scholarly journals Gaming geography: Educational games and literacy development in the Grade 4 classroom

2010 ◽  
Vol 35 (3) ◽  
Author(s):  
Heather Lotherington ◽  
Natalia Sinitskaya Ronda
Keyword(s):  
Public Schools ◽  
Digital Literacy ◽  
Computer Literacy ◽  
Educational Games ◽  
Literacy Skills ◽  
Pedagogical Practices ◽  
Educational Game ◽  
Learning Activity ◽  
Sentence Structure ◽  
Game Development

This paper outlines a case study conducted in two public schools in the greater Toronto area as a complementary component of a multisite experimental study exploring educational game development as a learning activity for motivating and engaging students in curriculum-related literacy activities (Owston et al., 2007). Researchers studied children creating and playing four online board games based on grade 4 geography content, viz., Tic-tac-toe, Trivial Pursuit, Snakes and Ladders, and Mother Goose. The schools shared similar positive orientations to technologically focused learning and good technological resources, but they had different institutional histories of implementing computers in curricular learning. Technological equipment was approached, accessed and utilized quite differently in each class, affecting pedagogical practices and learning experiences. Though improvements to traditional literacy learning were found to be limited to improved logical sentence structure (Owston et al., 2007), game development did allow students to build digital literacy skills, including computer literacy and typing skills. Moreover, the project enabled participating teachers to think about profitably incorporating online board game production in broad-based curricular learning. Résumé :Cet article présente une étude de cas menée dans deux écoles publiques de la grande région de Toronto en complément d’une étude expérimentale multisite visant à explorer la conception de jeux éducatifs en tant qu’activité d’apprentissage pour stimuler la motivation et l’engagement des élèves dans des activités de lecture et d’écriture liées au curriculum (Owston et al., 2007). Les chercheurs ont étudié les enfants lors de la création puis de l’utilisation de quatre jeux de plateau en ligne axés sur la matière de 4e année en géographie. Les élèves ont réalisé une version des jeux de Tic-Tac-Toe, de Quelques arpents de pièges, de Serpents et échelles et de Ma mère l’Oie. Les écoles partageaient les mêmes orientations positives en faveur de l’apprentissage axé sur la technologie et l’utilisation de bonnes ressources technologiques, mais elles différaient quant à leurs antécédents institutionnels de mise en œuvre de l’utilisation des ordinateurs dans l’apprentissage du curriculum. L’approche adoptée, l’accès à l’équipement technologique ainsi que son utilisation variaient de manière significative selon les classes, ce qui a influencé les pratiques pédagogiques et les expériences d’apprentissage. Malgré le fait que les améliorations observées par rapport à l’apprentissage de la lecture et de l’écriture au moyen de méthodes traditionnelles se soient limitées à l’amélioration des structures de phrase logiques (Owston et al., 2007), la création de jeux a permis aux élèves d’acquérir des compétences en littératie numérique, y compris des connaissances en informatique et en dactylographie. En outre, le projet a permis aux enseignants participants de réfléchir à la possibilité d’intégrer de manière profitable la création de jeux de plateau en ligne au sein de l’apprentissage du curriculum en général.

Pre-Service Computer Teachers as 3D Educational Game Designers

2009 ◽  
pp. 331-344 ◽  
Author(s):  
Zahide Yildirim ◽  
Eylem Kilic
Keyword(s):  
Formative Evaluation ◽  
Educational Software ◽  
Educational Games ◽  
Sixth Graders ◽  
Second Graders ◽  
Educational Game ◽  
Design Development ◽  
Game Development ◽  
Teachers Perceptions

This chapter explores prospective computer teachers’ perceptions of and experiences in goal-based scenario (GBS) centered 3D educational game development process. Twenty-six pre-service computer teachers who enrolled in a Design, Development and Evaluation of Educational Software undergraduate course formed the sample of this case study, and they, in groups, developed GBS-centered 3D educational games. The data were collected through GBS evaluation checklists, interviews, and formative evaluations. The findings indicated that the pre-service teachers preferred GBS-centered educational games to traditional educational games. They declared that the most important feature of educational games was their contribution to motivation, attention, and retention. Although the majority of the groups developed their educational games in line with GBS, they had difficulty creating a realistic scenario and mission. Unlike what the literature indicates, one of the group’s formative evaluation results showed that while the second graders prefer realism, the sixth graders prefer more fantasy in the scenario.

scholarly journals Designing a Programming Game to Improve Children’s Procedural Abstraction Skills in Scratch

2020 ◽  
Vol 58 (7) ◽  
pp. 1372-1411 ◽  
Author(s):  
Simon P. Rose ◽  
M. P. Jacob Habgood ◽  
Tim Jay
Keyword(s):  
Computer Science ◽  
Digital Literacy ◽  
Game Design ◽  
Educational Games ◽  
Compulsory Education ◽  
Educational Game ◽  
Code Smells ◽  
Programming Tools ◽  
Block Based ◽  
Procedural Abstraction

The recent shift in compulsory education from ICT-focused computing curricula to informatics, digital literacy and computer science, has resulted in children being taught computing using block-based programming tools such as Scratch, with teaching that is often limited by school resources and teacher expertise. Even without these limitations, Scratch users often produce code with ‘code smells’ such as duplicate blocks and long scripts which impact how they understand and debug projects. These code smells can be removed using procedural abstraction, an important concept in computer science rarely taught to this age group. This article describes the design of a novel educational block-based programming game, Pirate Plunder, which concentrates on how procedural abstraction is introduced and reinforced. The article then reports an extended evaluation to measure the game’s efficacy with children aged 10 and 11, finding that children who played the game were then able to use procedural abstraction in Scratch. The article then uses game analytics to explore why the game was effective and gives three recommendations for educational game design based on this research: using learning trajectories and restrictive success conditions to introduce complex content, increasing learner investment through customisable avatars and suggestions for improving the evaluations of educational games.

scholarly journals Pengembangan Game Edukasi Pilah Sampah berbasis Android 2 Dimensi

2020 ◽  
Vol 1 (1) ◽  
pp. 13-24
Author(s):  
Moch. Kholil ◽  
Rafika Akhsani ◽  
Kristinanti Charisma
Keyword(s):  
Life Cycle ◽  
Educational Games ◽  
Public Awareness ◽  
Educational Game ◽  
Game Development ◽  
Average Value ◽  
Human Power ◽  
Development Life Cycle ◽  
The Government ◽  
Residual Product

Abstrak Objektif. Game edukasi merupakan bentuk permainan yang dikemas untuk merangsang daya pikir manusia. Game edukasi dapat dijadikan salah cara untuk menarik perhatian dari seseorang supaya mau belajar tentang suatu hal dengan cara yang tidak membosankan atau belajar dengan cara yang menyenangkan. Sampah merupakan hasil sisa dari kegiatan manusia. Saat ini, banyak sampah yang berserakan terlihat disepanjang bantaran sungai. Hal ini menjadi salah satu masalah yang sangat berbahaya. Penanggulangan terhadap masalah sampah sudah sering dilakukan oleh pihak pemerintah maupun warga. Namun demikian, banyak juga warga yang belum bisa merubah kebiasaan membuang sampah di sembarang tempat. Penelitian ini bertujuan untuk merancang sebuah permainan yang diharapkan dapat membantu meningkatkan kesadaran masyarakat terkait pengelolaan sampah. Material and Metode. Pengembangan game menggunakan metode Game Development Life Cycle.  Dalam metode GDLC terdapat 5 tahapan yaitu mulai dari prototype, pre-production, production, beta, sampai dengan live. Hasil. Pengembangan game menghasilkan jenis game edukasi tentang pilah sampah. Hasil dari penelitian ini menunjukkan bahwa game edukasi pilah sampah yang telah diujikan kepada 50 responden meghasilkan nilai rata-rata tingkat kesenangan dalam bermain game sebesar 70%. Kesimpulan. Dengan mengacu pada metode Game Development Life Cycle (GDLC) dalam pengembangan game edukasi menjadi lebih terstruktur dari setiap tahapan yang dikerjakan.   Abstrak Objective. Educational game is a form of game that is equipped to think of human power. Educational games can be used as a way to attract the attention of someone who wants to learn about something in a way that cannot be done or learn in a fun way. Garbage is a residual product of human activities. At present, a lot of littering garbage can be seen along the riverbanks. This has become one of the most dangerous problems. Prevention of waste problems has often been done by the government or citizens. However, there are also many citizens who have not been able to change the habit of littering in any place. This research discusses game planning which is expected to help increase public awareness regarding waste management.. Materials and Methods. Game development uses the Game Development Life Cycle method. In the GDLC method there are 5 stages, starting from prototype, pre-production, production, beta, to live. Results. Game development generates types of educational games about waste sorting. The results of this study indicate that the educational waste sorting game that has been tested on 50 respondents produced an average value of pleasure in playing a game of 70%.. Conclusion. By referring to the Game Development Life Cycle (GDLC) method in the development of educational games, it becomes more structured from each stage undertaken..

scholarly journals Android Based Math & Trash Educational Game Using Scirra Construct 2 and Adobe Phonegap

2020 ◽  
Vol 4 (1) ◽  
pp. 37-49
Author(s):  
Ida Widaningrum ◽  
Hardi Prasetiyo ◽  
Indah Puji Astuti
Keyword(s):  
Software Design ◽  
Positive Impact ◽  
Educational Games ◽  
Educational Game ◽  
Learning Method ◽  
Test Results ◽  
Game Development ◽  
Effective Learning ◽  
Surrounding Environment ◽  
Development Life Cycle

Educational games can be used as an effective learning method, especially for children, because children can gain knowledge in a fun way. Here the game is designed for young children to practice arithmetic and knowledge to separate organic and inorganic wastes. This game is based on Android using Construct 2 software, design using UML and Game Development Life Cycle (GDLC). At the end of the manufacturing process, software tests or tests consist of unit tests, integration tests and system tests. From the test results, the game "Math & Trash" can be run on several versions of Android with a variety of different screen sizes. The educational game "Math & Trash" is expected to have a positive impact on children on the importance of math subjects and the importance of protecting the surrounding environment.

scholarly journals Profil Literasi Informasi Pustakawan Indonesia

2016 ◽  
Vol 12 (1) ◽  
pp. 1 ◽  
Author(s):  
Arief Wicaksono
Keyword(s):  
Information Literacy ◽  
Digital Literacy ◽  
Personal Development ◽  
Computer Literacy ◽  
English Language ◽  
Educational Background ◽  
Literacy Skills ◽  
External Factors ◽  
Information Literacy Skills ◽  
Internal And External Factors

Information literacy is one of the competencies of the library profession. Information literacy is needed in the work of librarianship. Reference service, the key determinant of library status in the society, requires competencies in information literacy. The purpose of this study is to find out how librarians in Indonesia meet the requirement of information literacy competencies and what factors affect the mastery of information literacy. This study is a qualitative research with literature survey. Based on the existing literature, the hypothesis was developed that librarians of Indonesia have information literacy skills if their personal development are supported by both internal and external factors. Internal factors comprise motivation (encouragement of work, efforts to achieve success, material and non-material motivation), attitudes towards the profession (job satisfaction, professional satisfaction, and organizational commitment), and other knowledge-skill-attitude (knowledge, computer literacy, digital literacy, and English language skills), educational background, and level of education. While external factors include availability of computers and Internet network, library policy to support the development of information literacy of librarians.

Relationship between personality traits and digital literacy skills: a study of university librarians

2020 ◽  
Vol 36 (2) ◽  
pp. 191-206
Author(s):  
Shamshad Ahmed ◽  
Tariq Rasheed
Keyword(s):  
Personality Traits ◽  
Digital Literacy ◽  
Computer Literacy ◽  
Practical Implication ◽  
Pearson Correlation ◽  
Literacy Skills ◽  
Content Type ◽  
Relationship Of ◽  
The Relationship ◽  
Library Professionals

Purpose This study aims to examine the relationship between personality traits and digital literacy skills among university librarians of Punjab, Pakistan. Design/methodology/approach Five research hypotheses were established to achieve the study objectives. Two instruments; namely, “big five inventory (BFI)” scale of personality traits and a structured questionnaire of digital literacy skills (library literacy, computer literacy, tool literacy, information retrieval literacy and research support literacy) were used to collect the data. Pearson correlation test and correlation research design were used to examine the relationship between digital literacy skills and personality traits of university librarians. Findings The findings of the study revealed significant relationships between personality traits and all digital literacy skills. The study concluded that librarians having the extraversion trait are more inclined toward digital literacy skills and they can perform well in the libraries as compared to professionals with other traits. Research limitations/implications This study measures the digital literacy skills among the librarians of “higher education commission” recognized universities of Punjab, Pakistan. The study conclusions and findings are limited in scope to only the librarians of these universities. Such topic has no previous research. Practical implications This study has practical implication for university libraries, library associations, librarians and library professionals. The results of the study are also useful for librarians to acquire digital literacy skills, which are necessary in the current digital environment to manage the libraries. Social implications Library professionals can get digital literacy skills to face the challenges of digital age. Originality/value Some researchers examined the relationship of personality traits with the social networking sites, internet addiction, knowledge sharing behavior, information seeking behavior and academic performance. This study in particular identified the relationship of personality traits with the digital literacy skills, which are essential for managing the libraries. It helps libraries to find suitable library professionals and also help managers in assigning the duties based on these personality traits and digital literacy skills.

scholarly journals Digital Literacy

Communication ◽  
2019 ◽  
Author(s):  
Troy Hicks ◽  
Katherine Baleja ◽  
Mingyuan Zhang
Keyword(s):  
Digital Literacy ◽  
Computer Literacy ◽  
Literacy Practices ◽  
Instant Messaging ◽  
Literacy Skills ◽  
Adolescent And Young Adult ◽  
Ict Literacy ◽  
Wide Range ◽  
Print Communication ◽  
K 12

For centuries, both the technologies of literacy—from cuneiform tablets to the printing press to, most recently, the smartphone—as well as the practices of reading, writing, listening, speaking, viewing, and visually representing have evolved. In the late 1990s, with the emergence of the hyperlinked and increasingly visual form of the Internet known as the World Wide Web, researchers, journalists, and educators began to use the term “digital literacy” to describe and differentiate emerging practices that were considered new, or at least different, from linear, text-centric literacy practices. To be digitally literate, competent learners would need to perform equally as well in face-to-face and print communication, as well as with emerging online tools such as discussions boards, instant messaging, and email. Along with the introduction of the term “digital literacy,” a number of related—and often considered synonymous—terms have emerged from various perspectives including “computer literacy,” “information communication technologies (ICT) literacy,” “information literacy,” “media literacy,” “new literacy(ies),” and “multiliteracies.” In an effort to clarify definitions and to distinguish between other entries in the Oxford Bibliographies, “digital literacy” is defined here as the complementary and interwoven skills, both technical and social, that people must employ when using Internet-based communication—including hypertext, images, audio, and video—to consume and create messages across a variety of academic, civic, and cultural contexts. Digital literacy, then, has particular significance within the realm of education. Often positioned as a set of skills and dispositions on par with—or in some cases, even more important than—traditional literacy skills of reading and writing, digital literacy has taken a prominent role in academic conversations from early childhood education through adolescent and young adult learning. Additionally, references to digital literacy are now common in conversations outside of school as well. This bibliography focuses attention on digital literacy in K-12 contexts, with reference to out-of-school and global contexts, drawing attention to the wide range of educational scholarship that embraces the study of digital literacy including research in linguistics and sociology as well as education.

scholarly journals Digital Literacy and its Acquisition by Teachers and Principals at Educational Workplaces

2021 ◽  
Vol 20 (5) ◽  
pp. 38-55
Author(s):  
Ahmad A. S. Tabieh ◽  
Mohammad Hamzeh ◽  
Basel Kh. S. Abu-Foudeh ◽  
Niveen Jarrar ◽  
Sahar Al-Manaseer ◽  
...  
Keyword(s):  
Public Schools ◽  
Digital Literacy ◽  
Structured Interview ◽  
Literacy Skills ◽  
Educational Process ◽  
Convenience Sample ◽  
Job Title ◽  
Information Skills ◽  
Digital Competency ◽  
Quantitative And Qualitative Methods

This study investigates the digital literacy skills among workers in the educational workplace in Jordon. A convenience sample of 139 teachers and 73 administrators spread over 173 public schools and 39 private schools was selected. The study followed mixed quantitative and qualitative methods. Data were collected using two instruments: a semi structured interview to investigate and monitor the digital literacy skills; a questionnaire to measure the availability degree of the digital literacy skills and the significant differences in the availability degree due to the job title and the workplace. In this study, four areas represent digital literacy skills: functional skills, information skills, digital competency in the educational process and digital competency in empowering learners. The availability degree of digital skills is medium in general and statistically significantly higher in administrators than in teachers. The results showed that private sector workers have better digital literacy skills than their public sector peers. Finally, the study concluded that functional and information skills increase digital competency in the educational learning process and empower learners.

scholarly journals Pembangunan Gim Edukasi Peraturan Lalu Lintas Kawasan Ganjil Genap di Jakarta Berbasis Android

2020 ◽  
Vol 11 (1) ◽  
pp. 36
Author(s):  
Raudya Enggar Randiani ◽  
Harya Bima Dirgantara
Keyword(s):  
Life Cycle ◽  
Educational Games ◽  
Public Awareness ◽  
Educational Game ◽  
Game Development ◽  
The Public ◽  
Traffic Area ◽  
Development Life Cycle ◽  
Traffic Violations ◽  
Traffic Rules

Abstract. This study aims to create an educational game for odd-even traffic rules in Jakarta on an android-based platform called "Tilang Ganjil Genap". This game was developed since there are still many traffic violations that occur in the society. One of the traffic violations that still often occurs is a traffic area violation on the odd-even rule in Jakarta. In fact, to handle this violation, traffic police are still lacking to raise the public awareness. Therefore, an educational game for traffic rules in odd-even areas was built using the Game Development Life Cycle (GDLC) method with stages consisting of initiation, pre-production, production, trial, beta and release. This "Tilang Ganjil Genap" educational game aims to convey information about even odd traffic rules to the public through interesting and fun learning media. Based on the user trial results, it is found that 100% (14 users) state that this game provides a knowledge understanding about odd-even traffic rules area regulation.Keywords: Educational Games, Game Development Life Cycle, Odd Even Rule, AndroidAbstrak: Penelitian ini bertujuan untuk membangun gim edukasi peraturan lalu lintas ganjil genap di Jakarta berbasis android yang diberi nama “Tilang Ganjil Genap”. Gim ini dikembangkan karena masih ada pelanggaran lalu lintas yang terjadi pada masyarakat. Salah satu pelanggaran lalu lintas yang masih sering terjadi adalah pelanggaran kawasan lalu lintas pada peraturan ganjil genap di Jakarta. Upaya polisi lalu lintas dalam penanganan pelanggaran ini masih kurang untuk menyadarkan masyarakat. Oleh karena itu, gim edukasi peraturan lalu lintas kawasan ganjil genap ini dibangun dengan metode Game Development Life Cycle (GDLC) dengan tahapan: inisiasi, pre-produksi, produksi, uji coba, beta dan rilis. Gim edukasi “Tilang Ganjil Genap” ini mempunyai tujuan untuk menyampaikan informasi mengenai peraturan lalu lintas ganjil genap kepada masyarakat melalui media pembelajaran yang menarik dan menyenangkan. Dari hasil uji coba pengguna didapatkan hasil bahwa 100% (14 pengguna) menyatakan bahwa gim ini memberikan pemahaman pengetahuan tentang peraturan kawasan lalu lintas ganjil genap.Kata Kunci: Gim Edukasi, Game Development Life Cycle, Peraturan Ganjil Genap, Android

Adventure Game Learning Platform

2012 ◽  
pp. 1022-1032 ◽  
Author(s):  
Miroslav Minovic ◽  
Velimir Štavljanin ◽  
Miloš Milovanovic ◽  
Dušan Starcevic
Keyword(s):  
Educational Games ◽  
Active Form ◽  
Software Tool ◽  
Research Field ◽  
Educational Game ◽  
Game Development ◽  
Web Based ◽  
Learning Platform ◽  
Adventure Game ◽  
Programming Knowledge

Educational games display great potential as an active form of knowledge transfer. This research field is young, but some patterns in educational game development can be recognized. In this paper, the authors present a new approach to educational game development that overcomes some downsides of more traditional systems. The paper provides the opportunity to create an educational adventure game by using specialized software tool as well as integrating knowledge in that specific game instance. As a result of that process, game definition is created as a form of XML document. On the other side, a web-based interpreter is used to present the adventure game to user in runtime. XML format provides us with platform independency. By use of this tool, the educator gains the ability to create an educational game without programming knowledge, and to reuse some previously created knowledge.

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