Relevant bibliographies by topics / Classroom gaming

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Classroom gaming'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Classroom gaming"

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Stansbury, Jessica A., and Geoffrey D. Munro. "Gaming in the Classroom." Teaching of Psychology 40, no. 2 (2013): 148–52. http://dx.doi.org/10.1177/0098628312475037.

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Cook, Mike P., Matthew Gremo, and Ryan Morgan. "We’re Just Playing." Simulation & Gaming 48, no. 2 (2016): 199–218. http://dx.doi.org/10.1177/1046878116684570.

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Purpose. The purpose of this study was to explored the use of a tabletop role-playing game in middle school ELA classrooms to examine students’ (n=36) abilities to interact with and make meaning from a traditional classroom text (Richard Connell’s “The Most Dangerous Game”). Background.Gaming continues to soar in popularity, both inside and outside of schools. As such, it is important to continue looking for pedagogically beneficial ways to incorporate gaming into classroom spaces, specifically English Language Arts and Literacy classrooms. Aim. In this article, we describe the game used for this study was modified from the Pathfinder system and designed to pair with Connell’s short story. We also discuss our qualitative approach to data analysis, and the three themes that emerged. First, students made gaming decisions based on their knowledge of the story. Second, students experienced the narrative through the lens of their characters. And third, students engaged in meaningful collaboration throughout gameplay. Conclusion. The findings support ongoing calls to look for pedagogically beneficial ways to incorporate gaming into ELA and Literacy classroom spaces.
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Elkin, Andrea Christie. "Not just for gaming." Teaching Children Mathematics 18, no. 4 (2011): 212–13. http://dx.doi.org/10.5951/teacchilmath.18.4.0212.

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McKenzie, Andrew, and Jeffrey Punske. "Gaming as pedagogy in the linguistics classroom." Proceedings of the Linguistic Society of America 4, no. 1 (2019): 39. http://dx.doi.org/10.3765/plsa.v4i1.4547.

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We explore how content-driven games may be utilized to enhance linguistics pedagogy in the classroom. We explore three games created by the authors for in-class play. The games involve semantics: Eventuality (about aspect/Aktionsart), f(x) (lambda-calculus); and syntax: Parameters. We discuss the major skills developed by the games and the best practices for designing games for in-class use. We focus on four elements in the talk: player interaction, randomization, process training, and entertainment.
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Sardone, Nancy B. "Gaming Economics in the Middle School Classroom." Clearing House: A Journal of Educational Strategies, Issues and Ideas 92, no. 4-5 (2019): 163–73. http://dx.doi.org/10.1080/00098655.2019.1645636.

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Hewett, Katherine J. E., Bethanie C. Pletcher, and Guang Zeng. "The 21st-Century Classroom Gamer." Games and Culture 15, no. 2 (2018): 198–223. http://dx.doi.org/10.1177/1555412018762168.

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The 21st century has given rise to gaming industry technologies that drive a new type of learner in the classroom. This article draws data from four case studies that were conducted as part of a sequential mixed-model study. The study explored the 21st-century skills students reported learning through their video game consumption and creation of intellectual property. The qualitative data analysis led to the development of five major findings: (1) the strategist: accomplishing the mission, (2) the creator: the art of gameplay, (3) the communicator: building relationships and communities, (4) the hero: to be the hero of a great adventure, and (5) I am an “elite”: a digital native. These findings attempt to create a profile of the 21st-century classroom gamer based on the data. They represent and support research trends that explore the gaming phenomenon, gamer traits, and 21st-century skills learned through playing video games.
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Sabatino, Lindsay. "Improving Writing Literacies through Digital Gaming Literacies: Facebook Gaming in the Composition Classroom." Computers and Composition 32 (June 2014): 41–53. http://dx.doi.org/10.1016/j.compcom.2014.04.005.

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Candlish, Erica J. "Academic Gaming: Its Relevance in Classroom or Clinic." British Journal of Occupational Therapy 49, no. 7 (1986): 223–24. http://dx.doi.org/10.1177/030802268604900706.

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This article outlines some of the games used in management, in the clinical workshop or as part of teaching strategy in the occupational therapy curriculum. It investigates the rationale, principles, design and advantages of using games as a teaching medium.
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Jabbar, Azita Iliya Abdul, and Patrick Felicia. "Towards a Conceptual Framework of GBL Design for Engagement and Learning of Curriculum-based Content." International Journal of Game-Based Learning 6, no. 4 (2016): 87–108. http://dx.doi.org/10.4018/ijgbl.2016100106.

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This paper aims to show best practices of GBL design for engagement. It intends to show how teachers can implement GBL in a collaborative, comprehensive and systematic way, in the classrooms, and probably outside the classrooms, based on empirical evidence and theoretical framework designed accordingly. This paper presents the components needed to design an innovative GBL platform, and it describes how to facilitate learning in a gaming environment, sustain continuous learning in the gameplay, and apply the successful methodologies. In this paper, the authors discuss the overall findings of pupils and teacher surveys and classroom observations in the context of primary education (pupils ages between eight and twelve). The findings helped with guidelines design instructions of GBL for engagement and learning. By using a game-based approach best practice, teachers can embed gaming and learning principles to create engaging learning experiences.
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Rettberg, Scott. "Games/gaming/simulation in a new media (literature) classroom." On the Horizon 12, no. 1 (2004): 31–35. http://dx.doi.org/10.1108/10748120410540481.

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Dissertations / Theses on the topic "Classroom gaming"

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Svensson, Maria. "Games and Extramural Gaming in the Classroom : Teachers’ Perspectives on How They Perceive and Use Games and Extramural Gaming in the Upper Secondary Classroom." Thesis, Högskolan Dalarna, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29485.

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An increasing amount of people play games in their spare time, especially children and teenagers. Several studies have shown a positive correlation between gaming and ESL grades. It is therefore important to examine how teacher perceive and use games and extramural gaming in their classrooms, which is the aim of this thesis. In order to fulfil this aim, the research questions "how and to what extent are games used in the classroom", "how and to what extent is gaming as an extramural activity used in the classroom" and "what attitudes do teachers have towards using games or extramural gaming in the classroom" were used. Data was gathered using a mixed-methods design with a questionnaire and interviews. The questionnaire was distributed to 53 Swedish ESL teachers (47 of which completed the entire questionnaire), and three Swedish ESL teachers were then interviewed to provide further information. The results showed that games are not used in these teachers’ Swedish EFL classrooms, and students’ interest in games as an extramural activity is only used to a very small extent in their classrooms. The participating teachers’ attitudes were mildly positive to the possibility of students learning from games, and positive to the possibility of student becoming more interested if games were used or referenced in education. However, teachers could generally not see themselves using gaming to their advantage, and many claimed not to know how they would use games or their student’s extramural gaming in the classroom. This suggests a lack of knowledge among the teachers, and a need for further education on the subject so that the full potential of this increasingly popular extramural activity can be taken advantage of in the classroom.
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Halim, Peter You Li. "Video gaming in the classroom : insights and ideas from teenage students." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44727.

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For this research, four high school aged teenagers participated in an intensive one week video gaming camp, at which time they articulated their attitudes and ideas about mainstream video games and their place in education. The purpose was to explore strategies for utilizing mainstream commercial video games for educative purposes in the classroom. The participants’ insights along with observations made on their interaction with video games were analyzed through Rogers’ Diffusion of Innovation and the General Aggression Model. In summary, the participants, more or less experts in gaming, enjoyed video games and described them as one of their favourite activities. Furthermore, it was found that video games played both a positive and negative role in the participants’ lives. For example, all participants seemed to have developed healthy values and relationships directly through playing video games during their preadolescent years. Conversely, their responses also indicated that they experienced limits to video games and did not see innovation from market and home to school as a smooth, trivial process. Rather, they provided key insights into aligning specific games with specific content, curriculum, and courses. The participants’ insights suggest that the use of mainstream video games for learning will most likely continue to be a fringe strategy implemented by individual teachers who actively discern the educational uses of video games. Game and gaming literacies are among the most recent entries into new literacies research. This thesis contributes to this research by exploring teenagers’ ideas about gaming in the classroom. In conclusion, this study finds that mainstream video games have potential to be effectively used as learning strategies in the classroom in the future pending on continued progress and interest in this endeavor.
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Sandin, Ida. "Swedish Primary Teachers' Attitudes towards Integrating Gaming in the EFL Classroom." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20494.

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A current topic in Swedish schools is the use of computer games and gaming. One reason is because computers are becoming more and more integrated into the schools, and the technology plays a large role in the everyday lives of the pupils. Since teachers should integrate pupils’ interests in the formal teaching, it is of interest to know what attitudes teachers have towards gaming. Therefore the aim of this empirical study is to gain an insight into the attitudes Swedish primary teachers have towards online and offline computer games in the EFL classroom. An additional aim is to investigate to what extent teachers use games. Five interviews were conducted with teachers in different Swedish schools in a small to medium-sized municipality. After the interviews were transcribed, the results were analyzed and discussed in relation to relevant research and the sociocultural theory. The results show that teachers are positive towards games and gaming, mostly because gaming often contains interaction with others and learning from peers is a main component in sociocultural theory. However, only one out of the five participants had at some point used games. The conclusion is that teachers are unsure about how to use games in their teaching and that training and courses in this area would be valuable. More research is needed within this area, and it would be of value to investigate what suggested courses would contain and also to investigate exactly how games can be used in teaching.
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Pourmorshed, Hormat Saadat. "Superstitious Behavior Classroom Game Teaching." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862844/.

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Superstitions flourish in cultures around the word and in everyday life. Superstitions are so prevalent and influence personal and political decisions, therefore, we sought to develop a classroom demonstration of superstitious behavior that could be used to show quickly and effectively how powerful adventitious reinforcement could be in modifying behavior. An online game was developed and played by one hundred thirteen university students enrolled in a class on critical thinking. Participants gained points (reinforcement) arbitrarily during either 25% or 50% of each game's (A or B) 3 minute duration. Although points were non-contingent, students often engaged in superstations rules or patterns. Results of both self-reports and computer generated data showed, the games were successful in producing superstitious behavior patterns in about 50% of our participants. More students showed superstitious behavior in the 50% game than in the 25% game. We conclude that this is due to the higher reinforcement rate of in 50% game. For future studies, rearranging the stimulus array into a pattern that does not itself strongly control behavior could help refine the results.
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Forsell, Philip. "Gaming and School Langauge : A study of gamers’ use of a second language and attitudes towards English during online gaming and in the classroom." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-23592.

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This research paper investigates the language that is used by upper secondary students both in gaming and in school related situations. The overarching aim is to compare the language that students in upper secondary school use during online gaming and in classroom situations and how one influences the other and what attitudes students have regarding spoken English during online gaming and in the classroom. A questionnaire was used to gather information about the students’ gamer habits and how they perceive the connection between online games and second language learning. The results provided by the questionnaire showed that there is a positive attitude among the students regarding how online games can provide opportunities for expansion of a second language vocabulary. Many of the students felt that the online sphere provided a more secure and more accessible setting for learning than what their school could give them. It also showed that second language learning through online gaming is possible, but at the same that the language provided through online games has limited use in for example a school environment. Words and phrases that the students have picked up from online gaming are in many cases not useful outside of the speech community of gamers. Therefore, the conclusion that was made was that online gaming is a large part of many students’ second language learning and that many students feel that is a more accessible way to learn a second language. Therefore, a didactic implication is that it is important that teachers start to include online gaming language in their education.
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Arduini, Tina. "Tools of Play: Developing a Pedagogical Framework for Gaming Literacy in the Multimodal Composition Classroom." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1458901755.

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Tonestam, Amanda, and Sofia Ekström. "The Gaming Classroom : Integrering av datorspel i klassrummet och dess inverkan på kommunikationsförmågor i engelska." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35441.

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Elevers vardag består till stor del av skärmar. För många elever är datorstolen eller tv-soffan det första de sätter sig i när de kommer hem från skolan. Detta datorspelande har bekymrat en del föräldrar och även lärare. Påverkar detta våra barn och elevers prestation och förmågor som de behöver använda i skolan? Fler och fler studier och artiklar skrivs och undersökningar utförs kring den nya generationen som inte kan låta bli alla skärmar och att spela dator-och tvspel i timmar i sträck. Finns det några positiva sidor med det här fenomenet? Kan det även vara så att det går att ta in denna värld bakom skolans dörrar och med hjälp av den motivera eleverna och faktiskt lära sig från spelen och utöka sina språkliga förmågor? Att detta är möjligt har visats av flera forskare och i vår litteraturstudie sammanfattar vi olika syner och teorier inom ramarna för detta arbetsområde. Vår studie syftar till att ta reda på hur datorspel kan användas i undervisningen och hur det kan påverka det engelska ordförrådet hos våra elever. Vi har också försökt bilda oss en uppfattning om vilken typ av genrer inom datorspel som bäst gynnar elevernas engelskkunskaper och vilken inverkan det språk som används i spelvärlden kan ha på den formella engelska som lärs ut i skolan. Vi presenterar även olika sorters speltyper och resonerar kring vilka som kan motivera eleverna till att lära sig samtidigt som de har roligt och förbättrar sina engelskkunskaper. För att få svar på våra frågor har vi granskat vetenskapliga artiklar och litteratur som vi har funnit via olika sökmotorer på internet. Vi har kommit fram till att spelvärlden på flera olika sätt kan påverka elevernas språkliga förmågor, men att det krävs en involverad och kunnig lärare för att ta vara på möjligheterna som ges.
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Pasovic, Petrovic Ema. "Games in the Language Classroom-To Play is to Learn." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32839.

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This thesis investigated why games are a helpful tool in the teaching classroom and what methods could be used when teaching with the help of games. The research method was a small-scale research synthesis where former studies were summarized and compared. In addition to this, interviews (with two teachers who had focused on developing their teaching with the help of games) were conducted in order for the research to become as sufficient as possible. An overview of the ways in which games could be beneficial in the classroom has been provided and also the reasons to why they should be used.The results indicated that games should be used in a more conscious way and that learners can benefit from learning with the help of games.
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Leffler, Anna. "The consequences of digital extramural activities for the formal classroom." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40182.

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The purpose of this independent project is to give teachers of young ESL-students a collected knowledge of what kind of digital extramural activities the students often do on their spare time and what consequences this have for the formal primary classroom and students’ vocabulary skills. The studies used are found on EBSCO’s ERIC and SwePub, peer reviewed, published between 2010 and 2020, and all available in full text through Malmö university. Informal learning is shown to have a big impact on formal learning, especially for boys who learn mainly through gaming. Girls still score higher on English tests within formal learning, though boys who are frequent gamers score higher within the studies. Gaming seems to help boys keep up with girls in formal English as a second language. The main skill which gaming gives the students is to communicate, hold a conversation and increase their vocabulary. Since gaming is the extramural activity which seems to give the student the most, and at the same time there are students whose families could not afford to game due to costs of computer, tv, games and, in some cases, internet. This could become a socioeconomic factor which the school and the teacher need to consider, especially since results from some of the studies claim gaming to be how the boys keep up with the girls. Not to forget the students who, thanks to informal learning, speak English on a higher level and their right to be educated at their own level.
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Dorr, David L. "Enhanced learning performance in the middle school classroom through increased student motivation, by the use of educational software and question-based gaming technology." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5613/.

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The purpose of this research was to determine if the introduction of a competitive and collaborative computer-based gaming software system into middle school classrooms would result in improved attendance and grades, and motivate students to have a greater interest in their studies. This study was conducted over a 6 week period, with attendance and performance data being collected from 284 students. Two quantitative surveys were used to measure course interest and motivation: (a) the Course Interest Survey (CIS), and (b) the Instructional Materials Motivation Survey (IMMS). Participation in these surveys consisted of 84 students taking the CIS and 40 students taking the IMMS. The results indicated that the experimental group showed statistically better scores than the comparison group in attendance and performance. Students participating in the experimental group had significantly lower mean ranks of absenteeism compared to students in the comparison group. Results also revealed significant differences on grades. Students that were in the experimental group had significantly higher grades compared to students that were in the comparison group. Results of the CIS suggest that a statistically significant difference does not exist on Attention, Relevance, Confidence, and Satisfaction between the experimental and comparison groups. Results of the means and standard deviations for the IMMS Motivation Scores fell somewhere between Moderately true and Mostly true. This research study suggests that student's attendance and performance can be improved when quiz based gaming software that is both collaborative and competitive is used regularly in the classroom. However, for student's that participated in the gaming software, their interest in studying the subject doesn't appear to be significantly different from students that did not participate.
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Books on the topic "Classroom gaming"

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Garcia, Antero, Shelbie Witte, and Jennifer S. Dail. Studying Gaming Literacies: Theories to Inform Classroom Practice. BRILL, 2020.

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Garcia, Antero, Shelbie Witte, and Jennifer S. Dail. Studying Gaming Literacies: Theories to Inform Classroom Practice. BRILL, 2020.

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Garcia, Antero, Jennifer S. Dail, and Shelbie Witte. Playing with Teaching: Considerations for Implementing Gaming Literacies in the Classroom. BRILL, 2020.

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Garcia, Antero, Jennifer S. Dail, and Shelbie Witte. Playing with Teaching: Considerations for Implementing Gaming Literacies in the Classroom. BRILL, 2020.

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Youngkyun, Baek, ed. Gaming for classroom-based learning: Digital role playing as a motivator of study. Information Science Reference, 2010.

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Heath, Sebastian, ed. DATAM: Digital Approaches to Teaching the Ancient Mediterranean. The Digital Press at the University of North Dakota, 2020. http://dx.doi.org/10.31356/dpb016.

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DATAM: Digital Approaches to Teaching the Ancient Mediterranean provides a series of new critical studies that explore digital practices for teaching the Ancient Mediterranean world at a wide range of institutions and levels. These practical examples demonstrate how gaming, coding, immersive video, and 3D imaging can bridge the disciplinary and digital divide between the Ancient world and contemporary technology, information literacy, and student engagement. While the articles focus on Classics, Ancient History, and Mediterranean archaeology, the issues and approaches considered throughout this book are relevant for anyone who thinks critically and practically about the use of digital technology in the college level classroom. DATAM features contributions from Sebastian Heath, Lisl Walsh, David Ratzan, Patrick Burns, Sandra Blakely, Eric Poehler, William Caraher, Marie-Claire Beaulieu and Anthony Bucci as well as a critical introduction by Shawn Graham and preface by Society of Classical Studies Executive Director Helen Cullyer.
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Johnson, Pete. Help! I'm a Classroom Gambler. BBC Audiobooks, 2007.

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(Narrator), Paul Chequer, ed. Help! I'm a Classroom Gambler. BBC Audiobooks, 2007.

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Johnson, Pete. Help! I'm a Classroom Gambler. Corgi, 2006.

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Farber, Matthew. Gamify Your Classroom: A Field Guide to Game-Based Learning. Lang AG International Academic Publishers, Peter, 2014.

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Book chapters on the topic "Classroom gaming"

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Procci, Katelyn. "Ergonomic Considerations of the Gaming Classroom." In Advances in Human Factors, Business Management, Training and Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42070-7_62.

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Wetzler, Elizabeth L., Lisa M. Korenman, and Arianna D. Morell. "Using virtual battlespace classroom gaming simulations in the classroom." In Teaching and Learning the West Point Way. Routledge, 2021. http://dx.doi.org/10.4324/9781003138181-25.

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Lekshmipriya, R. K., Ashwini Kumar, Divya Mahadevan, and Kamal Bijlani. "Classroom Collaboration Using an In-Home Gaming Device." In Emerging Research in Computing, Information, Communication and Applications. Springer India, 2015. http://dx.doi.org/10.1007/978-81-322-2553-9_26.

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Orgeron, Taylor. "Writing to Gaming Audiences: A Case Study." In The Ethics of Playing, Researching, and Teaching Games in the Writing Classroom. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63311-0_14.

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Lean, Jonathan, Jonathan Moizer, Cathrine Derham, Lesley Strachan, and Zakirul Bhuiyan. "Real World Learning: Simulation and Gaming." In Applied Pedagogies for Higher Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_9.

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Abstract Simulations and games are being used across a variety of subject areas as a means to provide insight into real world situations within a classroom setting; they offer many of the benefits of real world learning but without some of the associated risks and costs. Lean, Moizer, Derham, Strachan and Bhuiyan aim to evaluate the role of simulations and games in real world learning. The nature of simulations and games is discussed with reference to a variety of examples in Higher Education. Their role in real world learning is evaluated with reference to the benefits and challenges of their use for teaching and learning in Higher Education. Three case studies from diverse subject contexts are reported to illustrate the use of simulations and games and some of the associated issues.
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Tamai, Masataka, Atsushi Kondo, and Noboru Miyawaki. "Understanding the History of International Politics: A Retrospective and Repeated Type of Gaming and Simulation in the Classroom." In Simulation and Gaming in the Network Society. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0575-6_11.

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Colby, Richard. "The Ethics of Treating Online Gaming Forums as Research Data." In The Ethics of Playing, Researching, and Teaching Games in the Writing Classroom. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63311-0_15.

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Hui, Clara, and Frankie Tam. "Learning Subject Knowledge and Acquiring Twenty-First Century Skills Through Game Development in the Classroom." In Trends and Applications of Serious Gaming and Social Media. Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4560-26-9_9.

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Hui, Clara, and Frankie Tam. "Learning Through Playing in Hong Kong Classrooms." In Trends and Applications of Serious Gaming and Social Media. Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4560-26-9_11.

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Barker, Joli. "Fearless Gaming in the Classroom." In The Fearless Classroom. Routledge, 2014. http://dx.doi.org/10.4324/9781315754000-9.

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Conference papers on the topic "Classroom gaming"

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Ferguson, Camille. "STUDENT AND TEACHER PERCEPTIONS OF VIRTUAL REALITY GAMING IN THE CLASSROOM." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1867.

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Feldbusch, Leonie, Felix Winterer, Johannes Gramsch, Linus Feiten, and Bernd Becker. "SMILE Goes Gaming: Gamification in a Classroom Response System for Academic Teaching." In 11th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0007695102680277.

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Anthony T. Cangao, Christian, Pamela A. Custodio, and Ma Teresita Borja-Osalla. "Learning as an adventure: how online video gaming values can recreate the traditional classroom." In Annual International Conferences on Computer Games, Multimedia and Allied Technology. Global Science & Technology Forum (GSTF), 2010. http://dx.doi.org/10.5176/978-981-08-5480-5_116.

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Behoora, Ishan, and Conrad S. Tucker. "Quantifying Emotional States Based on Body Language Data Using Non Invasive Sensors." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-34770.

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Determining participant engagement is an important issue across a large number of fields, ranging from entertainment to education. Traditionally, feedback from participants is taken after the activity has been completed. Alternately, continuous observation by trained humans is needed. Thus, there is a need for an automated real time solution. In this paper, the authors propose a data mining driven approach that models a participant’s engagement, based on body language data acquired in real time using non-invasive sensors. Skeletal position data, that approximates human body motions, is acquired from participants using off the shelf, non-invasive sensors. Thereafter, machine learning techniques are employed to detect body language patterns representing emotions such as delight, interest, boredom, frustration, and confusion. The methodology proposed in this paper enables researchers to predict the participants’ engagement levels in real time with high accuracy above 98%. A case study involving human participants enacting eight body language poses, is used to illustrate the effectiveness of the methodology. Finally, this methodology highlights the potential of a real time, automated engagement detection using non-invasive sensors which can ultimately have applications in a large variety of areas such as lectures, gaming and classroom learning.
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Pietrafesa, Emma, Rosina Bentivenga, and Sara Stabile. "Emerging technologies for learning in occupational safety and health: the experience of the videogame “Becoming safe”." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12936.

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In the paths for transversal skills and orientation (PCTO), italian students are considered like workers and therefore they must receive adequate information and training on occupational safety and health (OSH). These methods allow the students not to be excluded from the preventive measures of the health and safety at work by directing them towards self-protection.Today, this process can be supported through the use of digital tools such as videogames. The study describes a participative research and co-design work in 7 Italian high schools of agricultural, construction and manufacturing sectors, in order to co-create an educational tool (videogame) to promote OSH during the PCTO. The format could be a support for training and usable both in the classroom and in internship, according to the indications for the serious game’s design.The study applied qualitative and quantitative methods: survey (277 students), word cafés/focus groups (50 students), 10 semi-structured interviews and 3 WhatsApp groups (12 students) to facilitate the participation and the engagement of teachers, students and OSH experts. Learning by playing has always been an activity, technologies today make it easy and funny, while gaming can offer cognitive and operational elements suitable for recognizing and therefore preventing the occupational risks.
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Santiago, José Marcelo Silva, Monck Charles Nunes De Albuquerque, Fernanda Kécia De Almeida, Francisco Ranulfo Freitas Martins, and Yuri Soares De Oliveira. "MathQuiz: A Game App for M-Learning." In XXIV Simpósio Brasileiro de Sistemas Multimídia e Web. Sociedade Brasileira de Computação - SBC, 2018. http://dx.doi.org/10.5753/webmedia.2018.4569.

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This paper presents the MathQuiz application as an option to gamify some mathematics classes in elementary education II. Basically, MathQuiz is a question and answer quiz where the teacher can register questions. MathQuiz was developed for android and can be easily installed on mobile phones. MathQuiz was created in a TCC job, has been tested and perfected, and is ready to be used in classrooms.
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Oneci, Andra, and Maria-Magdalena Joița. "Information technologies inside and outside the classroom." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p157-163.

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Technology is a means of accomplishing a task mainly by using technical processes, methods, or knowledge.The importance of technology in connection with any type of development is widely recognized, especially having considering nowadays’ worldwide Covid-19 context.The passage from standardized to digitalized teaching-learning process hasn’t been easy. Information technology and educational technology are now extensively being used in schools and refer to a wide multitude of teaching-and-learning–related software and hardware used during the lessons. Learning becomes effective when the students are actively engaged, are collaborating with one another, are in charge of their learning process, become critical thinkers and creative problem-solvers. Scientific thinking appears when thinking about the content of science and the set of reasoning processes that permeate the field of science: induction, deduction, experimental design, causal reasoning, concept formation, hypothesis testing, and so on, are combined. Simultaneously, teachers continue their lifelong learning process online, design digital lessons, gamify lessons, obtain real time results, are part of the staffroom at school and also part of a larger, more diverse, virtual staffroom. In conclusion, the goal of using technology inside and outside the classroom is perceived as a way to individualize education and to develop students’ competences and cognitive skills.
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Domingues Ferreira da Cruz, Mário Rui. "GAMIFY AND FLIP YOUR LANGUAGES CLASSROOM AT LEAST 20% OF THE TIME: NEW APPROACHES IN LANGUAGES TEACHING." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1721.

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Reports on the topic "Classroom gaming"

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Kane, Laura. Learning Product Quality and Manufacturing Processes Through Hands on Learning: Introducing Gaming into the Fashion Classroom. Iowa State University, Digital Repository, 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1360.

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