Searching for "game based learning"

European conference on game based learning

11th European Conference on Games Based Learning (ECGBL 2017)

Conference   5th to 6th October 2017  Graz, Austria

Website: http://www.academic-conferences.org/conferences/ecgbl/
Contact person: Louise Remenyi

ECGBL offers an opportunity for scholars and practitioners interested in the issues related to Games Based Learning to share their thinking and research findings. ECGBL provides a forum for discussion and collaboration by academics and practitioners.

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more on GBL in this IMS blog
http://blog.stcloudstate.edu/ims?s=game+based+learning

International Journal of Game-Based Learning

International Journal of Game-Based Learning (IJGBL)

Editor-in-Chief: Patrick Felicia (Waterford Institute of Technology, Ireland)
Published Quarterly. Est. 2011.
ISSN: 2155-6849|EISSN: 2155-6857|DOI: 10.4018/IJGBL

Description

The International Journal of Game-Based Learning (IJGBL) is devoted to the theoretical and empirical understanding of game-based learning. To achieve this aim, the journal publishes theoretical manuscripts, empirical studies, and literature reviews. The journal publishes this multidisciplinary research from fields that explore the cognitive and psychological aspects that underpin successful educational video games. The target audience of the journal is composed of professionals and researchers working in the fields of educational games development, e-learning, technology-enhanced education, multimedia, educational psychology, and information technology. IJGBL promotes an in-depth understanding of the multiple factors and challenges inherent to the design and integration of Game-Based Learning environments.

Topics Covered

  • Adaptive games design for Game-Based Learning
  • Design of educational games for people with disabilities
  • Educational video games and learning management systems
  • Game design models and design patterns for Game-Based Learning
  • Instructional design for Game-Based Learning
  • Integration and deployment of video games in the classroom
  • Intelligent tutoring systems and Game-Based Learning
  • Learning by designing and developing video games
  • Learning styles, behaviors and personalities in educational video games
  • Mobile development and augmented reality for Game-Based Learning
  • Motivation, audio and emotions in educational video games
  • Role of instructors
  • Virtual worlds and Game-Based Learning

Mission

The mission of the International Journal of Game-Based Learning (IJGBL) is to promote knowledge pertinent to the design of Game-Based Learning environments, and to provide relevant theoretical frameworks and the latest empirical research findings in the field of Game-Based Learning. The main goals of IJGBL are to identify, explain, and improve the interaction between learning outcomes and motivation in video games, and to promote best practices for the integration of video games in instructional settings. The journal is multidisciplinary and addresses cognitive, psychological and emotional aspects of Game-Based Learning. It discusses innovative and cost-effective Game-Based Learning solutions. It also provides students, researchers, instructors, and policymakers with valuable information in Game-Based Learning, and increases their understanding of the process of designing, developing and deploying successful educational games. IJGBL also identifies future directions in this new educational medium.

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more on gaming and gamification in this IMS blog:
http://blog.stcloudstate.edu/ims?s=gaming+and+gamification

Game-Based Learning GBL

GAME-BASED LEARNING AND GAME CONSTRUCTION AS AN E-LEARNING STRATEGY INPROGRAMMING EDUCATION

Marie Olsson and Peter Mozeliu
authors have been subject matter experts and content developers as well as teachers and facilitators.

A clear trend at universities in the 21st century has been the transformation of traditional face-to-face rostrum teaching to blended learning or pure distance education in virtual learning environments (Graham, 2006; Lim & Morris, 2009; Park & Choi, 2009).

GAME-BASED LEARNING AND GAME CONSTRUCTION AS AN E- LEARNING STRATEGY IN PROGRAMMING EDUCATION. Available from: https://www.researchgate.net/publication/304490353_GAME-BASED_LEARNING_AND_GAME_CONSTRUCTION_AS_AN_E-_LEARNING_STRATEGY_IN_PROGRAMMING_EDUCATION [accessed Jun 28, 2016].

more on GBL in this blog:

http://blog.stcloudstate.edu/ims?s=game-based+learning

Online Game-based Learning in Art History and Museum Contexts

The Games Art Historians Play: Online Game-based Learning in Art History and Museum Contexts

http://chronicle.com/blogs/profhacker/the-games-art-historians-play-online-game-based-learning-in-art-history-and-museum-contexts

game-based learning differs from gamification in several important ways. Sometimes the latter is reduced to bells and whistles such as gold stars and progress bars, but gamification is potentially a much more subtle and powerful teaching strategy.

lizabeth Goins (Rochester Institute of Technology) describes several recent projects including a 3D game based on Hieronymous Bosch’s Garden of Earthly Delights in her blog, and details as well assignments in which the students create games. Keri Watson (University of Central Florida), teaches with both a RPG (role-playing game) and an ARG (alternative reality game). The RPG is Gretchen Kreahling McKay’s “Modernism versus Traditionalism: Art in Paris, 1888-89,” a Reacting to the Past (see earlier PH coverage) game, targeted for use in first year seminars at small liberal arts colleges. She taught with the game several times while at Ithaca College and reflects on her experience here. Watson’s ARG, “Secret Societies of the Avant-garde,” was createdwith a colleague in digital media as a Unity-based game, and is still in development. (Anastasia Salter wrote about this game in February.) Their prototype was deployed this past spring in an upper level modern art course, the game poses for the students a series of the challenges to research and create online exhibitions. (Those interested in developing an ARG might also want to peruse this interesting recent piece from TechCrunch on historical accuracy in games.)

game-based learning

The underlying assumption of an education system that relies so heavily on test-based assessment is that content is what matters.
For those who prioritize learning that can be measured using only quantitative assessments, game-based learning probably just looks like a way to increase student engagement and content retention. It might seem like a complex workbook, or an entertaining quiz. Perhaps game-based learning looks like a great tool for practice and drilling, like a super sophisticated flash-card system that makes memorization more fun. But this kind of thinking doesn’t take into account the broader understanding of what matters. Game-based learning is a great classroom tool because it allows for interdisciplinary learning through contextualized critical thinking and problem solving.
Games in the classroom can encourage students to understand subject matter in context — as part of a system. In contrast to memorization, drilling, and quizzing, which is often criticized because it focuses on facts in isolation, games force players to interact with problems in ways that take relationships into account. The content becomes useful insofar as it plays a part in a larger multi-modal system.

Definition
Game-based learning is an instructional method that allows students to experience, understand, and solve problems in the world of a particular subject, or system, from the inside.

One promise of game-based learning is that it has the potential of building comprehension and literacy rather than retention. It does this by combining instruction, practice, and assessment. Teachers become the facilitators of a process where instruction is experiential. Practice is project based, requiring students to solve new problems and address new challenges using the new ideas to which they’ve been introduced. And assessment no longer measures a student’s ability to regurgitate information, or to choose among multiple answers, but rather, to use the content, or subject matter, in context. Even more impressive is that in order to successfully manipulate one piece within a comprehensive and complex system, the students must understand every piece of the system.
http://blogs.kqed.org/mindshift/tag/games/

 

change in learning

Bonk, C. J. (2016). What is the state of e-learning?: Reflections on 30 ways learning is changing. Journal of Open, Flexible and Distance Learning, 20(2), 6-20. Journal of Open, Flexible and Distance Learning. Retrieved from https://www.academia.edu/30032706/Bonk_C._J._2016_._What_is_the_state_of_e-learning_Reflections_on_30_ways_learning_is_changing._Journal_of_Open_Flexible_and_Distance_Learning_20_2_6-20
Mega trend 1 Learner engagement
new opportunities for fostering greater learner involvement and concerted effort in the learning process
Change #1: Learning is more mobile
Change #2: Learning is more visual
Change #3: Learning is more touch-sensored
Change #4: Learning is more game-based
Change #5: Learning is more immersive
Change #6: Learning is more collaborative
Change #7: Learning is more social
Change #8: Learning is more digital and resource-rich
Change #9: Learning is more adventurous
Change #10: Learning is more hands-on
Mega Trend 2 Pervasive access
our ability to increasingly access learning anyway and anytime.

Change #11: Learning is more online
Change #12: Learning is more video-based
Change #13: Learning is more global
Change #14: Learning is more immediate
Change #15: Learning is more direct from experts
Change #16: Learning is more synchronous
Change #17: Learning is more open
Change #18: Learning is more free
Change #19: Learning is more informal
Change #20: Learning is ubiquitous
Mega Trend #3: Customisation
Change #21: Learning is more blended
Change #22: Learning is more self-directed
Change #23: Learning is more competency-based
Change #24: Learning is more on demand
Change #25: Learning is more massive
Change #26: Learning is more modular
Change #27: Learning is more communal
Change #28: Learning is more modifiable
Change #29: Learning is more flipped
Change #30: Learning is more personal

educational game on IT ‐ security

IP‐Please, design and development of an educational game on IT‐security
Peter Mozelius, Charlotte Lesley and Ola Olsson
Department of Computer and Systems Sciences, Stockholm University, Sweden

https://www.researchgate.net/publication/308947931_IP-Please_design_and_development_of_an_educational_game_on_IT-security
Abstract:
Game‐based learning is a research field with rich discussions on the use of games in educational contexts. Many of the educational games that exist today focus on subjects such
as Language learning, Mathematics and History, and fewer on subjects in Computer Science
and IT‐security. Dissemination of information about IT‐security is important in today’s digital
society not at least in the industry. As an example many firewalls today are misconfigured
leading to decreased security at the same time as it is hard to motivate students or employees to read long detailed and tedious PDF‐files with security information. Might
things like firewall configuration instead be learnt by an educational game and how to design
a learning game that could be used in university courses on IT‐security?

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more on gaming and gamification in this blog:

http://blog.stcloudstate.edu/ims?s=gaming
http://blog.stcloudstate.edu/ims?s=gamification

gaming and learning

a new paper published on gaming habits and education:

gaming and learning

Mozelius, P., Westin, T., Wiklund, M., & Norbert, L. (2016). Gaming habits, study habits and compulsive gaming among digital gaming natives. Retrieved from https://www.researchgate.net/publication/308947959_Gaming_habits_study_habits_and_compulsive_gaming_among_digital_gaming_natives

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more on gaming in this IMS blog:

http://blog.stcloudstate.edu/ims?s=gaming

elearning market in decline

Global E-Learning Market in Steep Decline, Report Says

By Richard Chang

https://campustechnology.com/articles/2016/09/01/global-elearning-market-in-steep-decline.aspx

a recent report released by Ambient Insight Research, a Washington state-based market research firm.

Revenues for self-paced e-learning in 2016 are heavily concentrated in two countries — the United States and China. The growth rate in the U.S. is at -5.3 percent, representing a $4.9 billion drop in revenues by 2021, while in China, the rate is at -8.8 percent, representing a $1.9 billion drop by 2021. The e-learning market in China has deteriorated rapidly in just the last 18 months, the report said.

  • Of the 122 countries tracked by Ambient Insight, 15 have growth rates for self-paced e-learning over 15 percent during the next five years. These countries are heavily concentrated in Asia and Africa, with the two outliers being Slovakia and Lithuania.
  • Eleven of the top 15 growth countries will generate less than $20 million by 2021. Of the top 15, Slovakia and Lithuania are anticipated to generate the highest revenues for self-paced products by 2021, at $55.4 million and $36.5 million, respectively.
  • The growth rates are negative in every region except Africa, where the growth is flat at 0.9 percent. The steepest declines are in Asia and Latin America at -11.7 percent and -10.8 percent, respectively. The economic meltdowns in Brazil and Venezuela are major inhibitors in Latin America.
  • There are 77 countries with flat-to-negative growth rates. The countries with the lowest growth rates are Yemen (-18.7 percent), Brazil (-19.8 percent), Qatar (-23.5 percent) and Venezuela (-26.8 percent).

Self-paced e-learning products include online courses, managed education services, managed training, e-books and learning management systems, according to the report. The author does not consider mobile and game-based learning, which are growing, to be in the self-paced e-learning category.

The news on the self-paced e-learning industry is so bad, Ambient Insight will no longer publish commercial syndicated reports on the industry, the firm says on its website and in the report.

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more on elearning in this IMS blog

http://blog.stcloudstate.edu/ims?s=elearning

competency-based education

TCC 2016 cordially invites you to join a FREE special pre-conference webinar on competency-based education (CBE).

Unpack CBE
During this session, Diane Singer from Bandman University, and Susan Manning from the University of Wisconsin at Stout, discuss the meaning and processes behind CBE, with a specific eye to how the assessment and recognition of competencies benefit various stakeholders, including business and industry.

Date & time:

March 16, 2:00 PM Hawaii; 6:00 PM Mountain; 8:00 PM Eastern

March 17, 9:00 AM Tokyo & Seoul; 11:00 AM Sydney, Feb. 26

 

Other timezones:

http://bit.ly/tcc16precon2-unpackCBE

 

Full information:

http://2016.tcconlineconference.org/unpacking-cbe/

RSVP for this FREE session!

If you wish to participate, please RSVP. A reminder will be sent a few days prior along with instructions to sign-in.

http://bit.ly/tcc2016precon2-rsvp

The 21st Annual TCC Worldwide Online Conference: April 19-21, 2016
TCC, Technology, Colleges and Community, is a worldwide online conference attended by university and college personnel including faculty, academic support staff, counselors, student services personnel, students, and administrators.

More on competency-based learning in this IMS blog:
http://blog.stcloudstate.edu/ims/?s=competency+based+learning&submit=Search

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webinar archived recording:

http://2016.tcconlineconference.org/make-the-future/

Make the Future! Create a Virtual Makerspace

Join us as we explore hosting a virtual makerspace. During this session, we explain and discuss makerspaces and how to leverage the maker movement in online education.Do you have an activity, project, creation or game that you’d like to share? Show your ideas and creations by sharing your links, favorite tools, and wonderful stories.

Recorded on February 25, 2016

Presenter

Dr. Cynthia Calongne
CTU Doctoral Program | ccalongne@ctuonline.edu
Twitter and Skype: @lyrlobo

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