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EdMedia + Innovate Learning

Jun 24, 2019

Editors

Johan Van Braak, Mark Brown, Lorenzo Cantoni, Manuel Castro, Rhonda Christensen, Gayle V. Davidson -Shivers, Koen DePryck, Martin Ebner,Mikhail Fominykh, Catherine Fulford, Stylianos Hatzipanagos, Gerald Knezek,Karel Kreijns, Gary Marks, Erkko Sointu, Elsebeth Korsgaard Sorensen, Jarmo Viteli, Joke Voogt, Peter Weber, Edgar Weippl, Olaf Zawacki-Richter Theo Bastiaens

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Table of Contents

13
This conference has 13 award papers. Show award papers

Number of papers: 280

  1. Better Together? – A Case Study Comparison of Individualistic vs. Collectivistic Gamification Design

    Klaudia Bovermann & Sebastian Habla, FernUniversität in Hagen, Germany; Joshua Weidlich, Heidelberg University of Education, Germany; Theo Bastiaens, Open Universiteit, Heerlen, Netherlands

    The following study compared the influence of two different gamified learning environments on intrinsic motivation, relatedness, effort, and perceived value of a bachelor’s degree program in... More

    pp. 1097-1106

  2. GAM LAB – a NEWTON Project large scale pilot: evaluating the impact on motivation and affective state of students with hearing impairment learning STEM subjects

    Marilena Bratu & Cristian Buica-Belciu, University of Bucharest, Faculty of Psychology and Educational Sciences, Romania; Jim Playfoot, White Loop Ltd, United Kingdom; Fabio Di Salvadore & Carmine De Nicola, Beyond srl, Italy; Emilia Oprisan, University of Bucharest, Faculty of Psychology and Educational Sciences, Romania

    It is known that in recent years teachers are increasingly dealing with the problem of a lack of student interest and motivation for STEM subjects. This problem was noticed in the case of children ... More

    pp. 1107-1116

  3. Does a Simulation Game for Management in Health Science Elicit Learning? A Mixed Method Approach

    Susanna M Hanekom, North-West University, South Africa; Chrisna Botha-Ravyse, Phasrec, North-West University and Turku University of Applied Sciences, Finland

    The advantages, impact and effectiveness of game-based learning (GBL) should not be underestimated. Enjoyment for/in education should not be forgotten. Students (n=98) enrolled in a management... More

    pp. 1117-1126

  4. Game-Based Learning and Problem-solving Skills: A Systematic Review of the Literature

    Shweta Kailani, Texas A&M, United States; Rhonda Newton, Texas A&M University, United States; Susan Pedersen, Texas A&M, United States

    Trends in educational research and literature show an increasing interest in how games may influence learning. A few studies have looked at connections between gameplay and the development of... More

    pp. 1127-1137

  5. Game-Based Learning in an Interdisciplinary Context: Making the Case for a High-Impact Educational Practice

    Reneta Lansiquot, Tamrah Cunningham & Candido Cabo, New York City College of Technology (City Tech) of The City University of New York (CUNY), United States

    Both interdisciplinary studies and game-based learning, specifically design-based games, help students understand factors inherent in complex systems. This is a key skill necessary for problem... More

    pp. 1138-1141

  6. A Comparison of Text-with-Images and Video-Based Instructional Guidance in an Educational Video Game

    Susan Pedersen, Mehmet Oren & Karen Butler-Purry, Texas A&M University, United States

    When players become stuck while playing a video game, the availability of in-game instructional guidance can help them to overcome obstacles and stay engaged. In this study, we examined the impact... More

    pp. 1142-1147

  7. Game Based Learning: A Tabletop Game Approach to Knowledge Application And Pervasive Skill Acquisition

    Veruschka Pelser-Carstens, North West University, South Africa, South Africa

    The South African Institute of Chartered Accountants (SAICA) regulates training for accountancy students. SAICA suggests that graduates lack pervasive skills in the workplace and calls on lecturers... More

    pp. 1148-1161

  8. “Let’s Play Color Composition”: A Learning Support Game for Color Based on Fairy Tales

    Kazuki Yamamoto, Department of Mechanical Engineering, Tokyo University of Science, Japan; Minami Yano, Department of Information Design, Tama Art University, Japan; Shuya Kawaguchi, Department of Mechanical Engineering, Tokyo University of Science, Japan; Fusako Kusunoki, Department of Information Design, Tama Art University, Japan; Shigenori Inagaki, Graduate School of Human Development and Environment, Kobe University, Japan; Hiroshi Mizoguchi, Department of Mechanical Engineering, Tokyo University of Science, Japan

    Art education is important in teaching people how to not only create art but also to use it in various expressive activities in daily life. However, in recent years, children’s art classes are... More

    pp. 1162-1167

  9. Proposal of educational toy for female elementary school students

    Mizuki Hino, Hidekathu Yanagi & Yoshiaki Mima, Future University Hakodate, Japan

    It is desirable the proportion of female scientists increase, because we need to have various perspectives for further advances in science and technology. In Japan, however, according to the... More

    pp. 1168-1172

  10. Does Remixing Mechanism Improve Learning Effectiveness and Engagement in Drama-Based Learning

    Yu-Ling Huang, Department of Computer Science & Information Engineering, National Central University, Taiwan; Su-Hang Yang, Department of Hospitality Management, Chien Hsin University of Science and Technology, Taiwan; Ping-Yu Chiang & Gwo-Dong Chen, Department of Computer Science & Information Engineering, National Central University, Taiwan

    In the design consideration of MIT Scratch, Resnick proposed REMIX idea and mechanism for inspiring innovation and to improve learning performance of computer programming. At the same time,... More

    pp. 1173-1181

  11. The Effects of a Long-tone Exercise Support System on Wind Instrument Players’ Pitch and Tone Shape

    Daisuke Kaneko, School of Economics, Hokusei Gakuen University, Japan; Hisayoshi Kunimune, Chiba Institute of Technology, Japan; Megumi Kurayama, National Institute of Technology, Hakodate College, Japan; Takeshi Morishita, Shinshu University, Japan; Tatsuki Yamamoto, Meikai University, Japan; Hiroaki Oguchi, Shinshu University, Japan

    The number of accomplished instructors in Japan does not meet the needs of the many school bands in the country. It is necessary for players in these bands to evaluate their own performances when... More

    pp. 1182-1187

  12. The Effects of Integrating IRS with a Flipped Classroom on Students' Learning Achievement and Self-efficacy

    Wei Li, Wenzhou University, China; Judy C. R. Tseng, Chung Hua University, Taiwan; Li-Chen Cheng, Soochow University, Taiwan

    The flipped classroom is a student-centered learning model that allows students flexible time to learn before class as well as more time to apply knowledge, solve problems, and interact with... More

    pp. 1188-1196

  13. Best of Ireland: A curious case of persistent learners: insight into serial MOOC participation

    Conchúr Mac Lochlainn, Mairéad Nic Giolla Mhichíl, Elaine Beirne & Mark Brown, Dublin City University, Ireland

    Why do learners join MOOCs? This is a straightforward question which underpins many MOOC studies. It also leads to two related but distinct questions: firstly, who are MOOC learners? Secondly, what... More

    pp. 1197-1202

  14. A System to Visually Demonstrate the Key Concepts of Multimedia Fundamentals for Undergraduates

    Ntokozo Msiza & Johnson Dehinbo, Tshwane University of Technology, South Africa

    It is vitally important that a person chooses a professional field which they their capabilities are strong in and are content. The problem with traditional research and open days is that most... More

    pp. 1203-1216

  15. Using thinking routines to develop "crigital thinking" skills

    Mauro Spicci, TAMK University of Tampere (Finland), Italy

    The capacity to identify truth is an essential component of what is commonly called “critical thinking”, which involves the search for knowledge, the ability to evaluate sources of knowledge and... More

    pp. 1217-1228

  16. The Conceptual Framework Utilized to Support a Learner-Active, Technology Infused Classroom

    Aubrey Statti, The Chicago School of Professional Psychology, United States

    This paper seeks to present an example of innovative, technologically-advanced approach to learning through the Learner-Active, Technology Infused Classroom (LATIC) format. The LATIC method pursues... More

    pp. 1229-1233

  17. Development and Evaluation of Dialogue-Videos for Socioscientific Issues Based Learning in Elementary Schools

    Sayuri Tokura, Etsuji Yamaguchi & Miki Sakamoto, Kobe university, Japan; Tomokazu Yamamoto, Hyogo University of Teacher Education, Japan; Shigenori Inagaki & Kazuya Wakabayashi, Kobe University, Japan; Motoaki Matano, Elementary School Attached to Kobe University, Japan

    We developed dialogue-videos for learning based on socioscientific issues (SSI) in elementary schools, introduced them into elementary schools and evaluated their effectiveness in supporting... More

    pp. 1234-1239

  18. The application of WebQuests in teaching English in Bac Lieu high school

    My Tran, Bac Lieu High School, Vietnam

    This study aims to investigate the effects of using webQuests in teaching and learning English at High Schools especially in Bac Lieu High School in a small town in the South of Vietnam. There are ... More

    pp. 1240-1245

  19. Using Digital Making Words Lessons as a Guided Invented Spelling Instructional Strategy

    Ling Wang, Austin Peay State University, United States

    Invented spellings refer to incorrect attempts to spell words while writing. They are often used as indicators of children’s development of phonemic awareness. One of the guided invented spelling... More

    pp. 1246-1250

  20. Developing Digital Literacy Through Community Engagement

    Elizabeth Truesdell & Rebecca Birch, Dominican University of California, United States

    This case study describes how one department of education sought to increase knowledge of digital literacy amongst preservice teachers. Framed by the researchers’ Three-Tiered Model of... More

    pp. 1251-1254