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Relevant bibliographies by topics / Learning games in school

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Academic literature on the topic 'Learning games in school'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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Journal articles on the topic "Learning games in school"

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Sigurðardóttir, Helga Dís Ísfold. "Domesticating Digital Game-based Learning." Nordic Journal of Science and Technology Studies 4, no. 1 (2016): 5. http://dx.doi.org/10.5324/njsts.v4i1.2168.

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<p>This paper analyses the use of digital game-based learning in schools in Norway. It investigates the types of games used in Norwegian schools and how pupils experience this practice. As a result of the increased focus on digital skills in Norwegian education digital game-based learning is widely employed throughout Norway. This paper analyses this usage by way of focus group interviews with a total of sixty-four pupils in four different schools. It draws upon <em>domestication theory</em>, <em>actor-network theory</em>, and the concept of <em>script</em>, and makes use of Latour's <em>assemblage </em>approach.</p><p>Norwegian schools employ a variety of digital games for learning. Games used at the primary school level seem somewhat simpler in structure than those used a secondary school level. The domestication of digital game-based learning occurs through the construction of complex game-based learning assemblages. Games are applied in school and at home, as group work and as individual assignments, played on PCs and iPads. Pupils generally appreciate this practice, although they point out that digital games may have some shortcomings as teaching tools, and at the same time acknowledge a social stigma. Digital games play several different roles as non-human agents and, while educational games are played by the script, commercial games undergo certain script changes when employed in school settings. The domestication of digital game-based learning is a collective kind of domestication whereby both teachers and pupils engage in a two-way process. </p>

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Wolfe, Joseph. "Assuring Business School Learning With Games." Simulation & Gaming 47, no. 2 (2016): 206–27. http://dx.doi.org/10.1177/1046878116632872.

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Yang, Shu-Hung, Yu-Ying Wang, Ah-Fur Lai, et al. "Development of a Game-Based e-Learning System with Augmented Reality for Improving Students’ Learning Performance." International Journal of Engineering Education 2, no. 1 (2020): 1–10. http://dx.doi.org/10.14710/ijee.2.1.1-10.

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Currently, the school children usually spend a lot of time on the games in their recreational activities and some of them are even addicted to the games. Compared with other extracurricular activities, the e-Learning system reflects the fact that school children are very interested in the games. As a result, educators have lately craved to develop effective teaching activities that allow the school children to learn some subjects and to play the games simultaneously. Therefore, this study is based on an e-Learning system which combines the serious game by Unity3D Game Engine with augmented reality (AR). Students are able to acquire their knowledge and to foster logical skills via this game-based e-Learning system. According to its efficacy and utilities, this study has assessed and compared the game-based e-Learning system with the traditional learning and other e-Learning systems. The experimental results have indicated that the proposed game-based e-Learning system can outperform other existing systems.

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Manesis, Dionysios. "Barriers to the Use of Games-Based Learning in Pre-School Settings." International Journal of Game-Based Learning 10, no. 3 (2020): 47–61. http://dx.doi.org/10.4018/ijgbl.2020070103.

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The main aim of this research is to investigate how teachers perceive the barriers that limit the adoption and implementation of games-based learning in early childhood education on Cyprus. Teachers are working in public and private pre-schools. A 19-item questionnaire was administered to 148 early childhood teachers in Cyprus (78 public pre-school teachers and 70 private pre-school teachers). Factor analysis reveals three types of barriers to the use of games-based learning in early childhood classroom: lack of confidence, lack of support, and lack of equipment. The higher the teachers' self-efficacy in using digital games is, the lower the level of teachers' perception regarding the barrier lack of confidence becomes. Teachers with no frequent use of computer and digital games in the classroom perceive lack of confidence as a major barrier. Public pre-schools teachers have significantly more positive attitudes toward the usefulness of GBL than private pre-schools teachers.

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Bottino, Rosa Maria, Michela Ott, and Mauro Tavella. "Serious Gaming at School." International Journal of Game-Based Learning 4, no. 1 (2014): 21–36. http://dx.doi.org/10.4018/ijgbl.2014010102.

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The concept of Serious Gaming refers to the adoption of classical entertainment games for purposes other than entertainment, including learning and instruction. In this paper the authors report on a Serious Gaming field experiment where typical board games (such as battleship, master mind and domino) were employed with the shifted purpose of triggering and sustaining primary school students' reasoning and logical abilities. The results of the field experiment showed that: 1) there is a strong correlation between school achievement and the ability to play and solve this kind of games and that 2) motivation and engagement in game-based learning tasks is very high, irrespective of the level of achievement of the subjects. Final considerations are drawn about the potential and the opportunity of adopting the considered games to support those reasoning skills that are widely recognized as transversal to any kind of learning and thus deeply affecting overall school performance.

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Mozelius, Peter, Wilfredo Hernandez, Johan Sällström, and Andreas Hellerstedt. "Teacher Attitudes Toward Game-based Learning in History Education." International Journal of Information and Communication Technologies in Education 6, no. 4 (2017): 27–35. http://dx.doi.org/10.1515/ijicte-2017-0017.

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AbstractGame-based learning (GBL) is an emerging field reaching new contexts. Research has reported about students’ rich use of digital games and the learning potential of GBL in traditional school subjects. Digital games have been tested as educational tools in various subjects in Swedish schools during the last decade, in areas such as teaching and learning of history and foreign languages. However, there is a lack of detailed research on attitudes toward the use of GBL in history education.Main aim of the study was to examine and discuss attitudes toward an increased use of digital games in formal history education. Earlier studies have analysed students’ opinions and preferences, but this study has a focus on the teacher perspective and on which design factors are important if digital games should be an alternative for self-learning in history education. The research approach has been qualitative cross-sectional study where secondary school teachers have answered questionnaires with open-ended questions on their view of didactics and the use of GBL in formal education. All selected respondents are registered as professional secondary school history teachers. Furthermore, teachers have described their own gaming habits and their game design preferences.Findings show that a majority of the informants have good knowledge about digital games with historical setting and also a positive attitude toward an increased use of GBL. Secondary school teachers also have a tradition of using various media in their teaching and learning activities and there are neither any regulations against an increased use of digital games. An important aspect of history education, where digital games might not the first choice, is in the description of the main changes and influence of a historical époque. Authors’ recommendation is to use games that can enable tangential learning where the gaming sessions could be seen as appetisers for further and deeper learning.

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Khudhair, Assist Inst Nisreen Kadhim. "Investigating Iraqi EFL Intermediate School Teachers' Perceptions toward Using Language Games for Learning English." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 219, no. 1 (2018): 69–90. http://dx.doi.org/10.36473/ujhss.v219i1.501.

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One useful strategy to encourage learning a foreign language is using language games .Using games in language learning is not restricted to any classroom size. Employing games is beneficial for all students since it helps them to view the language as a living means of communication, enables them to try and use it without the feeling of being assessed according to their language skills and at the same time learn useful parts of the language and reinforce knowledge they have already gained.The study aims at investigating Iraqi EFL intermediate school teachers' perceptions toward using language games for learning English. To fulfill the aim of the present study, a sample of (85) EFL intermediate school teachers taken randomly from different schools .To achieve the aim of the study , teachers' questionnaire consists of (43) items is applied as instruments .From the analysis of the data, a t-test analysis shows a statistically significant difference according to teacher perceptions toward using language game. It is recommended to use games since they are very effective especially for the intermediate school and games are helpful for the teacher as a procedure for learning language .

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Wilson, Amanda, Thomas Hainey, and Thomas M. Connolly. "Using Scratch with Primary School Children." International Journal of Game-Based Learning 3, no. 1 (2013): 93–109. http://dx.doi.org/10.4018/ijgbl.2013010107.

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Newer approaches such as games-based learning (GBL) and games based-construction are being adopted to motivate and engage students within the Curriculum for Excellence (CfE) in Scotland. GBL and games-based construction suffer from a dearth of empirical evidence supporting their validity as teaching and learning approaches. To address this issue this paper will present the findings of observational research at PE level using Scratch as a tool to construct computer games. A list of criteria will be compiled for reviewing the implementation of each participant to gauge programming proficiency. The study will review 29 games from Primary 4 to Primary 7 level and will present the overall results and results for each individual year. This study will contribute to the empirical evidence in games-based construction by providing the results of observational research across different levels of PE and will provide pedagogical guidelines for assessing programming ability using a games-based construction approach.

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Herzamzam, Dyah Anungrat. "THE EFFECTIVENESS OF EDUCATIONAL GAMES IN MATH LEARNING IN ELEMENTARY SCHOOL." DWIJA CENDEKIA: Jurnal Riset Pedagogik 2, no. 2 (2018): 21. http://dx.doi.org/10.20961/jdc.v2i2.26274.

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<p><em>The purpose of this research is to know the effectiveness of: (1) android-based educational games and (2) without the games in learning mathematics.This type of research is experimental with Pretest-Posttest design Randomized Control Group Design. In the process of experimentation conducted observations on two groups of learning i.e. experimental group one which was given treatment with android-based educational games in math, learning and a control group with no game. The population of the research was all learners class II SD PB Sudirman Jakarta with samples of learners classes IIA, IIB, and IIC. Research instrument was a matter of addition and subtraction tests that have been tested with Alpha 0.826. Data analysis techniques using Anava followed by Scheffe test. </em><em>The results showed that: (1) there is a significant difference in effectiveness between learning mathematics using android-based educational games and without a game in learning addition and subtraction class II SD PB Sudirman Jakarta Timur ( FH = 6.211 &gt; Ft (0.05) = 3.02); (2) there is a significant difference in the effectiveness of media math learning using android-based educational games and learning in games without fractions, (sig (p) = 0.005 &lt; 0.05); This shows that the educational learning games mathematics better and effective than without games.</em></p>

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Setiawan, Adi, and Soeharto Soeharto. "Kahoot-Based Learning Game to Improve Mathematics Learning Motivation of Elementary School Students." Al-Jabar : Jurnal Pendidikan Matematika 11, no. 1 (2020): 39–48. http://dx.doi.org/10.24042/ajpm.v11i1.5833.

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Mathematics is an important lesson for elementary school students. However, mathematics is usually identified as difficult, unenjoyable and boring. Teachers need to motivate the students that mathematics can be fun. One media that could be used is Kahoot. This study aimed to apply Kahoot-based learning games. To improve mathematics learning motivation for the fourth-grade elementary school students. This study is classroom action research (CAR). It was carried out in two learning cycles using the Kemmis Taggart model. The subjects of this study were the fourth-grade elementary school students in the second semester of the 2018/2019 academic year consisted of 28 students. The research data were obtained through interviews, mathematics learning achievement tests, learning observation sheets, and field notes. Data analysis was carried out qualitatively and supplemented by quantitative analysis. The results showed that students' mathematics learning motivation could be improved through Kahoot-based learning games. Students’ test results showed an increase in learning motivation by 19.85 or 44.55%. The results of this study provide information for teachers, schools, and researchers to improve students’ learning motivation through Kahoot-based learning game.

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Dissertations / Theses on the topic "Learning games in school"

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Chan, Ching-yin Amy, and 陳靜妍. "The new possibilities computer games offer for learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29600169.

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Al-Washmi, Reem. "Engagement and collaboration in the effectiveness of games for learning primary school mathematics." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/33780/.

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Since the arrival of the personal computer in the early 1980s people have been advocating the use of computer games in aiding teaching and learning. However the increasing prevalence of computers in the early years of the 21st century led to the introduction of the idea of the “digital native” – those who were born since the dawn of the age of the ubiquitous computer. It was then argued widely that this generation would now need to be taught using computer games and that conventional education was not working. This view has been modified since but there still exists arguments for the use of computer games in many areas of education. This thesis looks at the potential benefits of computer games in aiding the teaching of mathematics in primary schools. The particular focus of the research has been whether collaborative computer games if properly designed with the learning outcomes encoded in the game mechanic would be more valuable in promoting engagement with mathematics problem solving than other more conventional methods. A number of hypotheses were developed based on the current theories and designed to be tested for validity. To carry out this investigation a number of studies have been undertaken. A literature review was focused on the methods used to teach mathematics in primary schools, the value of collaboration and the use of computer games in education. This was followed up with a study in a primary school to validate the basic findings from the literature review. A user centred design study began with a trial of a commercial game that was meant to promote collaboration in primary school children’s game play to ascertain what components best promoted collaboration. Interviews with teachers and pupils were also used to develop the ideas behind a game that was suitably themed for the age group. This was then pilot tested for playability and usability along with a dice game that had been adapted from some commercially available games for use in a later controlled experiment in which the effectiveness of the game designed was tested against the control with groups of children from the UK Key Stage 2 (7 to 11 year olds). The hypotheses were evaluated against the results of the controlled experiment. The idea that computer games themselves would always work in promoting learning were disproved but the value of games (both computer and non-computer games) as an adjunct to conventional teaching in collaborative settings was shown to be valuable in promoting engagement with mathematics. It was also clear that these games promoted learning among those who were in the group of low achievers in mathematics.

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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’ views regarding the effects of using digital games for learning English. This is a mixed-method study, where semi-structured interviews and online surveys were conducted by participants from Uppsala, Gävleborg and Dalarna. 106 students and 11 teachers responded to the online survey, and 3 teachers participated in the semi-structured interview. The results found in this study confirm the findings from the majority of previous studies. Teachers and students are generally positive toward digital games in English language learning, and they see potential effects of using games in class. However, teachers find it difficult to implement digital games due to different obstacles, such as preparation time, lack of knowledge, and finding quality games.

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Alsaffar, Rabab. "Evaluating the impact of individual and collective electronic games on mathematical learning achievement in primary school." Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/13200/.

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This thesis describes research that aimed to assess the impact of Educational Electronic Games (EEG) on mathematics learning in primary schools when learning takes place on an individual or collective basis, and make suggestions to enhance learning effectiveness. The context was primary education in Kuwait in 5th grade (age 9 to 10 years) and the course of study was mathematics. The purpose of the research was to investigate whether the initiative of the Kuwaiti government in promoting the use of EEG on a large scale was worthwhile and to make recommendations to enhance learning through EEG, if necessary. The literature review indicated the research gaps in terms of student learning outcome achievement and teachers’ perceptions about the success of EEG in both the individual and collective mode. A mixed methods approach using both qualitative and quantitative techniques was adopted. The quantitative techniques involved descriptive statistics, and inferential statistics in the form of hypothesis testing. A sample of 74 students and 124 teachers was chosen based on the standard sample size formula for a finite population. The student data in the form of a performance test were used to assess learning outcome achievement and the teacher data, obtained through a questionnaire survey, were used to study their perceptions about the success of EEG. The school was chosen based on the representativeness of the sample’s characteristics. Qualitative techniques included observations made during student participation in individual and collective EEG, a questionnaire survey of teachers, and two semi-structured interviews. The study revealed that EEG had a significant influence on the achievement of the learning outcome and permanency of learning; that the collective mode of EEG was superior to the individual mode; and that gender difference had no influence on learning outcome achievement or permanency of learning. The success of EEG usage, according to the perceptions of the teachers, was dependent on the teacher characteristics and the teachers were relatively positive about the success of EEG usage in both the individual and collective mode. The recommendations made to the Ministry of Education included an emphasis on the selection criterion of teachers at the entry level based on teacher characteristics such as: computer education, higher educational qualifications, and the type of EEG to which the teachers were exposed; and it was also recommended that characteristics such as age, gender, designation, teaching experience, and courses taught by the teachers may be given lower importance, as these had no major bearing on their perceptions about the success of EEG usage.

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Tebeweka, Stella Nanfuka. "The Impact of Digital Games on English Vocabulary Learning in Middle School in Sweden (ages 9-12)." Thesis, Malmö universitet, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45740.

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In recent years, the age of additional language learning has been lowered in school education. What separates current students from the previous generation, however, is the fact that they use modern technology, such as digital games, and this can be used as a teaching strategy. Several studies show that modern technology can benefit students in their language learning, especially when it comes to vocabulary whose acquisition helps students to develop and master the four language basic skills (listening, reading, speaking, writing). The aim of this study is to provide an overview of the literature concerning the use of digital games and their characteristics in middle school in Sweden(ages 9-12), looking at the positive and negative effects game-use has on English vocabulary learning. Results from different studies indicate that the advantages of using digital games with the aim of vocabulary acquisition outweigh the disadvantages that this computer technology can cause. Using digital games together with pedagogical materials can, for example, reduce speaking stress, increase students’ interest, motivate them to language learning, and develop language learning strategies. It is nonetheless important to take the risks of modern technology into consideration, such as behaviour change or addiction, especially with young users. Overall, integrating entertainment games into educational contexts can result in effective student learning gains.

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Máthé, Melinda. "Mapping the Landscape of Digital Game-Based Learning in Swedish Compulsory and Upper Secondary Schools : Opportunities and Challenges for Teachers." Licentiate thesis, Stockholms universitet, Institutionen för data- och systemvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-181004.

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Interest in the use of digital games in education has been increasing over the past few decades. Advocates argue that digital games are powerful learning tools with the potential to support increased motivational, cognitive, behavioural, affective, physiological and social outcomes. However, empirical evidence for their effectiveness is mixed. Research has focused primarily on measuring the effect of games on learning in researcher-controlled experiments, whilst relatively less attention has been paid to the role of teachers. The thesis addresses the research gap by investigating how teachers in Swedish compulsory and upper secondary schools use digital games on their own initiative and how they develop their competencies. It also considers the challenges they face. Data from in-depth qualitative interviews and a mixed method survey are used to investigate the research questions. Both the data collection and analysis have been informed by activity theory. This is also used to problematise the adaptation of digital games as teaching and learning tools. In addition, the analysis explores teachers´ self-reported activities in relation to their disposition towards digital games. The findings show that a diversity of digital games and gamification tools have found a foothold in Swedish classrooms. The participating teachers are interested in introducing and further developing digital game-based approaches, though there are limitations in their use of gaming resources and the extent to which they can leverage these to achieve educational outcomes. The research identifies and discusses four general categories of teachers: non-game users, sceptics, curious adopters and advanced adopters. Results indicate that the more positive disposition of game-using teachers tends to be related to a higher level of pedagogical integration, a greater variety of game use, and a wider range of educational outcomes, as well as an interest in professional development. Digital game-based learning is often understood as the use of gamification tools in the form of quizzes, whereas complex games and longer gameplay are less typical. Whilst most teachers agree on the motivational benefits of digital games, not as many perceive them as effective in teaching new knowledge and cognitive skills. The introduction of digital games is hampered by the lack of access to relevant and good-quality products, financial resources, preparation time and adequate technology, as well as contextualised and flexible forms of professional development. These challenges hint at deeper issues with preexisting education structures. Future research should have a twofold focus: the development of adequate game resources that can support collaborative forms of learning and higher-level skills, and flexible and contextualised competence-development solutions for teachers which are relevant to their needs. The thesis contributes to the current literature by mapping the landscape of digital game-based learning in Swedish compulsory and upper secondary schools. It provides a nuanced understanding of the perspectives of teachers on digital game use and the opportunities and challenges presented by digital game-based learning.

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Ng, Chi-chung Vincent. "A project to study the essential characteristics of the design of computer games that motivating for learning." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40040082.

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Vindbergaitė, Laura. "3D redaktorių taikymas mokomųjų žaidimų kūrimui." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090629_123922-53877.

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Šiame darbe buvo siekiama ištirti ir panaudoti 3D redaktorių galimybes kuriant mokomuosius žaidimus, t. y. atlikti populiariausių žaidimų 3D redaktorių lyginamąją analizę ir ištirti pasirinktų redaktorių galimybes kurti matematikos mokomuosius žaidimus, sukurti mokomąjį žaidimą, jį įdiegti mokykloje bei atlikti praktinio taikymo mokykloje tyrimą. Siekiant įvykdyti iškeltus uždavinius, buvo susipažinta su 3D redaktoriais, jie suskirstyti į tris tipus, atsižvelgiant į tai, ar jie gali būti panaudoti mokomųjų žaidimų kūrime. Pasirinktu video žaidimo Half-Life redaktoriumi Valve Hammer Editor buvo sukurtas mokomasis žaidimas „Rodiklinių lygčių labirintas“. Šis žaidimas buvo panaudotas vienuoliktokų rodiklinių lygčių ir jų sprendimo būdų įtvirtinimo pamokoje. Siekiant ištirti žaidimo efektyvumą buvo lyginami dviejų lygiagrečių klasių, kurių viena pamokoje dirbo su mokomuoju žaidimu, kita dirbo tradiciškai, testo rezultatai. Taip pat norint išsiaiškinti mokinių nuomonę apie mokomuosius žaidimus bei mokomąsias programas, buvo atliktas anketinis tyrimas. Atsakydami į anketos klausimus, mokiniai išreiškė savo nuomonę apie mokomąsias programas ir mokomuosius žaidimus, apie su mokomuoju žaidimu vykusią pamoką bei patį mokomąjį žaidimą.<br>This master thesis presents the investigation how to use the possibilities of 3D editors to create educative games. Main goals of this work: to make a comparative analysis of 3D editors of the most popular games, to study the opportunities of the chosen 3D editors to create math’s educative games, to create educative game, to introduce it in school and to make the analysis of the practical application in school. In order to achieve the raised goals it was acquainted with 3D editors. According to their possibilities to be used in the creation of the educative games they are divided into 3 types. After the analysis we chose Valve Hammer editor (game Half-Life) and created an educative game „Rodiklinių lygčių labirintas“. This game was used in the consolidative lesson of the 11th form during which an exponential equations and their way of solution was studied. Seeking to investigate the effectiveness of the game, the test results of two parallel classes were compared – one of them was working with an educative game the other - traditionally. Also, a questionnaire survey was made in order to find out the pupils’ opinion. While answering the questionnaire the pupils expressed their opinion about the educative games and the educative programs also about the lesson during which an educative game was used, and about the educative game itself.

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Aubrecht, Michelle Adrienne. "Using Gamestar Mechanic with Elementary Art students: An exploration of one teacher’s experiences." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313592553.

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Naidoo, Purll. "Redefining South African Government School Typologies to Encourage Lifelong Learning Potential." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/78529.

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This document serves as a mini dissertation in the professional Master of Architecture degree in the Department of Architecture at the University of Pretoria. It focuses on the educational ecosystem within the context of South Africa, with emphasis placed on the economically distressed environment of Mamelodi East. Mamelodi is a township situated in the north east of the City of Tshwane, Gauteng. Due to the location of the University of Pretoria’s Mamelodi Campus, this area has been a study of investigation for many faculties over the years. The spatial consequences of architecture on the educational ecosystem are questioned, with focus placed on the shift in the learning environment towards lifelong learning. The dissertation deals with this concept from the perspective of the holistic development of a person through the qualitative social activities of learning. Lifelong learning is explored throughout the dissertation from a spatial and non-spatial point of view. The spatial conversation deals with the intersection between architecture and education, whilst the non-spatial conversation advocates for a relationship between a community and its school, as integral in achieving lifelong learning. The study is grounded in a typological understanding of the schooling environment that arises as a result of South African educational policy documents. A critical stance is taken where the resulting school typology is challenged in relation to context. The intention is to redefine the current teacher-centric classroom and corridor typology. It is proposed that the schooling environment should be publicly redefined and serve as a support structure within its context, instead of isolating the educational experience. This is explored through the concepts of building as a boundary and building for pedagogy with the resulting development of a spatial matrix to provide architectural definition to South African educational policy. Tsako Thabo Secondary School was used as a case study school for the application of the matrix principles, however it is intended that these principles could be applied to other schools within similar contexts and typologies to achieve lifelong learning potential. Both the research and design process of the dissertation has been directed through the lens of Participatory Action Research (PAR) involving co-design and spatial agency theories. Particular focus within the co-design process was given to the development of design games as a mediation tool. An intimate use of both analogue and digital design games has been applied throughout.<br>Mini Dissertation (MArch (Prof))--University of Pretoria, 2020.<br>Departmental National Research Foundation (NRF) project titled, Stitching the city: From micro-data to macro-views (STINT), aimed at establishing a “transdisciplinary collaboration” to develop a “methodological framework and digital platform for the collection, storage, and sharing of spatial, socio-economic data at a street and precinct level” (Roussou, Brandao, Adelfio & Thuvander 2019). The STINT project was a collaborative effort between the University of Pretoria (UP), South Africa (Departments of Architecture and GeoInformatics) and Chalmers University in Gothenburg, Sweden (Department of Architecture) from 2019 to 2020. In particular, the collaboration was between the Unit for Urban Citizenship (UUC) and the Social Inclusion Studio (SIS) from Chalmers University’s architecture department.<br>Architecture<br>MArch (Prof)<br>Unrestricted

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Books on the topic "Learning games in school"

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Stevens, Elaine. Early learning games. Questions Publishing, 1991.

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1977-, Harris Christopher, ed. Libraries got game: Aligned learning through modern board games. American Library Association, 2010.

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Neil, Jacob, and Kelly Walter M. A, eds. Jumbo book of learning games. Teacher Created Materials, 1999.

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Kent, Brinkmeyer, and Brinkmeyer Sue, eds. Dewey & the decimals: Learning games & activities. Alleyside Press, 2001.

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Mayer, Brian. Libraries got game: Aligned learning through modern board games. American Library Association, 2010.

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MacIver, Dan. Initiatives, games & activities--middle school. Adventures in Education, 1997.

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Stuff you should have learned at school. Fall River Press, 2004.

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Lee, Carol K. Learning about books & libraries: A goldmine of games. Alleyside Press, 2000.

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Janet, Langford, ed. Storytime companion: Learning games & activities for schools & libraries. Alleyside Press, 1998.

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Manzo, Vicki L. The effect of music games upon the conceptual learning skills of elementary students. University Microfilms International, 1985.

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Book chapters on the topic "Learning games in school"

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Ross, Amanda. "Mathematical Games and Learning." In Pedagogy and Content in Middle and High School Mathematics. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-137-7_49.

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Chee, Yam San. "Game-Based Learning and the Challenges of School Reform." In Games-To-Teach or Games-To-Learn. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-518-1_7.

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Roy, Satyaki, Pratiti Sarkar, and Surojit Dey. "Augmented Learning Experience for School Education." In Encyclopedia of Computer Graphics and Games. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-08234-9_88-1.

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Ma, Kun, Yongzheng Lin, Kun Liu, Jin Zhou, and Jiwen Dong. "School-Enterprise Cooperative Innovation and Entrepreneurship Courses and Case Library of Emerging Engineering Education." In E-Learning and Games. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23712-7_36.

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Hyndman, Jennifer, Tom Lunney, and Paul Mc Kevitt. "AmbiLearn: Enhancing the Learning Environment for Primary School Education." In Serious Games Development and Applications. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33687-4_20.

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Couper, Llyween. "Traditional games and media informed play in the playground." In Learning and Connecting in School Playgrounds. Routledge, 2019. http://dx.doi.org/10.4324/9781351130912-5.

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Davies, Robert. "Games and Mobile Technology in School-Based Learning: The Results of eMapps.com." In Serious Games on the Move. Springer Vienna, 2009. http://dx.doi.org/10.1007/978-3-211-09418-1_14.

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Foster, Aroutis. "Assessing Learning Games for School Content: The TPACK-PCaRD Framework and Methodology." In Assessment in Game-Based Learning. Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3546-4_11.

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Jackson, Renee E., and Emily Sheepy. "Learning from Social Impact Games to Support Integration into Middle School Classrooms." In Handbook of Mobile Teaching and Learning. Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-642-41981-2_117-1.

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Jackson, Renee E., and Emily Sheepy. "Learning from Social Impact Games to Support Integration into Middle School Classrooms." In Handbook of Mobile Teaching and Learning. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2766-7_117.

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Conference papers on the topic "Learning games in school"

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"SCHOOL AGE CHILDREN’S COGNITION IDENTIFICATION BY MINING INTEGRATED COMPUTER GAMES DATA." In Serious Games on Computer Science Learning. SciTePress - Science and and Technology Publications, 2012. http://dx.doi.org/10.5220/0003917204950505.

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Urrutia, Ana, and Miren Josu Arriolabengoa. "GAMES AND MUSIC: CONTRIBUTIONS FOR CHILDREN´S SCHOOL." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0886.

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"PROJECT LUDO AT SCHOOL - The Experience of using an Online Educational Game for Elementary Students." In Serious Games on Computer Science Learning. SciTePress - Science and and Technology Publications, 2012. http://dx.doi.org/10.5220/0003954505470550.

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Stewart-Gardiner, Carolee, Gail Carmichael, Elisabeth Gee, and Lorri Hopping. "Girls Learning Computer Science Principles with After School Games." In GenderIT '15: The Third Conference on GenderIT. ACM, 2015. http://dx.doi.org/10.1145/2807565.2807716.

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Triansyah, Andika, Mimi Haetami, and Fitriana Puspa Hidasari. "Athletic Learning Support Games for Junior High School Students." In 1st International Conference on Sport Sciences, Health and Tourism (ICSSHT 2019). Atlantis Press, 2021. http://dx.doi.org/10.2991/ahsr.k.210130.033.

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Volta, Erica, Paolo Alborno, Monica Gori, and Gualtiero Volpe. "Designing a Multisensory Social Serious-Game for Primary School Mathematics Learning." In 2018 IEEE Games, Entertainment, Media Conference (GEM). IEEE, 2018. http://dx.doi.org/10.1109/gem.2018.8516442.

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Fendt, Matthew William, and Eric Ames. "Using Learning Games to Teach Texas Civil War History to Public Middle School Students." In 2019 IEEE Conference on Games (CoG). IEEE, 2019. http://dx.doi.org/10.1109/cig.2019.8847968.

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Ardito, Gerald P. "The game of Life Science self-directed learning in a middle school classroom." In 2012 IEEE International Games Innovation Conference (IGIC). IEEE, 2012. http://dx.doi.org/10.1109/igic.2012.6329848.

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Panoutsopoulos, Hercules, Maria-Anna Lykourentzou, and Demetrios G. Sampson. "Business Simulation Games as Digital Tools for Supporting School Entrepreneurship Education." In 2011 11th IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2011. http://dx.doi.org/10.1109/icalt.2011.51.

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Riivari, Elina, Tommi Auvinen, and Juhani Merilehto. "HR scenario game: Learning human resource management in a virtual environment." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13064.

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This paper introduces a computer-based online scenario game that was developed to enhance the learning of human resource management (HRM) in an undergraduate course at a business school in Finland. What makes this game unique is that students played an important and active role in developing the game in collaboration with lecturers. Our findings show that the game enhances learning, interaction, and collaboration among students. We discuss how computer-based games and their development in collaboration with students can be used as a means for learning and improving working-life skills in higher education.

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Reports on the topic "Learning games in school"

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Ceren, Roi, Prashant Doshi, Matthew Meisel, Adam Goodie, and Dan Hall. Behaviorally Modeling Games of Strategy Using Descriptive Q-learning. Defense Technical Information Center, 2013. http://dx.doi.org/10.21236/ada575140.

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Hasty, Ashley. Learning Professional Techniques Through Play: Using Games in the Apparel Classroom. Iowa State University, Digital Repository, 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1358.

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Oberholzer-Gee, Felix, Joel Waldfogel, and Matthew White. Social Learning and Coordination in High-Stakes Games: Evidence from Friend or Foe. National Bureau of Economic Research, 2003. http://dx.doi.org/10.3386/w9805.

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Bartos, Bonnie. An Investigation of School-Based Specific Learning Disability Identification. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2710.

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Lovett, C. Denver. Manufacturing technology learning modules - sharing resources for school outreach. National Institute of Standards and Technology, 1999. http://dx.doi.org/10.6028/nist.ir.6313.

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Kelly, Christine. Investigating school quality and learning outcomes among adolescents in Malawi. Population Council, 2011. http://dx.doi.org/10.31899/pgy12.1045.

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Bobba, Matteo, and Verónica Frisancho. Learning about Oneself: The Effects of Performance Feedback on School Choice. Inter-American Development Bank, 2016. http://dx.doi.org/10.18235/0000301.

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Draper, Daniel. Guiding the Work of Professional Learning Communities: Perspectives for School Leaders. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1822.

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Campbell, Margo Campbell, Jean Grossman Grossman, and Becca Raley Raley. Quality Time After School: What Instructors Can Do to Enhance Learning. Public/Private Ventures, 2007. http://dx.doi.org/10.15868/socialsector.560.

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Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady, and Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.

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This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, mathematics and science teacher characteristics, mathematics and science classroom learning environments, and students’ attitudes and beliefs. Together, the different indicators of student and school life illustrate some of the many key aspects that make up the school experience.

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