Thematische Bibliographien / Teaching aspects in digital games

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Auswahl der wissenschaftlichen Literatur zum Thema „Teaching aspects in digital games“

Autor: Grafiati

Veröffentlicht am 24. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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Zeitschriftenartikel zum Thema "Teaching aspects in digital games"

Petri, Giani, Alejandro Calderón, Christiane Gresse von Wangenheim, Adriano Borgatto, and Mercedes Ruiz. "Games for Teaching Software Project Management: An Analysis of the Benefits of Digital and Non-Digital Games." JUCS - Journal of Universal Computer Science 24, no. (10) (2018): 1424–51. https://doi.org/10.3217/jucs-024-10-1424.

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Driven by the need to provide more hands-on opportunities to computing students, educational digital and non-digital games have been used as an instructional strategy for teaching Software Project Management (SPM). However, a question that arises is to which regard the expected benefits of these games are real. Thus, the objective of this study is to analyse the benefits of digital and non-digital games used for SPM education in order to evaluate their quality in terms of player experience and perceived learning adopting the MEEGA+ evaluation model. The analysis is based on data collected from

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Teixeira, Rafael Buback, Luiz Henrique Lima Faria, Vitor Murari Corrêa, Jonas Paluci Barbosa, and Max Filipe Silva Gonçalves. "EFFICIENCY OF DIGITAL SERIOUS GAMES FOR TEACHING IN THE SIMULATION DISCIPLINE." RINTERPAP - Revista Interdisciplinar de Pesquisas Aplicadas 2, no. 1 (2021): 31–40. http://dx.doi.org/10.47682/2675-6552.v2n1p31-40.

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This article on serious games addresses theories, taxonomies, and modeling in the field of research in education and psychology approaches, specifically, considering Bloom's taxonomy. In Brazil, this research path is fruitful. In this sense, this study contributes to the research stream about Production Engineering research, with an empirical analysis correlating education, the process of development, and the application of a serious game. Through a questionnaire created especially and applied in this study, we compare the cognitive and affective aspects present in Bloom's taxonomy. The result

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Valentová, Monika, and Peter Brečka. "Assessment of Digital Games in Technology Education." International Journal of Engineering Pedagogy (iJEP) 13, no. 2 (2023): 36–63. http://dx.doi.org/10.3991/ijep.v13i2.35971.

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The paper contributes to solving the issue of digital games in education. It explains concepts such as gamification and Digital Game-Based Learning; it focuses on the typology of games and the positives and negatives of playing digital games while discussing the aspects of their implementation in education. The case study presented in the paper examines in more detail digital games as a supplement to the learning environment in technically oriented education at the primary level of elementary schools in Slovakia. The main focus is put on an analysis of digital and education aspects of selected

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Trinh Thi Phuong, Thao, Nam Danh Nguyen, Dinh Ngo Van, Hang Nguyen Thi Thu, and Thanh Nguyen Chi. "Factors Influencing the Use of Digital Games in Teaching: An Exploratory Study in the Context of Digital Transformation in Northern Vietnam." International Journal of Emerging Technologies in Learning (iJET) 18, no. 08 (2023): 164–82. http://dx.doi.org/10.3991/ijet.v18i08.36243.

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In recent years, "digital transformation" has been mentioned more and more in most social aspects of life, including education. Digital transformation takes advantage of every opportunity that technology offers and can create an ecosystem in digital education to connect teachers, learners, and countries with new learning models. Besides, a technology trend that has been gaining traction is "gamification." In many countries, games are used in education to engage students through digital media, utilizing platforms or applications that require digital devices such as tablets, smartphones, or comp

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Santos, Danielle de Sousa Silva dos, Luciane Ferreira Mocrosky, and Josiel de Oliveira Batista. "Jogos Digitais como Possibilidade para a Alfabetização Matemática: Endereçamentos da Literatura para a Prática Docente." Jornal Internacional de Estudos em Educação Matemática 14, no. 4 (2021): 459–68. http://dx.doi.org/10.17921/2176-5634.2021v14n4p459-468.

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ResumoNeste artigo apresentamos aspectos de uma pesquisa maior orientada pela interrogação "que possibilidades se abrem com os jogos digitais para a alfabetização matemática?". Conduzida segundo a abordagem fenomenológica da pesquisa qualitativa, o estudo visou inventariar trabalhos acadêmicos que tematizavam jogos e jogos digitais para a alfabetização matemática com o objetivo de compreender e explicitar elementos constitutivos para a prática pedagógica de professores alfabetizadores. O foco esteve no compartilhamento do encontrado no trajeto investigativo sobre orientações advindas da litera

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Haqe, Aulia Izzul, Putri Ayu Wulandari, and Windi Wulandari Iman Utama. "Digital Handbook Development Design "Religious Board Games" for Early Childhood." JETISH: Journal of Education Technology Information Social Sciences and Health 2, no. 1 (2023): 503–8. http://dx.doi.org/10.57235/jetish.v2i1.388.

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This study aims to develop teaching materials using a game system that is considered suitable for Early Childhood, which is still in process which is also adjusted to the psychological aspects of students. Teachers also involve students in the learning process through the Digital Guidebook "Religious Board" to stimulate children's brains to develop properly according to their age. This research also uses Thiagarajan's 4-D (Four-D) development model consisting of 5 units, but this research only reaches the design stage. The results of teaching material research according to experts show that th

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Ray, Moniza, and Ajit Ilangovan. "Digital Game-Based Learning in Higher Education: ESL Teachers and Students Perceptions." World Journal of English Language 14, no. 5 (2024): 638. http://dx.doi.org/10.5430/wjel.v14n5p638.

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Digital game-based learning (DGBL) is a new approach in educational settings that aims to engage students, encourage curiosity, and provide a versatile learning experience. It has been integrated into educational settings due to the widespread use of digital games by students. This study examines the perceptions of integrating digital games into English as a Second Language (ESL) classroom among 89 second-year engineering students and 11 teachers at a private university in Chennai, India. Employing a mixed-methods research design, data were collected and analyzed using SPSS software. Unlike pr

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Morais, Dyego Carlos Sales de, and Taciana Pontual da Rocha Falcão. "Abordagem Participativa de Desenvolvimento de Jogos Digitais Educacionais no Contexto Escolar." Revista Brasileira de Informática na Educação 27, no. 01 (2019): 132. http://dx.doi.org/10.5753/rbie.2019.27.01.132.

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The current generation of young learners demands innovative educational approaches that meet their characteristics and needs. Recent initiatives go beyond the use of games and propose that students can construct games themselves, developing design and programming abilities, and learning curricular contents in more engaging ways. However, integrating digital games to educational settings involves several aspects related to the structure of educational systems and methods of teaching. This research analyzes two school-based processes of game development and identifies aspects that promote studen

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Cekić, Marko. "Video Games as a Teaching Material." Društvene i humanističke studije (Online) 7, no. 2(19) (2022): 551–70. http://dx.doi.org/10.51558/2490-3647.2022.7.2.551.

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The paper deals with the theory of the application of video games in teaching discuss the advantages and disadvantages of using video games as a teaching tool, as well as to raises some additional issues that require further consideration of the use of video games in the classroom. The cathode ray tube amusement device (patent US2455992A) is at the start of its ninth generation of technology. All current knowledge, skills, and innovations of the current age of civilization are united in the creation of such a device and medium when it reproduces for entertainment. Certainly, each of these medi

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Trinh, Thi Hang, Minh Ngoc Nguyen, and Thi Thanh Huong Tran. "Teachers and Students' Perceptions of Using Digital Games in Improving Vocabulary at Non-English-majored Class." AsiaCALL Online Journal 13, no. 5 (2022): 112–31. http://dx.doi.org/10.54855/acoj.221358.

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The use of gamification in education is of increasing interest. Numerous studies have explored various aspects of integrating digital games (DGs) into English language teaching and learning. This research sought to investigate teachers' and students' perceptions of incorporating DGs in improving vocabulary for non-English-majored students at Phenikaa University, Vietnam. This cross-sectional study was completed with a structured survey of 30 lecturers and 150 students, alongside in-depth interviews with some randomly-selected respondents from both groups. The findings revealed that these two g

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Dissertationen zum Thema "Teaching aspects in digital games"

Pettersson, Izabella, and Ola Wictorin. "Matematiklärande genom digitala lärspel : En analys av digitala lärspel för årskurs 4–6 med fokus på matematiska kompetenser." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84757.

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Idag finns en stor mängd digitala lärspel med inriktning mot matematikundervisning. Tillgången till digitala verktyg i skolan är idag stor och därför finns det goda möjligheter för lärare att inkludera digitala lärspel i matematikundervisningen. Syftet med studien är att skapa ny kunskap om vilket lärande digitala lärspel möjliggör för eleven i matematikämnet. För att undersöka syftet gjordes en innehållsanalys mot några vanligt förekommande digitala lärspel i matematikundervisningen inom svenska skolor för elever tillhörande årskurs 4–6. För innehållsanalysen framställdes några analysfrågor.

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Jonsson, Sandra. "Are games more than fun? : Motivational aspects on digital games." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-63288.

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Games are increasingly becoming a powerful and effective tool for training. The use of games as a training tool increase intrinsic motivation which enhances learning. This study concerns why people play and why they continue play. The study consists of two parts; a focus group and a web questionnaire. The results suggest that people prefer playing together with others, and that they play mainly because of entertainment, fellowship and pastime. Results also show that the participants come to an agreement of five different characteristics a game must have in order for the participants to play; a

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Kluge, Jacob, and Jonas Bjärnmark. "Digital Games and Language Learning." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31841.

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With this survey paper we have contrasted and summarized research on digital games and language learning in order to investigate whether digital games can be used to instil communicative competence in students. In addition, we have examined what kinds of considerations that need to be made by teachers when applying digital games in educational settings. In order to acquire an indication of whether games were being used as a language-learning tool in schools today, we conducted a small pilot study in the region of Skåne. In this pilot study, we asked 10 language teachers whether they had ever u

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Habgood, Matthew Peter Jacob. "The effective integration of digital games and learning content." Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/10385/.

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This thesis is concerned with how the coveted user-engagement of digital games can be usefully harnessed for educational goals. Educational software has traditionally used gaming elements as a separate reward for completing learning content. The early "edutainment" sector became synonymous with this cursory "chocolate-covered broccoli" approach (Bruckman, 1999): tagging games on to learning content in order to make it more palatable. However, such methods have often proved ineffective (Kerawalla & Crook, 2005; Trushell, Burrell, & Maitland, 2001) and have been criticised for combining the wors

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Mascolo, Damiano <1985&gt. "Web 2.0 and Digital Games in Language Learning and Teaching: The Lerna Project." Master's Degree Thesis, Università Ca' Foscari Venezia, 2013. http://hdl.handle.net/10579/3681.

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Negli ultimi anni il Web e la didattica stanno sempre più spesso entrando in contatto l’uno con l’altra. Cavalcando questa tendenza sono comparsi sulla Rete diversi programmi per apprendere le lingue, spesso mere trasposizioni di libri di testo in formato digitale, che ignorano completamente le immense potenzialità del Web 2.0. Con questa tesi si vogliono porre le basi per la realizzazione di un software, che chiamerò Lerna, basato sui principi della glottodidattica umanistica, che mettono al centro del processo di apprendimento lo studente e i suoi bisogni. Il tutto alla luce delle immense po

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Jin, Chengyue. "Game narrative conveyed through visual elements in digital games." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-20104.

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This thesis compares the different concepts of game narrative and traditional narrative, and aims to explore and analyze the relationship between visual elements and game narrative in video games. Game narrative is an emerging narrative based on digital media. It can not only include stories from traditional narratives, but also convey narratives through the virtual environment and mechanisms of games. This thesis discusses the concepts of traditional narrative and game narrative from the basic concepts of narrative, and lists different visual narrative elements and video games of different na

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Zhu, Jun Chao. "The evolution of official media reports on video games :a case study of the People's Daily." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953768.

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Tirén, Stina. "Digital Games in English Language Learning : A Mixed Method Study of Teachers' and Students' Attitudes to Digital Games and Its Effects in English Language Learning." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36072.

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The possible benefits of digital games for English language learning and teaching have received increasing attention in recent years as more research shows that digital games can affect students’ learning and motivation within formal education. A great deal of the integration of digital games in school contexts depends on the attitude of teachers and students. The aim of this study is to investigate upper-secondary teachers’ and students’ attitudes toward digital games in the English language classroom in a Swedish context. Additionally, this study will also examine teachers’ and students’ vie

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Lealdino, Filho Pedro. "Jogo digital educativo para o ensino de matemática." Universidade Tecnológica Federal do Paraná, 2014. http://repositorio.utfpr.edu.br/jspui/handle/1/1442.

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Acompanha: Manual operacional do jogo digital educacional: “As aventuras de Simon Bile”<br>A educação matemática tem como um dos desafios criar espaços motivadores para o ensino. Jogos digitais tem o potencial de influir positivamente sobre o sentimento dos alunos quanto ao ambiente da disciplina e assim contribuir com os estudos. Este trabalho investiga elementos para o desenvolvimento de jogos digitais educativos, buscando uma relação clara com teorias de ensino-aprendizagem e aplicando técnicas de engenharia de software. O objetivo da pesquisa é aferir a motivação conseguida por um jogo edu

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Westin, Thomas. "Inclusive Digital Socialisation : Designs of Education and Computer Games in a Global Context." Doctoral thesis, Stockholms universitet, Institutionen för data- och systemvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-141340.

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Digital socialisation is to learn the ways of living online, across national borders, local cultures and societies and has to be inclusive for equal participation. Conditions for this socialisation process are different due to both local and individual limitations. In a high-income country like Sweden, playing computer games are one of the most common practices for digital socialisation among youth online (digital youth), but rarely in school with teachers. Thus, there is limited institutionalised support taking responsibility for the socialisation process online of digital youth. As contrast,

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Bücher zum Thema "Teaching aspects in digital games"

Reinders, Hayo, ed. Digital Games in Language Learning and Teaching. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137005267.

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1958-, Jenkins Henry, ed. Video games and learning: Teaching and participatory culture in the digital age. Teachers College Press, 2011.

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Thomas, Angela. Youth online: Identity and literacy in the digital age. Peter Lang, 2007.

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Albuquerque, Beatriz. Video games + glitch = learning: Video games vs. teachers. LAP Lambert Academic Publishing, 2012.

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author, Pietruszewska-Kobiela Grażyna, and Sasuła Łukasz author, eds. Religijność nowych mediów. Wydawnictwo Adam Marszałek, 2017.

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Hemminger, Elke. The mergence of spaces: Experiences of reality in digital role-playing games. Edition Sigma, 2009.

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Gerardo E. de los Santos. From digital divide to digital democracy. League for Innovation in the Community College, 2003.

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Digital Games As History. Taylor & Francis Group, 2018.

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Digital Games As History. Taylor & Francis Group, 2016.

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Digital Games as History. 2016.

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Buchteile zum Thema "Teaching aspects in digital games"

Tipi, Nicoleta. "Simulation Games in Teaching Operations and Supply Chain Management." In Creativity and Critique in Digital Learning and Teaching. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-68086-1_13.

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Abstract This chapter aims to bring forward ways to develop and incorporate simulation games within digital teaching with specific emphasis to operations and supply chain management. Using simulation games in digital teaching presents learners with different opportunities to engage with learning abstract concepts that bring an increased level of complexity, such as learning about supply chain systems. Simulation games can be constructed and embedded into the curriculum not only to help learners understand theories, but also to experience activities and events as they may happen in practice. In

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Birklein, Laura, and Anna Susanne Steinweg. "I Can Do It on My Own?! Evaluation of Types of Implementation of Digital Game-Based Learning in Early Mathematics Education." In Teaching Mathematics as to be Meaningful – Foregrounding Play and Children’s Perspectives. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37663-4_5.

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AbstractThis contribution gives exemplary insight in some results of the project EfEKt. The study evaluates different aspects of the implementation of the tablet app MaiKe, which has been developed to support mathematical competencies of children aged 4–6. The use of digital media in early childhood education is often discussed very critically in Germany. The research design, therefore, compares differences between free and supervised settings of use implementation in two designs for intervention groups. Above all, EfEKt investigates the effect of the app use on the development of children’s m

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Husøy, Aleksander, and Tobias Staaby. "Teaching with video games." In The Digital Classroom. Routledge, 2020. http://dx.doi.org/10.4324/9781003104148-8.

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Annetta, Leonard A., Shawn Y. Holmes, David Vallett, Matthew Fee, Rebecca Cheng, and Richard Lamb. "Cognitive Aspects of Creativity: Science Learning Through Serious Educational Games." In Teaching Creatively and Teaching Creativity. Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-5185-3_4.

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Becker, Katrin. "Digital Game Pedagogy: Teaching with Games." In Choosing and Using Digital Games in the Classroom. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-12223-6_3.

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Wu, Shaoqun, Margaret Franken, and Ian H. Witten. "Collocation Games from a Language Corpus." In Digital Games in Language Learning and Teaching. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137005267_11.

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Santoianni, Flavia. "Key Aspects of Mobile Digital Education." In Teaching and Mobile Learning Interactive Educational Design. CRC Press, 2021. http://dx.doi.org/10.1201/9781003052869-2.

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Wright-Maley, Cory, John K. Lee, and Adam Friedman. "Digital Simulations and Games in History Education." In The Wiley International Handbook of History Teaching and Learning. John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119100812.ch23.

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Reinders, Hayo. "Introduction." In Digital Games in Language Learning and Teaching. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137005267_1.

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Sundqvist, Pia, and Liss Kerstin Sylvén. "World of VocCraft: Computer Games and Swedish Learners’ L2 English Vocabulary." In Digital Games in Language Learning and Teaching. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137005267_10.

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Konferenzberichte zum Thema "Teaching aspects in digital games"

Zimbrão, Rafael De Oliveira, Alessandreia Marta De Oliveira, Edmar Welington Oliveira, and Pedro Henrique Dias Valle. "Essential Aspects in Digital Educational Games to Support the Teaching-Learning of Computing Contents." In SBSI '24: XX Brazilian Symposium on Information Systems. ACM, 2024. http://dx.doi.org/10.1145/3658271.3658335.

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Mata, Jaqueline Sales da, and Miguel Bonafe Barbosa. "Digital games in physics teaching: the study of a nuclear power plant through scratch." In II INTERNATIONAL SEVEN MULTIDISCIPLINARY CONGRESS. Seven Congress, 2023. http://dx.doi.org/10.56238/homeinternationalanais-008.

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Abstract This study presents a game developed through the Scratch programming language, making it possible to be an educational support tool for the teacher. In an increasingly technological world, it is natural that this resource can also be inserted in schools, however, teachers need pedagogical tools to help them in the classroom. Thus, the objective of this work was to develop, using Scratch, a quiz that could facilitate the study of nuclear energy production. For this, the work was developed in three moments: 1) a bibliographic survey was carried out to evaluate how Scratch is used in phy

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Scavnicky, Ryan. "Learning From San Andreas: Gaming’s Future in Architecture." In 110th ACSA Annual Meeting Paper Proceedings. ACSA Press, 2022. http://dx.doi.org/10.35483/acsa.am.110.68.

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Architecture and Video Games have a superficially obvious relationship. The cultural and technological development of video games—produced using 3D programs and imaging technology—is congruent with the development of digital space and digital tools as a whole. Since the original paperless studio at Columbia, the discipline of Architecture’s experiments with digital space focus almost exclusively on efforts to discover increased efficiencies via new formal, aesthetic, and scientific technological relationships.1 While fruitful, there have been no models adapted to study and absorb the cultural,

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Wiese, Luiz Paulo de Lemos, Adriane Shibata Santos, Thamires Cristina Pena Reis, and Helena Pereira Wiese. "Gamification for strategy design on sustainability: “São Chico Sustentável” Case." In ENSUS 2024 - XII Encontro de Sustentabilidade em Projeto. Grupo de Pesquisa Virtuhab/UFSC, 2024. http://dx.doi.org/10.29183/2596-237x.ensus2024.v12.n1.p1058-1066.

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This paper presents the creation of a digital solution with gameplay strategies by gamification for an education instrument with environmental education reinforcement. The methodology is a case report applying Design Science Research. The results consist of preserving content and dynamics, choosing characters and reinforcing positive decisions. The digital product brought broad applicability, greater playability in addition to reinforcing sustainability. Educational aspects and gamification strategies reinforced intrinsic and extrinsic motivations. The use of games develops a reflective perspe

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Chaida, Igor, Nickolas Alves Scalabrin, Bruno Henrique Oderdenge, et al. "Aspects of Teaching Portuguese and LIBRAS to deaf children using digital games as a mechanism to improve their motor skills and perspectives." In 2020 3rd International Conference of Inclusive Technology and Education (CONTIE). IEEE, 2020. http://dx.doi.org/10.1109/contie51334.2020.00041.

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Isidori, Emanuele, Iosif Sandor, and Alessandra Fazio. "VIRTUAL REALITY, EDUCATIONAL GAMES AND LEISURE IN CONTEMPORARY SOCIETY: THE SPORT PEDAGOGY POINT OF VIEW." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-195.

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Play and game are two activities which allow us to be and develop as human beings, and they represent two basic components of education conceived of as a practice of teaching and learning. The importance of these activities which belong both to human nature and culture has been stressed by many modern and contemporary philosophers and educationists (Schiller, Huizinga, Simon, etc.). In recent years, the Polish sociologist and philosopher Zygmunt Baumann, father of so-called "liquid theory" of society, has discussed the role and function of play and game within postmodern society. Pedagogy as a

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Santos, Daniel dos, Fernando Costa, Marcus Parreiras, Geraldo Xexéo, and Marcos Magalhães. "Ecopolis: Merging Competition and Sustainability Education in a Resource Management Game." In Anais Estendidos do Simpósio Brasileiro de Jogos e Entretenimento Digital. Sociedade Brasileira de Computação, 2023. http://dx.doi.org/10.5753/sbgames_estendido.2023.234148.

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This article introduces Ecopolis, a resource management game that imparts knowledge about sustainability and ESG+P pillars through engaging gameplay mechanics. Players learn about these concepts via interactive decision-making tasks, using game components like cards, a game board, and tokens. The game is available in Print ’n’ Play and digital versions. Following playtest sessions with four players, enhancements were made, particularly to the resource management aspects. The game received positive feedback for its effectiveness in teaching sustainability concepts. Future versions aim to improv

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Thomas Kühn, Alexander, Marc Ritter, Manuel Heinzig, and Christian Roschke. "Virtual Mittweida - Creating a game-based approach to teach artificial intelligence for games." In 16th International Conference on Applied Human Factors and Ergonomics (AHFE 2025). AHFE International, 2025. https://doi.org/10.54941/ahfe1006339.

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With the proliferation of computing technologies and an ongoing trend of introducing digital and blended learning aspects into higher education, innovative approaches to teaching complex topics like artificial intelligence (AI) have emerged. Of particular interest is the use of game-based learning approaches. According to problem-based learning theory, providing students with an interactive problem and encouraging them to independently find solutions promotes deeper understanding and skill acquisition. Thus, game-based approaches offer an engaging way for students to explore challenging concep

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Logofatu, Bogdan. "THE DIGITAL TECHNOLOGIES - OPPORTUNITIES AND CHALLENGES FOR THE 21ST CENTURY TEACHING AND LEARNING." In eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-022.

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The author has nearly 50 years of an academic career within the University of Bucharest. Over time, the author's academic activity has been heavily influenced by remarkable personalities from the university (especially the former Rector Ioan Mihailescu) or by world-class personalities (mainly Ken Robinson, John Naisbitt and Steve Jobs). Even if this career includes a valuable teaching and learning experience... it is approaching the "end of life". This article might be considered as a retrospective of the author's teaching activity and a chance to summarize the lessons he learned. These lesson

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Mai, Vanessa, Susanne Wolf, Paul Varney, Martin Bonnet, and Anja Richert. "DIGITAL ENGINEERING: COMPETENCE ACQUISITION AND PROGRAM DEVELOPMENT AS AN OPEN CO-CREATION PROCESS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end090.

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Dealing with the increasingly complex interrelationships in companies, technologies and markets requires engineers to have a holistic, systemic understanding of digital change. Future engineers need future skills and must be able to react to ever faster changing technical requirements by independently expanding their knowledge, developing (technology-based) solution strategies as well as designing, evaluating and communicating these with regard to social, ecological and cultural aspects and requirements. In order to integrate these future skills into existing curricula, study programs must be

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Berichte der Organisationen zum Thema "Teaching aspects in digital games"

Gonchigdorj, Ariunkhishig, Frederika Warren, Akanksha Bapna, Namrata Sharma, Arnaldo Pellini, and Crystal Green. Spotlight on EdTech: Bangladesh. HundrED, 2023. http://dx.doi.org/10.58261/misf7076.

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Bangladesh has made remarkable progress in achieving over 90% primary enrollment with significantly improved gender parity. Its focus has now shifted from universal primary education towards the quality of education and improvements in teaching outcomes. In order to meet this goal, the government has turned to the merits that EdTech can offer and is implementing a blended learning approach that integrates both digital and physical elements, and balances creative and logical aspects to strengthen its progress and address Bangladesh’s current educational challenges. In partnership with EdTech Hu

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KLIMENKO, I. M., and O. I. GAN. EMOTIONAL ASPECTS OF TEACHING IN HIGHER SCHOOL AND THE FACTOR OF DIGITALIZATION. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-80-87.

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The purpose of the article is to study the possibilities of analog and digital learning in the formation of emotional intelligence and personal-value attitudes of students. In the course of the study, the following tasks were solved: the significance of the formation of emotional intelligence among university students was analyzed; a primary analysis of the possibilities of digital and analog education in the education of personal and value attitudes of young students was carried out. The paper puts forward a hypothesis: at the current stage of digitalization of education, analog training and

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Weninger, Csilla, Suzanne S. Choo, Guangwei Hu, Patrick Williams, and Katy Hoi-Yi Kan. Media literacy in the teaching of English in Singapore. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22725.

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Given the extraordinary pace at which especially new media technologies have developed in the last five to ten years, as well as the unprecedented amount of leisure time youth spend engaging with media such as television, Facebook, or games, there has been greater recognition by scholars, educators, and policymakers of the importance of incorporating media education and media literacy in schools and curricula. Current curricular approaches have moved away from a protectionist rationale toward a concern with supporting youth to become active media users (Buckingham, 2002). This shift towards re

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Ruhalahti, Sanna, Ricardo Cuenca, and Sabine Rieble-Aubourg. Acquiring Socio-emotional Skills through Digital Badge-Driven Learning: A Case Study of Teachers Experiences in Barbados and Trinidad and Tobago. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004858.

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This case study aims to examine how Barbadian and Trinbagonian teachers experienced socio-emotional skill learning through a digital badge-driven learning process and what were teachers perceptions on how socio-emotional skill training benefitted teaching and learning. The studys focus is on the teachers reported professional development experiences. Participants (n148) in this study were from pre-primary, primary, and secondary schools. The case study used a mixed-method approach, including quantitative analysis of simple frequencies and qualitative inductive content analysis based on an onli

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Hunter, Matthew, Laura Miller, Rachel Smart, Devin Soper, Sarah Stanley, and Camille Thomas. FSU Libraries Office of Digital Research & Scholarship Annual Report: 2020-2021. Florida State University Libraries, 2021. http://dx.doi.org/10.33009/fsu_drsannualreport20-21.

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The Office of Digital Research and Scholarship partners with members of the scholarly community at FSU and beyond to engage with and act on innovative ideas in teaching, research, and creative activity. We privilege marginalized voices and unique contributions to scholarly discourse. We support interdisciplinary inquiry in our shared pursuit of research excellence. We work with scholars to explore and implement new modes of scholarship that emphasize broad impact and access.Our dream is to create an environment where our diverse scholarly community is rewarded for engaging in innovative modes

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Hepburn, Dugald, and Lorna Christie. Online safety education. Parliamentary Office of Science and Technology, 2020. http://dx.doi.org/10.58248/pn608.

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Online technologies are an integral part of many children's lives. In 2017, the Children's Commissioner for England identified shortcomings in online safety education and a number of stakeholders have called for action to increase 'digital literacy' in the UK. Upcoming changes to the curriculum mean that aspects of online safety will be taught in all schools from 2020. This POSTnote gives an overview of how children use the internet and the opportunities and risks it presents. It provides an overview of current online safety teaching in schools and elsewhere and how this will be affected by ch

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Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha, and Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3759.

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The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages

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Butcher, Neil, and Alison Zimmermann. Opportunities and Challenges for EMIS Implementation in the Caribbean. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005071.

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This report aims to identify relative strengths and weaknesses in Education Management Information Systems (EMIS) across the Caribbean region, as well as recommendations for improvement, by collating findings from analysis of EMIS implementation in three countries -Barbados (2022), Jamaica (2019), and Suriname (2019-20)- and a description of the Guyana EMIS. The analysis highlights three strengths across the countries analyzed: (i) use of annual school census as a data capturing tool; (ii) use of data and digital content for the management of students, learning, and teaching; and (iii) the ava

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Saing, Chan Hang, Phal Chea, and Sopheak Song. Assessing Technology Readiness of Students and Teachers in Cambodian Higher Education during COVID-19. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.143.202311.

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The global COVID-19 pandemic brought unprecedented disruptions to the higher education landscape worldwide. Widespread school closures, driven by the imperative of social distancing to combat the virus's spread forced a rapid and dramatic shift from traditional face-to-face instruction to online learning and teaching environments in numerous countries. Recent research has highlighted the formidable challenges lower- and middle-income countries face, particularly those with weaker ICT infrastructures and less technology-ready teachers and students, when adapting to these new tech-enhanced teach

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