The Impact of Students’ Temporal Perspectives on Time-On-Task and Learning Performance in Game Based Learning

2013 ◽  
Vol 3 (1) ◽  
pp. 80-92
Author(s):  
Margarida Romero ◽  
Mireia Usart
Keyword(s):  
Learning Performance ◽  
Learning Activity ◽  
Time On Task ◽  
Game Based Learning ◽  
Temporal Perspective ◽  
Game Dynamic ◽  
The Impact

The use of games for educational purposes has been considered as a learning methodology that attracts the students’ attention and may allow focusing individuals on the learning activity through the SG game dynamic. Based on the hypothesis that students’ Temporal Perspective has an impact on learning performance and time-on-task, this paper aims to analyze the relation between these variables in the SG MetaVals. The authors expect students’ TP to relate to higher performance, both for individual and collaborative GBL. Moreover, they analyze the relation between the time-on-task and the students’ temporal perspectives. A case study was conducted in a Masters course in finance. Results showed no significant differences in game performances among individuals with different TP. However, present-oriented students showed a higher time-on-task, both for individual and collaborative phases of the game. These results could point to the fact that including SG in the curriculum could help leveraging students learning performance.

Time Factor Assessment in Game-Based Learning

Gamification ◽  
2015 ◽  
pp. 1809-1829
Author(s):  
Mireia Usart ◽  
Margarida Romero
Keyword(s):  
Time Perspective ◽  
Time Factor ◽  
Instructional Designers ◽  
Time On Task ◽  
Game Based Learning ◽  
Temporal Perspective ◽  
Key Aspects ◽  
Time Assessment ◽  
Innovation Team

From primary school levels to lifelong learning, the use of games for educational purposes has been an increasing focus of interest for instructional designers, teachers, and researchers. One of the factors that can be assessed in Game-Based Learning (GBL) is the time factor. In this chapter, time is considered as the time used by players (time-on-task) and as psychological time perceived by students (time perspective). Time Perspective (TP) is a cognitive aspect of players, defined as the manner in which individuals divide time into past, present, and future. This variable can be considered as an individual difference; players with a temporal perspective focused on the future may play games differently than students oriented to the past or present. This chapter aims to study how Serious Games (SG) can help in assessing time-on-task by learners and time perspective. After a theoretical review of these aspects, a case study of MetaVals is presented as an example of time assessment in SG. This game was designed by ESADE's learning innovation team and monitors player times for individual and collaborative phases of the game. The results focus on the key aspects for assessing time in the class use of GBL and offer designers and teachers a reliable instrument for better personalising and implementing of SG tasks in the context of time.

Time Factor Assessment in Game-Based Learning

2013 ◽  
pp. 62-81
Author(s):  
Mireia Usart ◽  
Margarida Romero
Keyword(s):  
Time Perspective ◽  
Time Factor ◽  
Instructional Designers ◽  
Time On Task ◽  
Game Based Learning ◽  
Temporal Perspective ◽  
Key Aspects ◽  
Time Assessment ◽  
Innovation Team

From primary school levels to lifelong learning, the use of games for educational purposes has been an increasing focus of interest for instructional designers, teachers, and researchers. One of the factors that can be assessed in Game-Based Learning (GBL) is the time factor. In this chapter, time is considered as the time used by players (time-on-task) and as psychological time perceived by students (time perspective). Time Perspective (TP) is a cognitive aspect of players, defined as the manner in which individuals divide time into past, present, and future. This variable can be considered as an individual difference; players with a temporal perspective focused on the future may play games differently than students oriented to the past or present. This chapter aims to study how Serious Games (SG) can help in assessing time-on-task by learners and time perspective. After a theoretical review of these aspects, a case study of MetaVals is presented as an example of time assessment in SG. This game was designed by ESADE’s learning innovation team and monitors player times for individual and collaborative phases of the game. The results focus on the key aspects for assessing time in the class use of GBL and offer designers and teachers a reliable instrument for better personalising and implementing of SG tasks in the context of time.

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.

Examining the impact of case-based learning on student engagement, learning motivation and learning performance among university students

2019 ◽  
Vol 12 (3) ◽  
pp. 517-533 ◽  
Author(s):  
Syed Ali Raza ◽  
Wasim Qazi ◽  
Bushra Umer
Keyword(s):  
Student Engagement ◽  
University Students ◽  
Learning Motivation ◽  
Learning Performance ◽  
Content Type ◽  
Case Based Learning ◽  
Motivation And Learning ◽  
The Impact ◽  
Case Based

Purpose The purpose of this paper is to examine the impact of case study-based learning on student’s engagement, learning motivation and learning performance among university students of Pakistan. Design/methodology/approach The research model is analyzed with structural equation modeling. The analysis is done with the application of the measurement model and the structural model. Findings The findings revealed that case study-based learning enhances student engagement, and a significant and positive relationship between case-based learning and all four aspects of engagement, i.e. behavioral, emotional, cognitive and agentic engagement, was observed statistically. According to the findings, case-based learning leads toward an understanding of concepts learned in class and the development of skills among students and results in the enhancement of learning motivation. Furthermore, it is suggested by the results that the impact of student engagement on learning performance varies with respect to its different aspects. As among all the four aspects, only agentic engagement was found to be statistically significant in establishing the link with the learning performance of the students. Research limitations/implications The mixed findings pertaining to the impact of student engagement’s aspects on learning performance of the students pave the way for future research. The future researchers should incorporate individual traits and the specific context to analyze the relationships between the proposed constructs because students vary in their responses to learning activities. Practical implications The present study holds significance for the field of educational research and emphasizes the importance of incorporating case-based teaching in the higher education curriculum in order to ensure the implementation of effective learning strategies. Also, this research will be beneficial for future researchers in understanding the phenomenon of student learning and engagement. Originality/value In view of the limited academic literature in the Asian context, the present study extends the findings and examined the impact of case-based learning on student’s engagement, student’s learning motivation and the role of such engagement in enhancing learning performance of university students.

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.

scholarly journals Quality of e-learners’ time and learning performance beyond quantitative time-on-task

2011 ◽  
Vol 12 (5) ◽  
pp. 125 ◽  
Author(s):  
Margarida Romero ◽  
Elena Barberà
Keyword(s):  
Online Education ◽  
Time Of Day ◽  
Learning Activities ◽  
Learning Performance ◽  
Time On Task ◽  
Time Pattern ◽  
Learning Time ◽  
Quality Of Learning ◽  
The Impact

Along with the amount of time spent learning (or time-on-task), the quality of learning time has a real influence on learning performance. Quality of time in online learning depends on students’ time availability and their willingness to devote quality cognitive time to learning activities. However, the quantity and quality of the time spent by adult e-learners on learning activities can be reduced by professional, family, and social commitments. Considering that the main time pattern followed by most adult e-learners is a professional one, it may be beneficial for online education programs to offer a certain degree of flexibility in instructional time that might allow adult learners to adjust their learning times to their professional constraints. However, using the time left over once professional and family requirements have been fulfilled could lead to a reduction in quality time for learning. This paper starts by introducing the concept of quality of learning time from an online student-centred perspective. The impact of students’ time-related variables (working hours, time-on-task engagement, time flexibility, time of day, day of week) is then analyzed according to individual and collaborative grades achieved during an online master’s degree program. The data show that both students’ time flexibility (<em>r</em> = .98) and especially their availability to learn in the morning are related to better grades in individual (<em>r</em> = .93) and collaborative activities (<em>r</em> = .46).

Understanding the Impact of Individual Differences on Learner Performance Using Hypermedia Systems

2017 ◽  
Vol 12 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Rana Alhajri ◽  
Ahmed A. Alhunaiyyan ◽  
Eba' AlMousa
Keyword(s):  
Data Mining ◽  
Individual Differences ◽  
Cognitive Style ◽  
Learning Performance ◽  
Web Based ◽  
Learner Performance ◽  
Using Data ◽  
Based Instruction ◽  
The Impact

In recent studies, there has been focus on understanding learner performance and behaviour using Web-Based Instruction (WBI) systems which accommodate individual differences. Studies have investigated the performance of these differences individually such as gender, cognitive style and prior knowledge. In this article, the authors describe a case-study using a large student user base. They analysed the performance of combinations of individual differences to investigate how each investigated item influenced learning performance. The data was filtered to validate the data mining findings in order to investigate the sensitivity of the results. Moving data threshold was used to evaluate their findings and to understand what could affect the performance. The authors found that certain combinations of individual differences altered a learner's performance level significantly using Data mining techniques. They conclude that designers of WBI applications need to consider the combination of individual differences rather than considering them individually in measuring learners' performance.

scholarly journals DAMPAK DISKRIMINASI PELAKSANAAN JADWAL PELAJARAN SEJARAH TERHADAP AKTIFITAS BELAJAR SISWA

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Adela Siahaan
Keyword(s):  
Learning Activity ◽  
Case Study Method ◽  
Historical Material ◽  
History Learning ◽  
Education Activity ◽  
Field Notes ◽  
History Teacher ◽  
Intellectual Potential ◽  
The Impact

AbstractThe research entitled the discrimination impact of history subject implementation toward students learning activity. This research used qualitative approach with case study method which did in SMA Negeri 14 Batam. Data collection techniques used observation and documentation of history learning; field notes, interviews with headmaster, vice-principal of curriculum, and students. Research results revealed that (1) discrimination that occurred in the implementation of history lesson  because history subject just seen from the intellectual potential that is only the historical material. This causes history lesson is more often carried out during the daytime than science subject and the lessons which will be tested in national exam that dominated the schedule implementation in the morning (2) The implementation of  schedule history in daytime causes students learning activity focused on listening and writing (3) The impact of discrimination implementation history schedule subject during daytime not just happen only for students but also the history teacher, that teacher are fatigue when teaching at daytime due to lack of history teacher at SMA negeri 14 Batam.Keywords : Discrimination, schedule, History Education, Activity. Abstrak       Penelitian ini berjudul dampak diskriminasi dari penerapan subjek sejarah terhadap aktivitas belajar siswa. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus di SMA Negeri 14 Batam. Teknik pengumpulan data menggunakan observasi dan dokumentasi pembelajaran sejarah; Catatan lapangan, wawancara dengan kepala sekolah, wakil kepala sekolah, dan siswa. Hasil penelitian menunjukkan bahwa (1) diskriminasi yang terjadi dalam pelaksanaan pelajaran sejarah karena subjek sejarah hanya dilihat dari potensi intelektual yang hanya merupakan bahan sejarah. Hal ini menyebabkan pelajaran sejarah lebih sering dilakukan pada siang hari daripada pelajaran sains dan pelajaran yang akan diuji dalam ujian nasional yang mendominasi pelaksanaan jadwal di pagi hari (2) Penerapan riwayat jadwal di siang hari menyebabkan aktivitas belajar siswa terfokus pada pendengaran. Dan menulis (3) Dampak dari jadwal pelaksanaan riwayat pelaksanaan diskriminasi selama siang hari tidak hanya terjadi hanya untuk siswa tapi juga guru sejarah, bahwa guru kelelahan ketika mengajar di siang hari karena kurangnya guru sejarah di SMA negeri 14 Batam. Kata kunci: Diskriminasi, jadwal, Pendidikan Sejarah, Aktivitas.

scholarly journals sCool – Game-Based Learning in Computer Science Class: A Case Study in Secondary Education

2019 ◽  
Vol 9 (2) ◽  
pp. 35 ◽  
Author(s):  
Alexander Steinmaurer ◽  
Johanna Pirker ◽  
Christian Gütl
Keyword(s):  
Computational Thinking ◽  
Learning Activity ◽  
School Type ◽  
Game Based Learning ◽  
Student Groups ◽  
Learning Content ◽  
Learning Game ◽  
Game Engagement ◽  
Percep Tion

In this paper we present a case study of the mobile learning game sCool [1]. Based on previous work presented Steinmaurer et. al. (2018) [2] we expand-ed our study by a second experiment and additional aspects. sCool is a mul-ti-platform game that should encourage children learning computational thinking and coding in Python. The learning content is highly adaptable; therefore, educators can create own courses, individual for the needs of the students. These courses involve a concept-learning and a practical mode. First, the students learn a certain concept and in a second step, they have to apply it in a practical task. For this purpose, we created a course to teach some basic programming concepts. Two student groups of different school types participated in class as a formal learning activity. In this paper we pre-sent the results of the evaluation of sCool in coding classes. Therefore, we focus on the performance, game engagement, emotions and the girls’ percep-tion. Within this study we found out, that the students are interested in learn-ing to code but do have problems to transfer the learned content to similar fields. We also found out, that there are slightly differences in the perfor-mance of the different types of students in terms of gender and school type.

Death in Rome

2015 ◽  
pp. 1118-1132 ◽  
Author(s):  
Shannon Kennedy-Clark ◽  
Vilma Galstaun ◽  
Kate Anderson
Keyword(s):  
Inquiry Learning ◽  
Access Point ◽  
Learning Activity ◽  
Online Game ◽  
Game Based Learning ◽  
Technology In The Classroom ◽  
Inquiry Based Learning ◽  
Use Of Technology ◽  
Science Teacher Training

This chapter presents a case study that used an online game in a pre-service science teacher training course in the context of computer-supported inquiry learning. Numerous studies have shown that pre-service teachers complete their education with an inadequate range of skills and knowledge in the use of technology in the classroom. In this study, the authors focus on developing pre-service teachers' skills in using a game to teach students through inquiry-based learning. The game used in this study was Death in Rome, a free to access point-and-click game. In the workshop, the participants were required to complete an inquiry-based learning activity using an online game. Overall, this study shows a positive change in attitudes towards game-based learning in science education.

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