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1 – 10 of over 3000Lindy L. Johnson and Grace MyHyun Kim
The purpose of this study is to examine the use of game-based learning for approximations of practice within a critical, project-based (CPB) clinical experience for preservice…
Abstract
Purpose
The purpose of this study is to examine the use of game-based learning for approximations of practice within a critical, project-based (CPB) clinical experience for preservice teachers (PSTs). Within the clinical experience, secondary English Language Arts PSTs practiced modeling argumentative thinking through playing a board game, Race to the White House, with ninth-grade students.
Design/methodology/approach
Data collection took place at a public high school in the mid-Atlantic region of the USA. A variety of data was collected including written reflections by PSTs about their experiences leading the game play, audio recordings of the small group game play and a transcript of a whole-class 30-min post-game discussion with the PSTs and classroom teacher. To analyze the data, patterns of discourse were identified.
Findings
The game-based learning activity provided an accessible structure for PSTs to model their own argumentative thinking, presented opportunities for PSTs to elicit and interpret students’ thinking to support students’ practice in constructing an argument and created a playful context for PSTs to encourage students to produce arguments and critique the argumentation work of others.
Research limitations/implications
Game-based learning within CPB clinical experiences has the potential to bring students, PSTs, inservice teachers and teacher educators together to experiment with how to help PSTs practice engaging with students in different ways than a traditional teacher-to-student dynamic.
Originality/value
Game design and game play within CPB clinical experiences has the potential to bring students, PSTs, inservice teachers and teacher educators together to experiment with how to make teaching and learning a more social and collaborative process.
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The purpose of this paper is to investigate the effects and implications of free‐ride within culturally diverse virtual teams (VTs).
Abstract
Purpose
The purpose of this paper is to investigate the effects and implications of free‐ride within culturally diverse virtual teams (VTs).
Design/methodology/approach
Game theoretic concepts were applied to model the phenomenon of free‐ride within global VTs. Further, longitudinal data were collected to verify the validity of the applied methodology.
Findings
It was found that less competent group members tend to engage more often in free‐ride at the cost of their fellows. Socio‐cultural factors have significant impact on the amount and timing of reporting free‐ride. Larger groups experience free‐ride at higher rates compared to smaller groups.
Research limitations/implications
The experiments are conducted in a controlled lab environment that may not mimic the real‐world global VT dynamics.
Practical implications
Business managers could use the results in this paper to form more effective and productive VTs by paying attention to group size and cultural effects on group behavior.
Originality/value
Game theoretic concepts have long been applied to traditional groups to study their dynamics. This work applies those concepts to VTs along with studying the cultural effects on the phenomenon of free‐ride.
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Over the last few years, technological developments have allowed new possibilities for fostering civic participation and engagement, as testified by various smart city…
Abstract
Over the last few years, technological developments have allowed new possibilities for fostering civic participation and engagement, as testified by various smart city experiments. In this framework, game elements are diffusely mobilized in order to develop responsible and active citizens with the aim of tackling urban problems. Gamification may be effective in nudging citizens and promoting various forms of participation, but fundamental ethical and political questions have to be addressed. This chapter develops the argument by interpreting gamification in light of the classic conceptualization of social justice proposed by David Harvey, arguing that participation through gamification potentially implies critical elements of injustice.
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Jeffrey B. Holmes and Elisabeth R. Gee
– This paper aims to provide a framework for understanding and differentiating among different forms of game-based teaching and learning (GBTL).
Abstract
Purpose
This paper aims to provide a framework for understanding and differentiating among different forms of game-based teaching and learning (GBTL).
Design/methodology/approach
The framework is based on an analysis of existing literature and descriptions of GBTL in varied higher education settings, combined with case examples of the author’s personal experience as instructors of GBTL courses.
Findings
Four frames or categories of GBTL approaches were identified: the action frame, the structuring frame, the bridging frame and the design frame. Each frame represents a spectrum of related yet varied strategies and assumptions.
Originality/value
This framework is a first attempt at providing an analytic tool for making sense of the varied instantiations of GBTL in higher education. It can be useful as a heuristic tool for researchers as well as a generative model for designing future GBTL practices.
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Hannah R. Marston, Linda Shore, Laura Stoops and Robbie S. Turner
Katherine Assante Perrotta and Joseph R. Feinberg
College instructors are entering a new frontier of teaching in the 21st century. Millennial students are bringing to university classrooms different experiences regarding the ways…
Abstract
College instructors are entering a new frontier of teaching in the 21st century. Millennial students are bringing to university classrooms different experiences regarding the ways they learn and engage in critical thinking. As online universities gain more popularity across the country, higher education institutions are offering more hybrid and distance-learning courses on the Internet match the demand for using technology for teaching and learning. This action research study evaluates how the Annenberg Media digital simulation The Constitutional Convention of 1787 effected student engagement in an undergraduate history course at a community college in a metropolitan region of the Southeast. Practical suggestions are provided for college level history instructors to adapt digital simulations for teaching curricular and content skills that foster critical thinking, digital literacy, and engaged learning.
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Devlyn Thomas Courtier and John DeLooper
The purpose of this paper is to describe how the Hudson County Community College Library hosted a Super Smash Bros. for Wii U Tournament as part of its Fall 2015 and Spring 2016…
Abstract
Purpose
The purpose of this paper is to describe how the Hudson County Community College Library hosted a Super Smash Bros. for Wii U Tournament as part of its Fall 2015 and Spring 2016 programming, and discuss what it learned from hosting the event.
Design/methodology/approach
This paper details how a community college library planned, hosted and learned from its experience running a Super Smash Bros. for the Wii U Tournament. It will also describe how the library continued to use this experience to plan additional video game-based programming.
Findings
The Super Smash Bros. for the Wii U Tournament was generally well received by student attendees. However, student feedback revealed a preference for less-competitive “friendly” events instead of tournaments. Students also requested the option of having several games available instead of one.
Originality/value
Thus far, there has been little research on academic or community college libraries organizing video game-based programming and activities event. There have also been few studies about whether gaming events work better in libraries as tournaments or “free play” activities.
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Robert VanWynsberghe and Caitlin Pentifallo
This chapter coins the term Development through Mega-Events (DME) in order to propose a next step for developing social legacies in accordance with the principle of social…
Abstract
Purpose
This chapter coins the term Development through Mega-Events (DME) in order to propose a next step for developing social legacies in accordance with the principle of social development.
Design/methodology/approach
This chapter’s argument for DME is developed using quantitative, indicator-based data from the Olympic Games Impact (OGI) study as well as relevant literature from the sub-fields of Sport for Development and Peace and Sport Mega-Events.
Findings
We discuss the absence of a baseline understanding of the properties of sport mega-events. Also absent are progressive efforts to achieve sustainability by means other than competition among prospective bidders. We recommend that hosts tie social legacies to public policy objectives that are concomitant with the properties of the sport mega-events. Retrospectively applied, OGI data from 2010 reveals social inclusion as one potential social legacy that reflects the nature of the Olympics and the policy realm in the host region.
Originality/value
This chapter is original work. It would be of interest to potential host communities, policymakers, and researchers.
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Michael Atkinson and Amanda De Lisio
While discourse abounds regarding the potential impacts of sports mega events on host cities, existing ideologies about, strategies for, and systematic examinations of “legacy”…
Abstract
Purpose
While discourse abounds regarding the potential impacts of sports mega events on host cities, existing ideologies about, strategies for, and systematic examinations of “legacy” effects are poorly understood. This chapter presents a sociological examination of the sport mega-event legacy measurement process.
Design/methodology/approach
In this chapter, we reflect on our own involvement in legacy evaluation in the context of the 2015 Pan/Parapan Am Games in Toronto to examine existing legacy measurement strategies, review their findings, and present a theoretical detour via the past for consideration in future sociological contributions to the legacy measurement process.
Findings
Data discussed in this chapter suggest a need for the creation of a more sociologically informed, methodologically robust and piecemeal rather than Utopian-oriented “report card” measurement device for legacy evaluation.
Practical implications
Based on the review of evidence, we contend that if sociologists of sport remain committed to keeping their roles, as public intellectuals, applied researchers or participatory activists in the sport for development/legacy nexus, those involved might do so with a greater attention to focusing on what Karl Popper (1961) refers to as piecemeal social engineering strategies and measurements, and attending to those legacies both on and off the event organizing committee radar screen.
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Priya Sharma, Qiyuan Li and Susan M. Land
The growth of online social network sites and their conceptualization as affinity spaces makes them well suited for exploring how individuals share knowledge and practices around…
Abstract
Purpose
The growth of online social network sites and their conceptualization as affinity spaces makes them well suited for exploring how individuals share knowledge and practices around specific interests or affinities. The purpose of this study is to extend what is known about highly active/key actors in online affinity spaces, especially the ways in which they sustain and contribute to knowledge sharing.
Design/methodology/approach
This study analyzed 514 discussion posts gathered from an online affinity space on disease management. This study used a variety of methods to answer the research questions: the authors used discourse analyses to examine the conversations in the online affinity space, social network analyses to identify the structure of participation in the space and association rule mining and sentiment analysis to identify co-occurrence of discourse codes and sentiment of the discussions.
Findings
The results indicate that the quality and type of discourse varies considerably between key and other actors. Key actors’ discourse in the network serves to elaborate on and explain ideas and concepts, whereas other actors provide a more supportive role and engage primarily in storytelling.
Originality/value
This work extends what is known about informal mentoring and the role of key actors within affinity spaces by identifying specific discourse types and types of knowledge sharing that are characteristic of key actors. Also, this study provides an example of the use of a combination of rule mining association and sentiment analysis to characterize the nature of the affinity space.
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