scholarly journals A Conceptual Framework for Road Safety Education using Serious Games with a Gesture-based Interaction Approach

2022 ◽  
Vol 30 (1) ◽  
pp. 621-640
Author(s):  
Wan Salfarina Wan Husain ◽  
Syadiah Nor Wan Shamsuddin ◽  
Normala Rahim
Keyword(s):  
Primary School ◽  
Conceptual Framework ◽  
Road Safety ◽  
Serious Games ◽  
User Engagement ◽  
Road Accidents ◽  
Safety Education ◽  
Primary School Students ◽  
School Students ◽  
Negative Effect

Road accidents among children are one of the factors that cause mortality. An interactive manual has been developed to solve the problem. However, reports show that most road safety programs are displayed conventionally and unsuitable for almost all target users. In order to minimise the negative effect of road accidents on primary school students, early prevention programs need to be set up to overcome the problem. The natural user interface is a current technology that could be implemented in road safety education. Thus, this research aims to develop a conceptual framework by integrating gesture-based interaction and serious games towards road safety education, which will hopefully meet the road safety syllabus to tackle primary school students. All the proposed conceptual framework elements are identified through a systematic literature review and existing theories and model analysis supported by the experts’ review. This research’s main finding will be a conceptual framework of user engagement in road safety education through serious games with a gesture-based interaction technology approach. This conceptual framework would be a reference for road safety designers or developers to build an application for road safety by considering user engagement through gesture-based interaction, learning theory, and serious games at the same time.

Evaluation of a sun safety education programme for primary school students in Switzerland

2014 ◽  
Vol 23 (4) ◽  
pp. 303-309 ◽  
Author(s):  
Daphne Reinau ◽  
Christoph R. Meier ◽  
Nathalie Gerber ◽  
Christian Surber
Keyword(s):  
Primary School ◽  
Education Programme ◽  
Safety Education ◽  
Primary School Students ◽  
School Students ◽  
Sun Safety

scholarly journals Classroom effect on primary school students’ self-concept in literacy and mathematics

2019 ◽  
Vol 35 (3) ◽  
pp. 625-646
Author(s):  
Kati Vasalampi ◽  
Eija Pakarinen ◽  
Minna Torppa ◽  
Jaana Viljaranta ◽  
Marja-Kristiina Lerkkanen ◽  
...  
Keyword(s):  
Primary School ◽  
High Performance ◽  
Study Data ◽  
Self Concept ◽  
Primary School Students ◽  
Classroom Performance ◽  
School Students ◽  
Negative Effect ◽  
Grade 3 ◽  
And Mathematics

AbstractAccording to the big-fish-little-pond effect (BFLP) model, high individual academic performance in a particular subject is related to high self-concept in that subject, whereas high average classroom performance has a negative effect on self-concept. In the present study, data from Finnish primary school students in grade 3 (504 students), grade 4 (487 students), and grade 6 (365 students) are used to examine whether the assumptions of the BFLP effect model hold already in primary school. Furthermore, we examined gender differences in BFLP effect. The results showed that as expected students’ high performance in literacy and in mathematics was related to high self-concept in the same subject. Support for the negative classroom effect was small and it depended on the school subject and student’s gender. That is, a high average classroom performance already in grade 3 had a negative but small effect on boys’ self-concept in mathematics. In literacy and among girls, only little support was found for the negative classroom effect.

scholarly journals Znaczenie kompetencji zawodowych nauczyciela szkoły podstawowej w realizacji treści programowych wychowania komunikacyjnego

2021 ◽  
pp. 195-208
Author(s):  
Fabian Andruszkiewicz ◽  
Keyword(s):  
Primary School ◽  
Communication Skills ◽  
Road Safety ◽  
Primary Schools ◽  
Road Traffic ◽  
Professional Preparation ◽  
Road Accidents ◽  
School Students ◽  
Municipal Police ◽  
The City

The paper presents traffic-related hazards, in particular to its young and vulnerable participants. A list was provided of road accidents that primary school students from the region of Silesia, in particular the city of Bytom participated in, together with an indication of their causes. Research was carried out among teachers of primary schools from Bytom, responsible for teaching elements of road safety, in particular to unprotected participants in traffic, aimed at determining the degree of professional preparation in this area. The cooperation of primary schools and teachers with institutions responsible for road safety were presented, such as: Municipal Police Headquarters, Municipal Police, Regional Road Traffic Centre, and others, aimed at improving child safety, as well as increasing the communication skills of teachers, through active participation in trainings and workshops, and by promoting the principles of safe participation in road traffic. Education in the field of road safety for its youngest participants should be a priority in the activities of all people and organizations, in particular teachers, who care about the safety of children and adults.

scholarly journals Serious Games in Preschool and Primary Education: Benefits And Impacts on Curriculum Course Syllabus

2017 ◽  
Vol 12 (01) ◽  
pp. 44 ◽  
Author(s):  
George Papanastasiou ◽  
Athanasios Drigas ◽  
Charalabos Skianis
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Serious Games ◽  
Self Esteem ◽  
Added Value ◽  
Primary School Students ◽  
School Students ◽  
Positive Effects ◽  
School Settings ◽  
Education Benefits

Serious Games (SGs) indicate positive effects on Preschool and Primary school students and promote a multi sensory style of learning. This review paper explores the integration of Serious Games in the area of Preschool and Primary Education, in the last decade (2006-2016). The studies were carried out on Preschool and Primary school settings, respectively. Research showed that Serious Games are able to keep all students engaged in classroom facilities, scaffolding their learning through increased motivation, independence, autonomy and resultant self-esteem. Serious Games Based Learning (GBL) has proven its added value in almost every aspect of the curriculum.

scholarly journals The Implementation of Civic Education as a Means of Internalizing Nationalism to Primary School Students

2021 ◽  
Vol 5 (1) ◽  
pp. 131
Author(s):  
Inoe Saputro ◽  
Retno Winarni ◽  
Mintasih Indriayu
Keyword(s):  
Primary School ◽  
Civic Education ◽  
Primary Schools ◽  
Technology Development ◽  
Young Generation ◽  
Primary School Students ◽  
School Students ◽  
Central Java ◽  
Negative Effect

Globalization not only affects positively the technology development, but also can affect negatively the character of young generation. It is here that civic education is very desirable as a measure of internalizing nationalism values, so that although young generations have global competencies, they remain to maintain nationalistic values. This research aims to describe the role of teachers as the instructor of civic education in internalizing nationalism values to primary school students. This was a descriptive qualitative research with 25 5th (fifth) graders in public primary schools in Surakarta, Central Java, Indonesia being the sample. Techniques of collecting data used were observation, questionnaire, and interview. Source and technique triangulations were used to validate the data. The result of research showed that teachers’ intervention is very vital to students’ nationalistic values. The data shows that 72% of students have high enthusiasm with discussion, 82% are very tolerant to diversity, and 80% love Indonesian original products. It indicates that teachers’ intervention also contributes to reducing the negative effect of globalization, directly determining the students’ nationalistic attitude.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

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