Edutainment, Games, and the Future of Education in a Digital World

Jarvin, Linda

doi:10.1002/cad.20082

Cited by 38 publications

(23 citation statements)

References 24 publications

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“…In aiming for a unique narrative to drive the AR experience the learning firmly applies a pedagogical approach based on edutainment. Evidence captured by this study and others (Jarvin ; Nemec & Trna ) increasingly demonstrate the learning potential of this creative‐led approach to education. The AR format allows for a distinct breaking away from conventional and traditional pedagogies – and this project serves as a model of how this can occur with a simple narrative, and how it may be employed within the format of video/drama‐based vignettes.…”

Section: Emerging Principles For Ar Education Design From Master Of Timesupporting

confidence: 54%

Augmented Reality in Design Education: Landscape Architecture Studies as AR Experience

Kerr¹,

Lawson²

2019

Int J Art Design Ed

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The rapid and ongoing development of digital technologies continues to create new opportunities for education. Over the last decade this has enabled the establishment of blended learning approaches and online education. More recently, Augmented Reality (AR) has emerged as a unique technology that can transform learning experiences across diverse disciplines. This article outlines the development of an AR prototype, Master of Time, which was created to educate first year students and non‐designers on the foundational principles of landscape architecture. This study examines the learning potential and benefits of AR technology with a focus on creating new practices in digital storytelling across situated experiences. In outlining project outcomes, the authors propose a series of critical design principles, strategies and methodologies for educators to apply when developing AR learning experiences across disciplines. Included within this is a framework for transdisciplinary and co‐design collaboration, which is essential for educators working in the forefront of learning technologies.

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Section: Emerging Principles For Ar Education Design From Master Of Timesupporting

confidence: 54%

Augmented Reality in Design Education: Landscape Architecture Studies as AR Experience

Kerr¹,

Lawson²

2019

Int J Art Design Ed

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“…Audiovisual educational tools have increasingly been used during the past years to complement and compete with traditional textbooks (Jarvin, ; Lewis, ; Prakash, Muthuraman, & Anand, ; Trelease, ). However, little is known as to how the brain processes didactic information presented in different formats.…”

Section: Introductionmentioning

confidence: 99%

Brain activity during traditional textbook and audiovisual‐3D learning

et al. 2019

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Introduction Audiovisual educational tools have increasingly been used during the past years to complement and compete with traditional textbooks. However, little is known as to how the brain processes didactic information presented in different formats. We directly assessed brain activity during learning using both traditional textbook and audiovisual‐3D material. Methods A homogeneous sample of 30 young adults with active study habits was assessed. Educational material on the subject of Cardiology was adapted to be presented during the acquisition of functional MRI. Results When tested after image acquisition, participants obtained similar examination scores for both formats. Evoked brain activity was robust during both traditional textbook and audiovisual‐3D lessons, but a greater number of brain systems were implicated in the processing of audiovisual‐3D information, consistent with its multisource sensory nature. However, learning was not associated with group mean brain activations, but was instead predicted by distinct functional MRI signal changes in the frontal lobes and showed distinct cognitive correlates. In the audiovisual‐3D version, examination scores were positively correlated with late‐evoked prefrontal cortex activity and working memory, and negatively correlated with language‐related frontal areas and verbal memory. As for the traditional textbook version, the fewer results obtained suggested the opposite pattern, with examination scores negatively correlating with prefrontal cortex activity evoked during the lesson. Conclusions Overall, the results indicate that a similar level of knowledge may be achieved via different cognitive strategies. In our experiment, audiovisual learning appeared to benefit from prefrontal executive resources (as opposed to memorizing verbal information) more than traditional textbook learning.

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“…The "active learning" framework is an educational method based on increased student participation in the learning process. It is a contrast to the traditional lecture-based, memorization-based learning format, in which students passively receive and regurgitate information (Jarvin, 2015). Educators have developed a multitude of activities and discussion formats to encourage active learning, but since many students are most familiar with the lecture-based format, it has been a challenge for educators to refine active learning approaches to ensure that they are effective and appealing to students (Roehl, Reddy, & Shannon, 2013).…”

Section: Introductionmentioning

confidence: 99%

Artistic Classroom Activities: What Skills Can Students Learn?

Davidson¹

2019

Journal for Learning through the Arts

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Research suggests that incorporating diverse active learning approaches, including creative and entertaining activities, into a class helps sustain students' attention and improve their ability to engage with the complex problems of the modern world. This study investigates how two different artistic classroom activities, one based in performing art and one based in visual art, compare to conventional classroom activities with the same broad educational goals. This study finds that artistic classroom activities and conventional activities generally encourage similar understanding of course content, attention, and interest in students. A performing art activity (in the form of a roleplay) encourages more improvement in communication skills than a similar conventional activity. Some students view a disconnect between learning content and learning communication skills, however, so instructors must ensure that students recognize the value of artistic teaching techniques. Suggestions for helping students adapt to new artistic activities are presented.

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Edutainment, Games, and the Future of Education in a Digital World

Cited by 38 publications

References 24 publications

Augmented Reality in Design Education: Landscape Architecture Studies as AR Experience

Augmented Reality in Design Education: Landscape Architecture Studies as AR Experience

Brain activity during traditional textbook and audiovisual‐3D learning

Artistic Classroom Activities: What Skills Can Students Learn?

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