How and What do Videogames Teach?

Swing, Edward L.; Anderson, Craig A.

doi:10.1002/9780470696682.ch3

Cited by 6 publications

(2 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…• Learning -Digital activities can provide multiple educational services to children. Comparative studies have suggested that well-designed educational activities potentially provide more motivation and encourage learning than traditional teaching methods (Swing & Anderson, 2008). • Cognitive skills -Using digital activities, children learn cognitive skills through repetition, as relevant studies have found improvements in operating memory, spatial ability, visual attention (Thorell et al, 2009).…”

Section: Digital Mathematics Activities and Childrenmentioning

confidence: 99%

Teaching mathematics with mobile devices and the Realistic Mathematical Education (RME) approach in kindergarten

Papadakis¹,

Kalogiannakis²,

Zaranis³

2021

Adv Mobile Learn Educ Res

107

View full text Add to dashboard Cite

Nowadays, smart mobile devices such as tablets and accompanying applications (apps) are a part of young children's daily lives. In kindergarten education, properly designed digital educational activities can become a potent educational tool for efficient and effective learning. These tools allow children to take advantage of new learning platforms and effectively reach new knowledge through activities related to their immediate interests and real-life scenarios in learning domains, such as mathematics. At the Department of Preschool Education, University of Crete, systematic research was carried out in the last years to investigate whether there are compelling benefits to using tablet-type devices in preschool education to implement teaching reform proposals to implement the Realistic Mathematical Education in kindergarten classrooms. The findings propose mobile devices' integration, running developmentally appropriate apps, in kindergarten classrooms. These apps were based on the three levels of Realistic Mathematics Education (RME), targeting fundamental mathematical concepts for the kindergarten level.

show abstract

Section: Digital Mathematics Activities and Childrenmentioning

confidence: 99%

Teaching mathematics with mobile devices and the Realistic Mathematical Education (RME) approach in kindergarten

Papadakis¹,

Kalogiannakis²,

Zaranis³

2021

Adv Mobile Learn Educ Res

107

View full text Add to dashboard Cite

show abstract

“…40-63;Karemaker, Pitchford, & O'Malley, 2010, pp. 199-208) y alienta a los estudiantes a persistir más tiempo, incluso para tareas difíciles (Swing & Anderson, 2008). Claramente, tanto el formato de presentación como la estructura del software pueden contribuir a la efectividad de la experiencia de aprendizaje.…”

Section: Revisión Bibliográfica (Marco Teórico)unclassified

Uso de las TIC para la generación y divulgación de conocimiento científico por estudiantes universitarios

Bernés

Guerrero

Bernés

et al. 2019

EDU

View full text Add to dashboard Cite

El ejercicio de la alfabetización científica del estudiante de nivel superior se proyecta mediante la práctica profesional, en la que se involucran las tecnologías de la información y comunicación para innovar. El objetivo del trabajo fue identificar las TIC utilizadas para la generación y divulgación de conocimiento científico. Se aplicó un instrumento con 69 reactivos de los que se sustrajeron 2 secciones que caracterizan el uso de las TIC y la forma en que se genera y divulga el conocimiento científico. La muestra fue no probabilística de tipo homogénea conformada por 439 estudiantes. Los resultados se presentaron mediante estadística descriptiva. Se concluye que las TIC han sido poco aprovechadas por los estudiantes, resultando poca generación de conocimiento, innovación y divulgación.

show abstract

Examining Media Effects

Barlett¹,

Anderson²

2012

The International Encyclopedia of Media Studies

View full text Add to dashboard Cite

The study of screen media effects is becoming especially important because people spend increasing amounts of time on visually realistic entertainment media. This chapter applies two related theoretical frameworks to the study of media effects: the general aggression model (GAM) and the general learning model (GLM). Both theories posit relations between media exposure and internal processes, behavior, and the development of long-term knowledge structures and attitudes. GAM focuses on the development of aggressive knowledge structures and attitudes derived from exposure to violent media depictions (amongst other aggression-related stimuli), and their relation to aggressive behavior. GLM, a broad extension of GAM, posits how long-term attitudes and knowledge structures are formed with continued exposure to any type of media (violent or nonviolent), and how "media-trained behavior" can ensue. How these processes operate, the role of individual differences, and short-and long-term consequences of media exposure are discussed. Lessons Learned from MediaMass media are powerful teachers. As we, and many others, have noted, the contents of mass media determines what they teach (e.g.,

show abstract

How and What do Videogames Teach?

Cited by 6 publications

References 26 publications

Teaching mathematics with mobile devices and the Realistic Mathematical Education (RME) approach in kindergarten

Teaching mathematics with mobile devices and the Realistic Mathematical Education (RME) approach in kindergarten

Uso de las TIC para la generación y divulgación de conocimiento científico por estudiantes universitarios

Examining Media Effects

Contact Info

Product

Resources

About