Interaction With Educational Games in Hybrid Virtual Worlds

Christopoulos, Athanasios; Conrad, Marc; Shukla, Mitul

doi:10.1177/0047239518757986

Cited by 14 publications

(10 citation statements)

References 15 publications

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“…given by the teachers during online classes and quite a number of the respondents also communicate with their peers during online classes. Thus, these findings on promoting meaningful learners' engagement in the virtual platform were in accordance with (Christopoulos et al, 2018;Eric, 2020;Warford, 2014). Lamia et al (2020) rightly identified fewer studies that were based on students' interest in online learning.…”

Section: Discussionsupporting

confidence: 65%

“…Learner engagement is an indispensable requirement for learning and vital to academic achievement in online learning (Gallagher et al, 2016;Omar et al, 2012), and Haron et al (2017) defines it as an active learner in learning activities. In the use of technology instruction in enhancing learners' activities, the virtual platform has to be efficient because the quality and type of online teaching can promote meaningful learners' engagement (Christopoulos et al, 2018;Eric, 2020;Warford, 2014). Dougherty and Andercheck (2014) studied the use of a virtual platform (Facebook) to engage learners in a large introductory course and revealed that the Facebook platform proved effective as a powerful tool for engaging learners.…”

Section: Learner's Participation and Engagement In Technology-enhanced mentioning

confidence: 99%

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Evaluation of Online Pedagogy among Higher Education International Students in China during the COVID-19 Outbreak

Komolafe¹,

Fakayode²,

Osidipe³

et al. 2020

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Section: Discussionsupporting

confidence: 65%

Section: Learner's Participation and Engagement In Technology-enhanced mentioning

confidence: 99%

Evaluation of Online Pedagogy among Higher Education International Students in China during the COVID-19 Outbreak

Komolafe¹,

Fakayode²,

Osidipe³

et al. 2020

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“…In addition, to attain the second objective of learning in the virtual world, the scenarios were formulated in line with gamification principles that "gamify" various real-world problem situations and learning occasions. Gamification can enhance learning activities with motivational affordances in order to invoke "gameful" experiences and further behavioral outcomes [53,54]. In the 3D world, there have been integrated virtual pedagogical agents that are Non-Player Characters (NPC), and which can accompany students during the study and provide them with various game-based learning activities.…”

Section: The Virtual Reality Educational Environmentmentioning

confidence: 99%

Examining the Impact of a Gamified Entrepreneurship Education Framework in Higher Education

2019

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Entrepreneurship education constitutes a top priority in policy agendas across the globe as a means to promote economic growth, fight unemployment and create social capital. An important premise of entrepreneurship education is that it can be learned and students can be taught to formulate entrepreneurial mentality, skills and competencies, something that can result in the formulation of startups and business initiatives. Given the importance of entrepreneurship, the necessity to formulate efficient entrepreneurship education frameworks and training programs arise. In this work, we present the design of an entrepreneurship educational environment that is based on learning in 3D virtual worlds. Innovative 3D virtual reality technologies were utilized to provide immersive and efficient learning activities. Various topics of entrepreneurship education courses were designed and formulated to offer students the opportunity to obtain theoretical knowledge of entrepreneurship. The 3D virtual reality educational environment utilizes pedagogical approaches that are based on gamification principles, allowing students to study in immersive ways as well as in game-based learning activities on real challenges that can be found in business environments. The game-based learning activities can help students gain necessary skills, helping them to tackle everyday obstacles on their entrepreneurial pathways. An experimental study was performed to explore the learning efficiency of the environment and the gamified learning activities as well as assess their learning impact on student’s motivation, attitude, and overall learning experience. The evaluation study revealed that the framework offers efficient gamified learning activities that increase students’ motivation and assist in the formulation of entrepreneurship mentality, skills and competencies.

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“…As educational programs continue to gain ground in curriculum-aligned contexts globally, there is a persistent need for educators and instructors to offer their support. Student engagement across different educational fields is dependent on the appropriateness of the learning tasks that inform their academic activities and thus shape their future professional practices [64][65][66]. Likewise, given the professional character that such programs have, the development of a better understanding of the self-directed and collaborative efforts that students make is needed.…”

Section: Discussionmentioning

confidence: 99%

A Learning Analytics Conceptual Framework for Augmented Reality-Supported Educational Case Studies

Kazanidis

Πέλλας

Christopoulos

2021

MTI

Self Cite

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The deployment of augmented reality (AR) has attracted educators’ interest and introduced new opportunities in education. Additionally, the advancement of artificial intelligence has enabled educational researchers to apply innovative methods and techniques for the monitoring and evaluation of the teaching and learning process. The so-called learning analytics (LA) discipline emerged with the promise to revolutionize traditional instructional practices by introducing systematic and multidimensional ways to improve the effectiveness of the instructional process. However, the implementation of LA methods is usually associated with web-based platforms, which offer direct access to learners’ data with minimal effort or adjustments. On the other hand, the complex nature of immersive technologies and the diverse instructional approaches which are utilized in different scientific domains have limited the opportunities for research and development in this direction. Within these research contexts, we present a conceptual framework that describes the elements of an LA process tailored to the information that can be gathered from the use of educational applications, and further provide an indicative case study for AR-supported educational interventions. The current work contributes by elucidating and concretizing the design elements of AR-supported applications and provides researchers and designers with guidelines on how to apply instructional strategies in (augmented) real-world projects.

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Interaction With Educational Games in Hybrid Virtual Worlds

Cited by 14 publications

References 15 publications

Evaluation of Online Pedagogy among Higher Education International Students in China during the COVID-19 Outbreak

Evaluation of Online Pedagogy among Higher Education International Students in China during the COVID-19 Outbreak

Examining the Impact of a Gamified Entrepreneurship Education Framework in Higher Education

A Learning Analytics Conceptual Framework for Augmented Reality-Supported Educational Case Studies

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