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1 – 10 of 116Daniel Camuñas-García, María Pilar Cáceres-Reche and María de la Encarnación Cambil-Hernández
The purpose of this study was to analyze the state of mobile game-based learning in the field of cultural heritage education.
Abstract
Purpose
The purpose of this study was to analyze the state of mobile game-based learning in the field of cultural heritage education.
Design/methodology/approach
A bibliometric methodology based on scientific mapping and an analysis of co-words was used. The scientific production on this field of study indexed in Scopus was analyzed. The analysis included a total of 725 publications.
Findings
The results show that the National Research Council of Italy is the institution with the highest volume of production. Among the journals, the Journal on Computing and Cultural Heritage stands out. In addition, in the analysis of the structural and thematic development of co-words, a low percentage of keyword matching was observed. The research is currently mainly oriented to pedagogical methods, especially game-based learning, gamification and the use of serious games, although these are not the only trends in this field. Research is also focusing on virtual reality, augmented reality, and mixed reality.
Originality/value
This work is an exploratory and novel study that analyzes the publications to date on mobile game-based learning in cultural heritage education. In theoretical terms, this can serve as support so that other researchers interested in this field can access the information highlighted in this work. From a practical perspective, this work will contribute to the promotion of new innovative actions in cultural heritage education to satisfy the demands of a learning group increasingly familiar with games technology.
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Michael Joseph Figuccio and Marla Johnston
Kahoot! is a free e-learning tool that employs game-based learning which is often considered a best practice in education. The aim of the current study is to assess the…
Abstract
Purpose
Kahoot! is a free e-learning tool that employs game-based learning which is often considered a best practice in education. The aim of the current study is to assess the effectiveness of Kahoot! in a child development course.
Design/methodology/approach
Sections of child development were randomized in terms of review format prior to exams one and two. All sections had a Kahoot! review prior to the final exam. Regression analyses were employed to determine the optimal set of predictors of exam scores. Students also completed a survey assessing their opinions of Kahoot! reviews.
Findings
Kahoot! scores accounted for 31.3% of the variability in exam 1 scores, 11.1% of the variability in exam 2 scores and 19.9% of the variability in final exam scores. Students reported that Kahoot! made class more interactive and that Kahoot! helped their learning of course concepts. These findings indicate that Kahoot! is an effective review tool. Furthermore, students reported that the use of Kahoot! was a positive experience that added to their understanding of the topics taught in the child development classroom.
Practical implications
To foster student engagement, instructors should consider incorporating game-based learning in their courses.
Originality/value
This study demonstrates that Kahoot! is an effective review tool in a sample of undergraduate students. Furthermore, this study indicates that Kahoot! promotes student engagement.
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Abstract
Purpose
The purpose of this paper is to provide some references for teachers who use KidsProgram or other graphic programming tools platform for STEAM (science, technology, engineering, arts and mathematics) education at distance by game-based teaching. From the design of the STEAM class, teachers can know how to stimulate students’ interest in programming and cultivating their ability to innovate and solve practical problems more clearly with KidsProgram.
Design/methodology/approach
This paper will explain the teaching design from ten aspects and implement it in real class to see the result. The ten aspects are situations creation, knowledge popularization, raising problems, analyzing problems, concepts introduction, interface design, logic design, self-evaluation and mutual evaluation, teacher comments and extension and innovation. With the KidsProgram platform, this paper takes “The Missile Convey,” a sub-course of “Discovery Universe” as an example. Through the situation created by the teacher, students brainstorm the dangers that the earth may encounter in the universe and then learn relevant scientific knowledge. Next, students raise and analyze problems according to the situation under the guidance of the teacher. Through the interaction with teachers, students review the programming concepts and the usage of corresponding coding blocks needed for the project, like “random number.” They need to carry out interface design and logic design for the project, and complete the project. After that, the students use the self-evaluation form and the mutual evaluation form to modify and then show and share the projects to the in front of the class. After self-evaluation and peer evaluation, the teacher will make a final summary evaluation and make some suggestions for improvement. From the students’ programming productions and the interviews with them, the teaching result can be known.
Findings
With elaborate teaching design and appropriate teaching strategies, students can flexibly use multi-disciplinary knowledge of science, technology, engineering, art and mathematics to solve problems in the process of creation, which is conducive to the cultivation and improvement of students’ comprehensive quality on KidsProgram classroom, under the guidance of STEAM education. In other words, in this class, students need to use engineering thinking to plan the whole project based on the understanding of scientific principles, design interfaces with artistic ideas, use mathematical knowledge for logical operations, and gradually solve technical problems with the above knowledge or methods in a comprehensive way.
Originality/value
The KidsProgram is a leading graphical programming tool platform in China in recent years. It deeply reconstructs the concept of Scratch designed by MIT. Graphic programming, a method of programming by dragging and dropping blocks containing natural languages, is different from traditional code programming. In this paper, the visualized cases in the class will be demonstrated in the “interface design” and “logic design.” This paper designs a course in STEAM education at distance via KidsProgram, hoping to provide some reference for other research on teaching of graphical programming tools.
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Mildred O. Moscoso, Ana Katrina P. de Jesus, Renz Frances D. Abagat, Edmund G. Centeno, Rhodora Ramonette D.V. Custodio, John Mervin L. Embate, Elijah Jesse Mendoza Pine, Zoilo D. Belano, Eugene Raymond P. Crudo, Diosdado B. Lopega and Lexter J. Mangubat
Katipuneros RPG: Bisperas ng Himagsikan (Katipuneros RPG: The Eve of the Revolution) is an immersive and gamified theater that engages its “audiences” in the initiation rites of a…
Abstract
Purpose
Katipuneros RPG: Bisperas ng Himagsikan (Katipuneros RPG: The Eve of the Revolution) is an immersive and gamified theater that engages its “audiences” in the initiation rites of a secret revolutionary movement in the Philippines in 1896. This descriptive qualitative research evaluates such experiential approach to learning history by investigating the experiences and insights of a group of students from the University of the Philippines Los Baños (UPLB), who participated in Katipuneros RPG.
Design/methodology/approach
Textual data obtained from the participants' reflection papers and focus group discussion transcripts were analyzed using open and axial coding.
Findings
Three key themes summarized the participants' learning experiences as they went through the play, as follows: (1) Katipuneros RPG as an immersive, interactive and intrinsically motivating medium for learning history; (2) the knowledge, values and skills that served as facilitating factors for their learning and (3) the insights the participants gained about history and life in general.
Practical implications
The research argues that in Katipuneros RPG, learners take on a more active role in studying history as the “teacher” vanishes in lieu of a learning system the allows students to think critically, reflect and collaborate. The approach integrates elements of development theater, immersive play and gamified learning, as well as the principles of constructivist, play-based and multi-sensorial learning.
Social implications
As an innovative learning tool, it is a viable medium to teach history in the current socio-political context of the Philippines.
Originality/value
The study hopes to contribute to literature on pedagogical approaches for teaching and learning history through immersive environments.
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Praveen Kulkarni, Prayag Gokhale, Y.M. Satish and Basavaraj Tigadi
This study aims to investigate gamification-based training program through the lens of self-determination theory and in the context of corporate training programs. It integrates…
Abstract
Purpose
This study aims to investigate gamification-based training program through the lens of self-determination theory and in the context of corporate training programs. It integrates the self-determination theory, game elements and learning outcomes in gamified training programs to derive insights.
Design/methodology/approach
Data is sourced from software development companies operating in the city of Bangalore in India. It applies the partial least square structural equation modeling to investigate the relationship between the self-determination learning theory and game elements and the impact it has on learning outcomes.
Findings
As a precursor to the development of a game-like learning ecosystem, the authors study the perception of trainers and human resource managers toward game-based training programs in the organization. The authors find that game-based learning makes training more engaging, immersive and contextual for the learners.
Research limitations/implications
The study is based on a specific sector, i.e. software development companies, and so the results may lack in generalizability. Future research, therefore, may consider other industrial sectors such as manufacturing, banking and telecom to understand the relationship between the constructs.
Practical implications
This study provides insights for the trainers, human resource managers and academicians on the effectiveness of gamification-based training programs. It also provides information on how the learning theory can be leveraged to understand gamification-based training programs.
Social implications
This work fulfills an identified need of the training industry to understand new methods of training with an aim to improve the learning outcomes among the learners.
Originality/value
This study provides a deep understanding on the effectiveness of training tools such as gamified training programs in enhancing and improving the learning outcomes among the learners.
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The purpose of this study is to share how the learning impact of a remote workshop was improved through action research practices, especially action inquiry and critical…
Abstract
Purpose
The purpose of this study is to share how the learning impact of a remote workshop was improved through action research practices, especially action inquiry and critical reflexivity.
Design/methodology/approach
Research design detailed herein consists of one complete cycle of action and reflection. Methods used include: journaling into four territories of experience, free-form journaling, individual and joint reflection using four parts of speech and extended ways of knowing.
Findings
Action inquiry and critical reflexivity have shown themselves to be a potent means of improving the learning outcomes of remote Playing Lean workshops. Drawing on early insight, the author suggests several venues for further inquiry.
Originality/value
This paper contributes a novel combination of action research practices that can be used for improving other learning initiatives as well, and an example of how to question the veracity of qualitative findings.
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Patrick Schweighofer, Doris Weitlaner, Martin Ebner and Hannes Rothe
The literature includes several studies that define different critical success factors (CSF) which have to be considered to support the implementation of technology-enhanced…
Abstract
Purpose
The literature includes several studies that define different critical success factors (CSF) which have to be considered to support the implementation of technology-enhanced learning (TEL) approaches. An analysis of such studies revealed that (1) regional differences seem to determine the CSF for TEL approaches, (2) certain CSF are relevant for TEL approaches in general, and (3) professionals in higher education determine which influential factors they consider when implementing TEL approaches. Thus, the question arises: in general, which influential factors do professionals in Austrian and German institutions of higher education actually consider when implementing TEL approaches?
Design/methodology/approach
The study is a quantitative research approach based on survey data.
Findings
The results show that certain influential factors seem to be generally important, such as the factors of respecting learning success or motivation. However, the outcome of the study also indicated that different moderating variables like experiences and personal relevance affect the professionals’ choices.
Originality/value
The originality and value are in the approach to identify generally important influential factors for the implementation of TEL approaches in Austrian and German institutions of higher education.
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There is a global concern about the effectiveness of vocational education and training (VET) programmes in developing job-related skills and competencies for real-world…
Abstract
Purpose
There is a global concern about the effectiveness of vocational education and training (VET) programmes in developing job-related skills and competencies for real-world environments for disadvantaged and unemployed youths. Experiential learning (EL) is a major component of VET programmes. This article aims to examine the effects of facilitating VET through EL theory to promote youths' skills acquisition. The study looks at the effects of material resources on the use of experiential learning theory (ELT), the types of EL and the contribution of ELT to VET programmes.
Design/methodology/approach
The research design mainly entails a qualitative research design and research method to allow the researcher to view the reality as is experienced from the inside out by the trainees and training centre managers on important data for a thorough understanding. The study participants were 512 young trainees who completed different training courses from the VET programmes and 24 centre managers in the KwaZulu-Natal province of South Africa.
Findings
The findings reveal that the use of ELT in VET programmes helped the trainees to gain real-world skills, hence contributing to their empowerment in terms of work experience and competence for their future employment. Based on the findings, the study concludes that ELT is an effective instrument to promote VET programmes for disadvantaged and unemployed youths.
Practical implications
The practical and social implications of the findings are that, while disadvantaged youths cannot access and afford higher education, public and private sectors can remedy their situation by providing non-school-based technical and vocational training to help such youths enter the labour market. The findings will motivate the providers of skills development for unemployed youths to use ELT in designing course curricula, planning resources and directing teaching-learning approaches to help trainees to acquire skills and competencies to perform tasks close to real-work situations.
Social implications
The socio-economic implication of the article is that skills development plays an important role in poverty reduction. Investing in the skills development of citizens is vital to raise the incomes of poor groups and to reduce poverty (ILO, 2018). Although the causes of unemployment have also to do with economic factors in a country, skills development is an essential ingredient in developing capacities for labour market entry and increased income generation of a vulnerable group of people.
Originality/value
The article is significant because the study provides new insights into the use of ELT in VET programmes to improve their effectiveness in developing job-related skills and competencies for real-world environments for disadvantaged and unemployed youths. The study contributes to the body of knowledge by establishing a solid base for the evidence-informed practice of the effects of facilitating the VET programme through ELT to promote skills acquisition for the employment of unemployed and disadvantaged youths.
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Delio Ignacio Castaneda, Luisa Fernanda Manrique and Sergio Cuellar
This paper aims to focus on research regarding organizational learning (OL) and knowledge management (KM), and to specifically investigate whether OL has been conceptually…
Abstract
Purpose
This paper aims to focus on research regarding organizational learning (OL) and knowledge management (KM), and to specifically investigate whether OL has been conceptually absorbed by KM.
Design/methodology/approach
This study is based on 16,185 articles from the Scopus and ISI Web of Science databases, using VantagePoint 10.0 software. The method used in this study is a systematic literature review covering KM and OL publications from the 1970s, when the OL field started to grow, up to 2016.
Findings
Nuclear processes of OL, creation and acquisition of knowledge, have been conceptually absorbed by KM literature in the past years.
Research limitations/implications
Only two databases have been considered, Scopus and ISI Web of Science, because of their academic prestige. However, these databases include a large number of articles on KM and OL. Search terms used could exclude some relevant terms, although all major descriptive terms have been included.
Practical implications
This paper identifies thematic clusters in KM and OL, evolution of both fields, most cited authors and representative journals by topic.
Originality/value
This is the first paper to jointly analyse the evolution of KM and OL. This paper shows a conceptual absorption of OL into KM, which may enrich academic discussion and also provide some clarity to the conceptualization of these two fields.
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