Game-Based Learning for the Acquisition of Transversal Skills

2022 ◽  
pp. 355-380
Author(s):  
Eva Ordóñez-Olmedo ◽  
Sergio Albaladejo-Ortega ◽  
Marta Pérez-Escolar
Keyword(s):  
Emotional Intelligence ◽  
Young People ◽  
21St Century ◽  
21St Century Skills ◽  
Serious Games ◽  
Hate Speech ◽  
Social Values ◽  
Mutual Respect ◽  
Game Based Learning ◽  
Learning Tool

Hate speech is increasingly hindering the possibility of raising collective understanding as well as the values of democracy based on mutual respect, tolerance, and equality. For that reason, the main objective of this chapter is to determine how game-based learning favors the acquisition of transversal competences within the framework of 21st century skills for tackling and addressing hate speech. In doing so, a total of four serious games—Bury Me, My Love; Another Lost Phone: Laura's Story; Never Alone; and Life is Strange: Episode 2 “Out of Time”—have been selected to analyze their potential as a learning tool for combating hate speech. To this end, the Octalysis framework serves as a methodology for identifying transversal competences in matters of justice, equity, and emotional intelligence. The main results show that serious games are helpful assets in promoting empathy and other social values and skills that are necessary to combat hate speech in young people.

Gamification and Game-Based Learning

2017 ◽  
Vol 45 (4) ◽  
pp. 499-519 ◽  
Author(s):  
Dimitrios N. Karagiorgas ◽  
Shari Niemann
Keyword(s):  
Serious Games ◽  
Role Playing ◽  
Educational Community ◽  
Game Based Learning ◽  
Learning Tool ◽  
Effective Learning ◽  
Role Playing Games ◽  
Behavioral Requirements ◽  
Massively Multiplayer

In the last 10 years, gaming has evolved to the point that it is now being used as a learning medium to educate students in many different disciplines. The educational community has begun to explore the effectiveness of gaming as a learning tool and as a result two different ways of utilizing games for education have been created: Gamification and serious games. While both methods are used to educate, serious games are meant to provide training and practice without entertaining. Whereas, gamification uses game-like features such as points and similar to serious games are not meant to entertain. This review will provide an overview of gamification and serious games as well as the learning possibilities of noneducational games such as massively multiplayer online role-playing games. Finally, massively multiplayer online role-playing games will be discussed in detail as to whether they can meet the general behavioral requirements of effective learning.

scholarly journals The Relationship Between Candidates Teachers’ 21st Century Skills and Their Emotional Intelligence Levels

2021 ◽  
Vol 11 (3) ◽  
pp. 527-535
Author(s):  
murat canpolat
Keyword(s):  
Emotional Intelligence ◽  
Academic Success ◽  
21St Century ◽  
Teacher Candidates ◽  
21St Century Skills ◽  
Intelligence Scale ◽  
Skill Levels ◽  
Faculty Of Education ◽  
High Level ◽  
The Relationship

The aim of this study is to examine the relationship between 21st century skills and emotional intelligence of teacher candidates. In addition, it was investigated whether teacher candidates’ levels of 21st century skills and emotional intelligence differ significantly according to various variables. This research, which was designed according to the relational screening model, was conducted with 312 teacher candidates studying at Inonu University Faculty of Education. “Multidimensional 21st Century Skills Scale” and “Emotional Intelligence Scale” were used to collect data in the study. Descriptive statistics, difference analysis, Pearson Product Moment Correlation Coefficient and regression analysis were used to analyze the data. As a result of the analysis of the research data, it was found that teacher candidates’ 21st century skills and emotional intelligence are at a high level, that the emotional intelligence and 21st century skill levels of teacher candidates do not differ significantly according to gender, but those who have medium and high overall academic success are 21st. century skills and emotional intelligence levels were found to be high and significantly different. In addition, in the study, it was found that there was a significant, medium, positive relationship between 21st century skills and emotional intelligence of teacher candidates, It was concluded that the level of predicting 21st century skills of emotional intelligence is statistically significant. In the process of preparing students for the future, suggestions were made for the development of 21st century skills and emotional intelligence.

A Classification of Computational Thinking Model Based on Computational Thinking Abilities in Game-Based Learning Activities

2021 ◽  
Vol 12 (3) ◽  
pp. 1029-1035
Author(s):  
Maizatul Hayati Mohamad Yatim Et.al
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Computational Thinking ◽  
Learning Activities ◽  
Learning Activity ◽  
Game Based Learning ◽  
Qualitative Research Design ◽  
University Setting

This article reports a structural classification taxonomy on computational thinking abilities among tertiary students in game-based learning activities focusing on the playing games approach. The computational thinking abilities among tertiary students involves with the two main constructs which are solving problem creatively and making decision in game-based learning activity for their learning purposes. This study described the fundamental issue of applying computational thinking to tertiary students in university setting towards nurturing 21st Century skills. The issues were then analysed using attributes embedded in three different areas which are the computational thinking, game-based learning activities, and the 21st Century skills. A case study with ten students was used as the qualitative research design, and subsequently through interview protocol and observations. From the case study conducted, a taxonomy of computational thinking for enhancing 21st Century skills in game-based learning (playing games) approach was developed to classifying computational thinking with student’s experiences in game-based learning activity. It is believed that this research can helps educators and curriculum decision makers in identify the appropriate computing activities for tertiary students in university.

Can Serious Games Contribute to Developing and Sustaining 21st Century Skills?

2014 ◽  
Vol 10 (2) ◽  
pp. 148-177 ◽  
Author(s):  
M. Romero ◽  
M. Usart ◽  
M. Ott
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Serious Games

scholarly journals Education for reconstruction: A post-apartheid response to the education crisis in South Africa

2002 ◽  
Vol 58 (3) ◽  
Author(s):  
Matsobane J. Manala
Keyword(s):  
South Africa ◽  
Young People ◽  
South African ◽  
Social Values ◽  
Mutual Respect ◽  
African Society ◽  
Global Community ◽  
South African Society ◽  
Education Crisis ◽  
Community Church

In this article education is presented as one of the important tools for the reconstruction of the South African society after the demise of apartheid. The kind of education that, in my opinion, will effectively achieve the reconstruction objective, is what I prefer to term “education for reconstruction”. The construct: Education for reconstruction is further developed. It is postulated  that Ubuntu Education is the kind of education that will make the grade in the drive to achieve the goal of reconstruction. I focus on the best I believe  the envisaged Ubuntu education can bring about.  I recommend Ubuntu education which is presented as the promoter of interdependence, loving relationships, caring, mutual respect and commitment. The relation  between Ubuntu and the Biblical social values is highligted and the importance thereof for education, indicated. I conclude by urging those who are responsible for the education of the country’s youth not to divorce education from responsibility.  I subsequently express the conviction that, if used correctly, Ubuntu education will facilitate the smooth integration of young people into the community, church, industry and the global community.  

scholarly journals Design and development EduPocket A+

2021 ◽  
pp. 94-100
Author(s):  
Norfaridatul Akmar ◽  
Nur Yasmin Nadhirah ◽  
Ainul Tasneem ◽  
Iman Sabrina ◽  
Fitrah Nasuha
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Educational Games ◽  
Computational Thinking ◽  
Learning Approaches ◽  
Active Engagement ◽  
Game Based Learning ◽  
Engineering Mathematics ◽  
Collaborative Skills ◽  
Interest And Motivation

The objective of  Science, Technology, and Engineering Mathematics (STEM), is not only focused on scientific knowledge and concepts but 21st century skills such as collaborative skills, communication, critical thinking, creativity and computational thinking should be emphasized in science learning. This concept paper discusses how to develop the EduPocket A+ and this application features easy-to-grasp notes and animations to present the Physics syllabus in a simple manner. EduPocket A+ is an (Android APK) application where individuals are able to access notes) through interactive means as well as prep individuals to answer essay questions for the SPM Physics Paper 2. A review of the literature shows that educational games can improve student academic achievement. In addition, this learning approaches provide a fun learning environment, increasing active engagement students in learning, and increase students ’interest and motivation in STEM education. However, studies on game-based learning involving students as educational games designers or inventors are still lacking in Malaysia, especially at the secondary school. Furthermore, relatively little research has focused on the development of Edu-PocketA+  as effectiveness of educational games mastery of 21st century skills in STEM. Therefore, this concept paper discusses the development of EduPocketA+ that involving students in making games in learning, facilitating strategies in physics learning concepts and improve 21st century skills among students.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA DALAM MENDUKUNG KEMAMPUAN ABAD 21

2018 ◽  
Vol 3 (2) ◽  
pp. 123-138
Author(s):  
Isna Rafianti ◽  
Nurul Anriani ◽  
Khairida Iskandar
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Development Model ◽  
Research Approach ◽  
Field Observations ◽  
Development Research ◽  
Mathematics Lesson ◽  
Learning Tool ◽  
Three Stages ◽  
Creativity And Innovation

The abilities of the 21st century consist of critical thinking and problem solving, creativity and innovation, communication, and collaboration. To support the development of this capability, it is necessary to design a 21st century mathematics-based learning tool. Based on field observations, teachers have not been able to develop a learning tool that leads to this capability. This is due to the lack of knowledge of teachers in designing such learning. If a teacher understands and is able to design a mathematics lesson that leads to 21st century skills, then as a teacher they will be ready to apply it and, in the end 21st century skills for students will flourish. The research approach that will be used in this research is the development research with the aim of producing the product in the form of lesson plans, student worksheets and standard instruments that support the ability of the 21st century. The development model that will be used in this research is 4D development model which includes four stages: define, design, develop and disseminate. But developers only use three stages. The results show that based on the overall score that has been obtained from the testing process shows that the learning tool of mathematics is very good.

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