional Process ◽  
Qualitative Research Design ◽  
Instructional Processes

The purpose of this paper is to explore and analyze the conceptuality of Muslim-Filipino Madrasah teachers or the Asatidz on instructional processes anchored in their pedagogical praxis. This study employed a qualitative research design using a transcendental phenomenological approach. In-depth interviews were initiated to understand the essence of the participants’ lived experiences. The author used purposive sampling with five research participants who implement the Arabic Language and Islamic Values Education program in selected schools in the Philippines. There were four major themes identified in the study: pedagogical amalgamation of traditional and non-traditional teaching practices; collaborative learning practices; effective classroom management; and reflective practice in teaching. The results of the study provide a clear description of Madrasah teachers’ conceptualization of instructional processes especially in teaching and learning. However, the study is limited to five selected Asatidz. These results may be useful in guiding education stakeholders in evidence-based policymaking particularly, in the field of teacher development, which seeks to create comprehensive and well-thought pedagogical programs for the Asatidz. These programs should better suit and complement Madrasah teachers’ pedagogical needs anchored to their pedagogical praxis. The results provide baseline data for instructional and educational enrichment among Filipino Madrasah teachers.

Analyse The Impact Of Moocs To Improve The Performance Of Faculty Members In Delhi Ncr

2019 ◽  
Vol 118 (9) ◽  
pp. 304-312
Author(s):  
Dr.Deepa Gupta ◽  
Dr.Mukul Gupta
Keyword(s):  
Teaching And Learning ◽  
Research Paper ◽  
Faculty Members ◽  
Traditional Teaching ◽  
Learning Method ◽  
Massive Online Open Courses ◽  
Open Courses ◽  
The Impact

In this research paper, the researcher has attempted to analyse the impact of MOOCs to improve the performance of faculty members concerning Delhi NCR. Massive Online Open Courses (MOOCs) are evolving rapidly, and many kinds of research have been conducted to explore the structure, effectiveness and issues arise in MOOCs. The free accessibility of MOOCs has believed in soon replace the traditional teaching and learning method.

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