Multiple Intelligences and Digital Learning Game Design

2022 ◽  
pp. 385-409
Author(s):  
Pejman Sajjadi ◽  
Olga De Troyer
Keyword(s):  
Multiple Intelligences ◽  
Empirical Research ◽  
Game Design ◽  
Target Audience ◽  
Evidence Based ◽  
Digital Learning ◽  
Learning Games ◽  
Design Learning ◽  
Learning Game

Empirical research that draws a framework on how the theory of MI could be incorporated in (learning) games is non-existent. Furthermore, the theory of MI fits well into the concept of individualization, as it distinguishes between individuals in terms of their abilities. In light of this, the chapter reports on the first evidence-based set of mappings between this theory and fundamental constructs of games known as mechanics. These mappings can be utilized by designers in the individualization paradigm of player-centered game design as guidelines on what mechanics to include in their design when targeting an audience with specific MI profiles. Such individualization can potentially positively affect the game experience of players while establishing the proper frame for affecting learning. As such, these mappings, available in form of a recommendation tool, act as guidelines on how to design (learning) games while considering the intelligences of the target audience.

scholarly journals Multiple Intelligences and Digital Learning Game Design

2020 ◽  
pp. 41-64
Author(s):  
Pejman Sajjadi ◽  
Olga De Troyer
Keyword(s):  
Multiple Intelligences ◽  
Empirical Research ◽  
Game Design ◽  
Target Audience ◽  
Evidence Based ◽  
Digital Learning ◽  
Learning Games ◽  
Design Learning ◽  
Learning Game

Empirical research that draws a framework on how the theory of MI could be incorporated in (learning) games is non-existent. Furthermore, the theory of MI fits well into the concept of individualization, as it distinguishes between individuals in terms of their abilities. In light of this, the chapter reports on the first evidence-based set of mappings between this theory and fundamental constructs of games known as mechanics. These mappings can be utilized by designers in the individualization paradigm of player-centered game design as guidelines on what mechanics to include in their design when targeting an audience with specific MI profiles. Such individualization can potentially positively affect the game experience of players while establishing the proper frame for affecting learning. As such, these mappings, available in form of a recommendation tool, act as guidelines on how to design (learning) games while considering the intelligences of the target audience.

Examining the Characteristics of Digital Learning Games Designed by In-service Teachers

2017 ◽  
Vol 7 (4) ◽  
pp. 73-85 ◽  
Author(s):  
Yun-Jo An ◽  
Li Cao
Keyword(s):  
Learning Environments ◽  
Game Design ◽  
Educational Game ◽  
Digital Learning ◽  
Digital Game ◽  
Game Based Learning ◽  
Learning Games ◽  
Teacher Professional ◽  
Design Documents ◽  
Teachers Perspectives

In order to better understand teachers' perspectives on the design and development of digital game-based learning environments, this study examined the characteristics of digital learning games designed by teachers. In addition, this study explored how game design and peer critique activities influenced their perceptions of digital game-based learning environments and learning through game design. Qualitative data were collected from fifty game design documents and participant responses to reflection questions. The analysis of game design documents showed that the majority of the participants designed immersive game-based learning environments where players are required to use higher order thinking and real-world skills as well as academic content to complete missions or solve problems. The results of this study provide important implications for teacher professional development as well as for educational game development.

Different Strokes for Different Folks

2010 ◽  
pp. 255-280 ◽  
Author(s):  
Brian Magerko ◽  
Carrie Heeter ◽  
Ben Medler
Keyword(s):  
Individual Differences ◽  
Goal Orientation ◽  
Game Design ◽  
Learning Experience ◽  
Digital Game ◽  
Game Based Learning ◽  
Learning Games ◽  
Learning Game ◽  
Initial Work ◽  
Mind Set

Digital game-based learning experiences are typically presented to a captive audience that has to play, as opposed to entertainment games that players can select themselves and choose to play. The captive nature of learning games introduces an interesting issue: Not everyone may be familiar with the genre of the game they have to play or be motivated to play it. Students have individual differences that may make a learning game particularly ineffective, uninteresting, or inappropriate for some learners. The authors present work that frames important differences between students in terms of their game literacy, motivation, goal orientation, and mind-set. This understanding leads us to envision game design variations to serve specific combinations of particular individual differences at the intersection of learning and gaming. The authors present their initial work on identifying and automatically accommodating these differences within a single digital game-based learning experience.

scholarly journals Fostering digital literacy and German language with the use of digital learning games in the middle school

Educatia 21 ◽  
2021 ◽  
pp. 201-207
Author(s):  
Daiana Dociu ◽  
◽  
Ingrid Mihuț-Kert ◽  
Keyword(s):  
Foreign Language ◽  
Digital Media ◽  
Digital Literacy ◽  
Considerable Increase ◽  
Opportunity To Learn ◽  
German Language ◽  
Digital Learning ◽  
Learning Games ◽  
Learning Game ◽  
The Relationship

In this article, fostering the German language using digital learning games plays the central role. The endless possibilities of digital media and tools for language acquisition offer teachers and learners the opportunity to learn a foreign language creatively, playfully, in a fascinating way and with a certain degree of facilitation in teaching. Through our research we tried to prove the priority of digital media in the field of education and formation. We selected as the target group of the research the pupils of two fifth grades, who learn German as a foreign language in a Romanian school. The use of the chosen learning game led to a considerable increase in the participation of the students in German lessons, created a suitable learning atmosphere in the room and increased the motivation of the participants. The results of this research prove what we expected for the relationship between German lessons and the use of digital learning games in the classroom.

Selecting the Optimal FM System for Children With Cochlear Implants

2008 ◽  
Vol 18 (1) ◽  
pp. 19-24
Author(s):  
Erin C. Schafer
Keyword(s):  
Speech Recognition ◽  
Cochlear Implants ◽  
Empirical Research ◽  
Background Noise ◽  
Signal To Noise Ratio ◽  
Evidence Based ◽  
Signal To Noise ◽  
Speech Processor ◽  
System Input ◽  
Optimal Type

Children who use cochlear implants experience significant difficulty hearing speech in the presence of background noise, such as in the classroom. To address these difficulties, audiologists often recommend frequency-modulated (FM) systems for children with cochlear implants. The purpose of this article is to examine current empirical research in the area of FM systems and cochlear implants. Discussion topics will include selecting the optimal type of FM receiver, benefits of binaural FM-system input, importance of DAI receiver-gain settings, and effects of speech-processor programming on speech recognition. FM systems significantly improve the signal-to-noise ratio at the child's ear through the use of three types of FM receivers: mounted speakers, desktop speakers, or direct-audio input (DAI). This discussion will aid audiologists in making evidence-based recommendations for children using cochlear implants and FM systems.

Transitional Justice, Truth and Reconciliation: An Under-Explored Relationship

2011 ◽  
Vol 11 (2) ◽  
pp. 241-261 ◽  
Author(s):  
Janine Natalya Clark
Keyword(s):  
Empirical Research ◽  
Transitional Justice ◽  
International Criminal ◽  
International Criminal Tribunal ◽  
Evidence Based ◽  
Criminal Trials ◽  
Truth And Reconciliation ◽  
Post Conflict ◽  
Truth And Reconciliation Commissions ◽  
Conflict Reconciliation

AbstractMuch of the literature on transitional justice suffers from a critical impact gap, which scholars are only now beginning to address. One particular manifestation of this aforementioned gap, and one which forms the particular focus of this article, is the frequently-cited yet empirically under-researched claim that "truth" fosters post-conflict reconciliation. Theoretically and empirically critiquing this argument, this article both questions the comprehensiveness of truth established through criminal trials and truth and reconciliation commissions (TRCs) and underscores the often overlooked problem of denial, thus raising fundamental questions about the reputed healing properties of truth in such contexts. Advocating the case for evidence-based transitional justice, it reflects upon empirical research on South Africa's TRC and the author's own work on the International Criminal Tribunal for the former Yugoslavia (ICTY).

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