| 1. |
- Font, Jose, et al.
(författare)
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Vault! Learning Through Creativity : A Parkour Based Educational Model and Application
- 2018
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Ingår i: Proceedings of the 12th European conference on games based learning (ECGBL 2018). - : Acad Conferences Ltd. - 9781911218999 ; , s. 876-880
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Konferensbidrag (refereegranskat)abstract
- During the last decade, the way people learn has seen a big shift from the traditional classroom that purely uses printed material to the contemporary classroom that utilizes digital technologies for the teaching material (Al-Emran and Shaalan, 2015). In this paper we present Vault!, an Android mobile app that combines the benefits of mobile learning and relational learning, while at the same time reaps the reward of the community-based learning model existing in parkour. We also provide a theoretical support for parkour as a general-purpose challenge-based educational model, as well as an analysis of popular mobile learning apps, both of them resulting in the design and development of the presented application.
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| 2. |
- Hellerstedt, Andreas, et al.
(författare)
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From Comenius to Counter-Strike : 400 years of Game-based learning as a didactic foundation
- 2018
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Ingår i: Proceedings of the 12th European Conference on Games Based Learning (ECGBL 2018). - Sophia Antipolis, France : Academic Conferences and Publishing International Limited. - 9781911218999 ; , s. 232-239
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Konferensbidrag (refereegranskat)abstract
- The Czech philosopher John Amos Comenius has been presented as the father of modern didactics. He also favoured learning by doing and believed in "the art of turning all our schools into games". Furthermore, Comenius had the idea of a flipped classroom with a four-hour school day, divided into two hours in the morning and two hours in the afternoon. The time in between is recommended to be spent on preparation, play and to explore nature. Comenius saw play as an important didactic strategy since play is an imitation of life itself. Most importantly, Comenius wished games/play and learning to be integrated. He envisioned "a school in which the serious and the fun are mixed" (Comenius, 1657B, [xviii]).This study has been carried out as a central and comparative literature review. Central in the sense of reviewing a body of literature that is central to the chosen topic, and comparative in the sense that texts describing ideas from the Comenius era have been compared to contemporary ideas. The historical texts were studied using a contextual method, viewing Comenius's works as moves in an argument, as described by Skinner (1996). The comparison reveals both similarities and differences. The concepts of learning by doing, 'facilitas' and to flip the classroom, are all didactic ideas aligned to game-based learning today. Some examples of learning initiatives and schools fundamentally built upon the idea of 'learning by gaming' were found, but the idea still seems radical to most educators. Comenius would probably have loved the rich abundance of games and gamification today, but certainly not shooting games like Counter-Strike. Comenius’s vision was more one of a peaceful utopia with enlightened citizens. Finally, it is hard to tell if Comenius, alive today, would find the 21st century digital games to support or to interfere his Epicurean idea of a 'direct vision'.
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| 3. |
- Máthé, Melinda, et al.
(författare)
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Digital Games in Education : Exploring Teachers´ Practices and Challenges From Play to Co-Design
- 2018
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Ingår i: Proceedings of the 12th European Conference on Game-Based Learning. - : Academic Conferences and Publishing International Limited. - 9781911218999 - 9781912764006 ; , s. 388-395
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Konferensbidrag (refereegranskat)abstract
- Digital games have potential to support increased student motivation and engagement in education, but their use is not yet a widespread practice. Meta-research indicates that empirical evidence for digital games as effective learning tools is mixed. The research area is predominantly quantitative with an emphasis on researcher-led, stand-alone experiments that disconnect research from real-life practices of teachers. This study examined teachers´ practice-based use of digital games. We conducted in-depth interviews with eight teachers from five Swedish schools. Findings show that teachers using nonserious games and game development tools co-design the gaming and learning experience. They develop and share conceptual and practical game-based pedagogical tools or use alongside games, and adopt these to their unique contexts. While access to technology and diversity of students´ background have implications for game implementation, we also find that teachers not only understand digital games as teaching tools but also as contemporary literature to be subjected to critical analysis. Future research includes examining students’ interaction with the pedagogical tools in game-based learning settings.
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| 4. |
- Mozelius, Peter, 1959-, et al.
(författare)
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Location-based games as a key to unlock the classroom
- 2018
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Ingår i: Proceedings of the the 12th European Conference on Games Based Learning, ECGBL 2018. - Sophia Antipolis, France. - 9781911218999
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Konferensbidrag (refereegranskat)abstract
- Around a century ago John Dewey (2015) questioned the idea of schooling with a mandatory focus on classroom based studies only. Today, after a century of rapid technological development and vivid didactic discussions the classroom focus still remains. New portable, interconnected and omnipresent 21st century technology opens up possibilities for a spatial independent ubiquitous learning in the spirit of Dewey (Cope & Kalantzis, 2010). This study had the aim to explore and discuss the potential of using location-based games as a catalyst for outdoor activities in formal education. In what ways might a location-based and augmented reality unlock the constraint of traditional classrooms? The overall research strategy has been the case study approach where data has been gathered by spy glasses, hand-held video cameras and group interviews. Two outdoor teaching and learning activities were the two main case units. In the walking sessions K12 students played Pokémon Go to learn about local history and mathematics. Around 1 TB of video clips have been thematically analysed with the use of the computer-assisted qualitative data analysis software tool NVivo. Patterns and themes found in the video analysis have been compared to themes in the answers from the group interviews. Analysis themes related to location-based gaming were Discussions, Outdoor activities and Gaming and gender. Findings indicate that the use of a location-based game can be motivating and a way to unchain students’ sit-down 'enchairment'. However, game-based outdoor activities seem to have more reliable learning outcomes if they are combined with follow-up activities in the classroom. Physically active students also tend to have more active discussions than sitting students in a classroom. Finally, boys and girls seem to have different collaboration patterns during the gaming sessions.
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