Design Thinking Methodology for Migration of Escape Room Style Educational Game in an Online Environment (Preprint)

2021 ◽  
Author(s):  
Tone Vold ◽  
Maja Videnovik ◽  
Georgina Dimova ◽  
Linda Kiønig ◽  
Vladimir Trajkovik
Keyword(s):  
Online Education ◽  
Computer Science ◽  
Online Survey ◽  
Design Thinking ◽  
Sudden Change ◽  
Interactive Learning Environments ◽  
Educational Process ◽  
Educational Game ◽  
Educational Systems ◽  
Online Environment

BACKGROUND The Corona pandemic outbreak has led to a sudden change in education, closing schools and shifting the teaching online, which has become an enormous challenge for teachers and students. Implementing adequate online pedagogical approaches and integrating different digital tools in the teaching process has become a priority in educational systems. Finding a way to keep students' interest and persistence for learning is an important issue that online education is facing. One possible way for establishing engaging and interactive learning environments, utilizing students’ energy and enthusiasm for educational purpose, is use of game-based learning activities and gamification of different parts of educational process. OBJECTIVE This paper presents how we have used design thinking methodology to migrate escape room style educational game in an online environment. We investigated whether digital educational escape room can be used to increase student engagement in remote teaching and online learning. We also investigate whether we can we design thinking to create an engaging escape room educational game and provide novel educational value for the escape room educational game. METHODS Using design thinking methodology, we managed to understand which game elements were considered most engaging by the students. Starting from students’ perspective we have created a simple digital escape room where students had an opportunity to self-assess their knowledge in computer science at their own pace. Students tested the prototype game and their opinion about the game was collected through an online survey. The test's main goal was not to measure students' achievement but to evaluate the students' perceptions of the implemented digital educational escape room style game and provide information on whether it could increase students' engagement in learning computer science. RESULTS 117 students from sixth and seventh grades filled the survey regarding the achieved students’ engagement. Despite the differences in students’ answers about game complexity and puzzles' difficulty, most students liked the activity (M = 4.75, SD = 0.67 on scale from 1 to 5). They have enjoyed the game, and they would like to participate in this kind of activity again (M = 4.74, SD = 0.68). All students (100% of them) found the escape room interesting for playing and learning. CONCLUSIONS The results confirmed that digital escape rooms could be used as a tool for increasing students' interest and motivation for achieving learning outcomes and gave us an insight in the elements that could be improved in the game.

scholarly journals Perceptions of Public University Students Towards Online Classes During COVID-19 Pandemic in Bangladesh

2021 ◽  
Vol 6 ◽  
Author(s):  
Shyam Sundar Sarkar ◽  
Pranta Das ◽  
Mohammad Mahbubur Rahman ◽  
M S Zobaer
Keyword(s):  
Online Education ◽  
Online Survey ◽  
Health And Safety ◽  
Mobile Network ◽  
Public University ◽  
Rural Students ◽  
Educational Systems ◽  
Online Classes ◽  
Face To Face ◽  
Virtual Classes

The disease outbreak COVID-19 pandemic impacted public health and safety and the educational systems worldwide. For fear of the further spread of diseases, most educational institutions, including Bangladesh, have postponed their face-to-face teaching. Therefore, this study explores public university student’s perceptions towards online classes during the COVID-19 pandemic in Bangladesh. Data had collected among students of Islamic University, Kushtia, Bangladesh, through an online survey. The study followed a quantitative approach, where the survey technique was used as an instrument of data collection. Results showed that most students faced difficulty participating in virtual classes and could not communicate with their friends correctly during online classes. Thus, they faced challenges in online schooling, and the majority of the students preferred conventional types of learning to virtual classes and did not understand the content of virtual classes easily. The study also explored that most students did not feel comfortable in online classes. Still, considering the present pandemic situation, they decided to participate in online classes to continue schooling. Besides, the study discovered that female students showed a better view than male students regarding online classes, and urban students have more positive appreciation than rural students. Furthermore, laptop or personal computer users showed more positive perceptions towards online education than mobile users. Moreover, Broadband/Wi-Fi users have more positive perceptions than mobile network users. These findings would be an essential guideline for governments, policymakers, technology developers, and university authorities for making better policy choices in the future.

scholarly journals Review of the monograph «The Roles of Technology and Globalization in Educational Transformation»

2019 ◽  
Vol 1 (2) ◽  
pp. 204-209
Author(s):  
Nicolay A. Medushevsky
Keyword(s):  
Staff Development ◽  
Online Education ◽  
Education System ◽  
Educational Process ◽  
Modern World ◽  
Educational Systems ◽  
Educational Transformation ◽  
Universal Solutions ◽  
Communicative Space ◽  
Intensive Development

This article is a review of the monograph «The Roles of Technology and Globalization in Educational Transformation», published in 2019 under the editorship of B. F. Adeoye and G. Arome. The authors of the monograph, reflecting in a liberal vein, discuss the trend in the modern education system at both the global and regional levels. In particular, we are talking about the fact that the advent and development of Internet technologies have created a new world – a new communicative space, which is characterized by a certain virtual unity. In this space, if we compare it with the classical educational systems, almost everything has changed, from programs and their focus to the participants in the educational process, the psychology of which has also changed. New technological approaches, the use of forms of online education, were able to make education more flexible and close to the consumer. At the same time, the mobility of educational systems made it possible to actively introduce them into the labor process, reaching the goal of staff development, which is especially necessary in the conditions of innovative development of the economy. In addition, the coverage of territories has expanded. Education in its various forms came to all types of settlements, encompassed poorly developed regions. Despite such an intensive development of educational technologies, a large number of problems remain associated with the pace of development of educational programs and the presence of regional specifics, which impedes the introduction of universal solutions. This gives the authors of the monograph reason to discuss the trends that characterize the modern world education system.

scholarly journals Female Saudi University Students’ Perceptions of Online Education Amid COVID-19 Pandemic

2021 ◽  
Author(s):  
Nasrin Altuwairesh
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Undergraduate Students ◽  
Online Survey ◽  
Learning Experience ◽  
Educational Process ◽  
Mitigation Measures ◽  
Online Classes ◽  
Face To Face ◽  
Education Experience

The outbreak of the COVID-19 pandemic has wreaked havoc and caused world-wide disruptions to daily activities, including education. Numerous mitigation measures were taken to slow down the rapid spread of this pandemic. The situation, subsequently, entailed utilizing technology to ensure the continuation of the educational process. The abrupt shift to online education presented significant challenges to teachers and learners alike. Uncovering students’ perceptions of their online education experience will help address and deal with these challenges. This study attempted to explore the perceptions of Saudi female undergraduate students of their online education experience amid the COVID-19 pandemic. The total of 241 female students at the College of Languages and Translation at King Saud University in Riyadh answered a multi-item online survey. The results revealed that many of the respondents were happy with their online learning experience, enjoyed learning online and looked forward to their online classes. However, when asked to compare online learning to brick-and-mortar classes, more than half of the participants stated that they prefer traditional, face-to-face learning. The results of this study also revealed that the significant problems students faced in online education related to staying motivated, technical issues and the absence of face-to-face interaction. Despite the many challenges they face when learning online, the most cited advantage for online education mentioned by the participants is that it is more convenient. The results also indicated that this education mode seemed to suit shy students more, as they stated that they participate and ask questions more in online classes.

scholarly journals Justifications for using interactive online education

2020 ◽  
Vol 10 (1) ◽  
pp. 8
Author(s):  
Zaid Yacoub Abu-Bajeh ◽  
Rabab Alayham Abbas
Keyword(s):  
Online Education ◽  
Active Role ◽  
Educational Process ◽  
Educational Systems ◽  
Feedback Process ◽  
Technological Changes ◽  
Teacher Guidance ◽  
Face To Face ◽  
Educational Environments ◽  
Educational Field

The world is currently witnessing a renaissance of knowledge that can be described as the information era, the Educational environments became increasingly diverse, therefore, the institutions working in the educational field, are constantly seeking to create an efficient educational process to communicate knowledge to learners by the best possible ways and providing methods that aim to achieve the participation and create a link between the teacher and learners within the teacher guidance, in proportion to technological changes in the educational systems, where online education has undergone major changes in the organizational method of teaching. This prompts to focus on feedback as critically important in the educational process. The amount and type of interaction and feedback between the teacher and the learners depend on the link used; it is difficult to read "body language" of the learners over an audio link or recorded video, so the success of feedback process depends on face-to-face communication. This paper presents models of online education, and provides justifications for using interactive online education, and explains that there is a need for more researches in this field and take an active role in evaluating, selecting, and integrating tools and services that emphasize more teaching interactions.  

scholarly journals Female Saudi University Students’ Perceptions of Online Education Amid COVID-19 Pandemic

2021 ◽  
pp. 381-397
Author(s):  
Nasrin Altuwairesh
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Undergraduate Students ◽  
Online Survey ◽  
Learning Experience ◽  
Educational Process ◽  
Mitigation Measures ◽  
Online Classes ◽  
Face To Face ◽  
Education Experience

The outbreak of the COVID-19 pandemic has wreaked havoc and caused world-wide disruptions to daily activities, including education. Numerous mitigation measures were taken to slow down the rapid spread of this pandemic. The situation, subsequently, entailed utilizing technology to ensure the continuation of the educational process. The abrupt shift to online education presented significant challenges to teachers and learners alike. Uncovering students’ perceptions of their online education experience will help address and deal with these challenges. This study attempted to explore the perceptions of Saudi female undergraduate students of their online education experience amid the COVID-19 pandemic. The total of 241 female students at the College of Languages and Translation at King Saud University in Riyadh answered a multi-item online survey. The results revealed that many of the respondents were happy with their online learning experience, enjoyed learning online and looked forward to their online classes. However, when asked to compare online learning to brick-and-mortar classes, more than half of the participants stated that they prefer traditional, face-to-face learning. The results of this study also revealed that the significant problems students faced in online education related to staying motivated, technical issues and the absence of face-to-face interaction. Despite the many challenges they face when learning online, the most cited advantage for online education mentioned by the participants is that it is more convenient. The results also indicated that this education mode seemed to suit shy students more, as they stated that they participate and ask questions more in online classes.

scholarly journals Distance technologies in sustainable education: the case of Ukraine during the coronavirus pandemic

2021 ◽  
Vol 255 ◽  
pp. 01040
Author(s):  
Oksana Poplavska ◽  
Nataliia Danylevych ◽  
Svetlana Rudakova ◽  
Liudmyla Shchetinina
Keyword(s):  
Online Education ◽  
Large Scale ◽  
Negative Impact ◽  
Educational Process ◽  
Educational Systems ◽  
Classical Education ◽  
Sustainable Education ◽  
Teachers And Students ◽  
The Stability ◽  
Academic Communication

Sustainable education systems in tertiary institutions aim to reduce the negative impact of the COVID-19 pandemic. To identify the readiness of educational institutions for current and future problems, a survey was conducted among a representative number of teachers and students. The purpose is to substantiate the importance of distance technologies for sustainable education in Ukraine. As the result, we’ll have fine tools to select the best distance technologies for education that can fully support academic communication. The conducted studies allowed us to conclude that distance technologies expand the accessibility of sustainable education. However, we also The article identifies problems in the introduction of distance technologies into the system of sustainable education of a technical, organizational and psychological nature. However, the pandemic motivated teachers to actively explore the new possibilities of distance technologies, as well as to implement them in the educational process. The inclusion of online education into classical education makes it possible to expand competencies through specialized training and professional platforms, significantly improving the quality of education. A feature of the spread of distance technologies in Ukraine has become a one-time, large-scale implementation of them in the educational process, which ensures the stability of educational systems in the future.

scholarly journals Perceptions of Public University Students towards Online Classes during COVID-19 Pandemic in Bangladesh

2021 ◽  
Author(s):  
Shyam Sundar Sarkar ◽  
Pranta Das ◽  
Mohammad Mahbubur Rahman ◽  
M S Zobaer
Keyword(s):  
Online Education ◽  
Online Survey ◽  
Severe Disease ◽  
Health And Safety ◽  
Mobile Network ◽  
Public University ◽  
Rural Students ◽  
Educational Systems ◽  
Online Classes ◽  
Virtual Classes

The severe disease outbreak COVID-19 pandemic impacted public health and safety and the educational systems worldwide. For fear of the further spread of diseases, most educational institutions, including Bangladesh, have postponed their face-to-face teaching. Therefore, this study explores public university student's perceptions towards online classes during the COVID-19 pandemic in Bangladesh. Data were collected among students of Islamic University, Kushtia, Bangladesh, through an online survey. The study followed both a qualitative and quantitative approach, where the survey technique was used as an instrument of data collection. Results showed that most students were facing difficulty participating in virtual classes and could not communicate with their friends correctly during online classes. They faced challenges in online schooling, and the majority of the students preferred conventional types of learning to virtual classes and did not understand the content of virtual classes easily. The study also explored that most students did not feel comfortable in online classes. Still, considering the present pandemic situation, they decided to participate in online classes to continue schooling. Besides, the study discovered that female students showed better real perceptions than male students regarding online classes, and urban students have more optimistic appreciation than rural students. Moreover, laptop or personal computer users showed more positive perceptions towards online education than mobile users. Furthermore, Broadband/ Wi-Fi users have more positive perceptions than mobile network users. These findings would be an essential guideline for governments, policymakers, technology developers, and university authorities for making better policy choices in the future.

Perceptions of Business Students toward Online Education before and in Transition Period of COVID-19

2021 ◽  
Vol 19 ◽  
pp. 242-261
Author(s):  
Clare Chua ◽  
Nursel Selver Ruzgar
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Classroom Environment ◽  
Online Survey ◽  
Online Courses ◽  
Transition Period ◽  
Business Students ◽  
Sudden Change ◽  
Use Of Technology ◽  
Technology In Classroom

Covid-19 affects our lifestyles dramatically. It also affects the education styles. Spurred by the Covid19 pandemic, most of the learning in a traditional classroom setting were transferred to online format. This study was designed to assess the students’ perception on the traditional and online learning before Covid-19 pandemic and in transition to the Covid pandemic when all classroom learning is closed and transferred to online based learning. Students were sampled to obtain their general perceptions regarding traditional and online learning. The data were collected via an online survey during October/November 2019 and March/April 2020. Findings indicate that the perceptions of students changed negatively in transition period. A large majority of students agreed before Covid-19, but they disagreed in transition period on the following: online education increases learning levels; students learn more with online courses; zoom is much better than learning in the classroom environment; online courses are easier than traditional courses; I would recommend taking online courses instead of in class courses to a friend or colleague; and I would like to take my other courses in online form. The results show that a sudden change to the system will negatively impact the students and it did not allow time for students to adjust to the change. They are simply not ready to take all the courses online. However, students all agreed the use of technology in classroom increases their engagement and interest in the subject matter

scholarly journals Online Education during Pandemic: Sharenting vs. Children’s Right to their Own Image and Education

2021 ◽  
Vol 13 (1) ◽  
pp. 431-446
Author(s):  
Mirela Carmen Dobrila
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Children's Rights ◽  
Educational Process ◽  
Point Of View ◽  
Children’S Rights ◽  
Online Environment ◽  
Legal Implications ◽  
Social Media Platforms ◽  
Teachers And Parents

This article examines the legal issues that have forced the transition to an online school learning process for children, caused by the SARS-CoV-2 coronavirus and the pandemic. Although we believe that from a legal point of view, children's access to education must be respected, the article highlights the problems regarding the amplification of the sharenting phenomenon (already at worrying levels), determined by the transition to online learning. The article shows that the development of the educational process in the online environment determines the amplification of the sharenting phenomenon: this happens because teachers and parents have no legal knowledge and have not been trained on the risks of the online environment and the limits to children's rights (posting videos and audio of children in the online educational process); the school educational process takes place through social media platforms that are not designed for online learning and are not prepared to respect the child's right to his own image and his privacy and dignity. The article also analyzes the legal implications in the European context related to children's rights.

scholarly journals Online Teaching. Opportunities, Challenges and Recommendations to Improve Collaboration and Quality of Learning

2021 ◽  
Vol 67 (2) ◽  
pp. 59-84
Author(s):  
Sergiu Maxim ◽  
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Real Life ◽  
Educational Process ◽  
Educational Systems ◽  
Teaching Online ◽  
Face To Face ◽  
Teaching Objectives ◽  
Teachers And Students ◽  
Asking Questions

Remote learning, also known as distance education, can be defined as teaching the students with no face-to-face contact with the teacher in class. Once the Coronavirus spread, globally imposed measures became more and more restrictive leading to a major difficulty for the educational systems: identifying fast solutions to the issue of suspending the classes and lectures in-person. The techniques of online and distance learning also needed changes to fulfill the needs of teachers and students, such as presentation, communication, asking questions and formulating answers, practicing the theory through various exercises, testing and feedback. There are several good practices popular now in online education, some of which are described throughout this article. Developing a complete set of skills in students is fundamental for facilitating the educational process and integrating them in the study and/or working groups, but also for preparing them for real life. This article presents some of the most important abilities to take into account by the educational system. However, most recommendations from instructors teaching online are presence-themed. Establishing a strong connection and feeling part of a supportive community is vital for students. Using video or Skype, video announcements instead of text, using the phone are all ways to a faster connection whenever doubts or questions arise. In addition, training and agility are on top of the priorities list: using technologies that help in achieving teaching objectives; teaching online does not mean that materials once used face-to-face are uploaded on an online platform; training is key whereas technology cannot work and there is a need for a back-up plan.

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