Participatory methodologies to promote student engagement in the development of educational digital games

Falção, Taciana Pontual; Peres, Flávia; Morais, Dyego Carlos Sales de; Oliveira, Glaucileide da Silva

doi:10.1016/j.compedu.2017.09.006

Cited by 54 publications

(21 citation statements)

References 16 publications

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“…Despite the boom of information and communication technologies (ICT) designed for education in the last two decades, the dominant paradigm of the educational system worldwide has not changed: it remains fundamentally based on transferring knowledge to passive learners, where teachers on students impose contents and methods. According to Falcao et al (2018), technologies have been simply aggregated to this outdated structure, regardless of the radical changes they have provoked in people's lives. Yang and Huang (2008) stated that implementing an ICT programme might increase teachers' workload since they need to make efforts to prepare for and organize the new educational programme.…”

Section: Introductionmentioning

confidence: 99%

Active Science Education

2023

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The impact of implementation of mobile technologies into the teaching affects teachers. There are higher demands on their expertise and skills (Koehler, Mishra, 2009). Teaching with technology is complicated due to the challenges that new technologies bring to teachers (Koehler, Mishra, 2009). The countries of the European Union invest a lot of resources into the technological equipmentof schools. However, research (Commission, Survey at Schools. ICT in Education., 2013; Commission, Technologies for better human learning and teaching, 2014) shows that there are no expected changes in the education and learning of pupils with the supportof digital technologies. Rikala (2015) states, that teachers should be trained in their new roles as mobile learning facilitators. In the contribution, we would like to present the results of a survey that focused on the attitudes of Slovak physics teachers on the implementation of mobile technologies in physics teaching. The purpose of the survey was to get an overview of the attitudes of Slovak physics teachers on the use of mobile technologies in physics lessons, their experiences with these technologies and the conceptions of their use in physics lessons. In contribution, we will present mobile learning, our proposed activities for teaching physics using mobile technologies and more detailed results of the survey too.

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Section: Introductionmentioning

confidence: 99%

Active Science Education

2023

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“…It is still largely based on the transfer of knowledge to passive learners, where teachers impose content and methods on students. According to Falcao et al [1], technologies were simply aggregated into this outdated structure, despite the radical changes they brought in people's lives. Schools are at the core of education systems.…”

Section: Introductionmentioning

confidence: 99%

Students’ opinions toward interactive apps used for teaching chemistry

Sadykov¹,

Kokibasova²

2021

Bull. of the Kar. Univ. "Chem". Ser.

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The solution of the problem of effective use of apps is not only in the analysis of learning outcomes, but also in consideration of the students’ opinions toward learning chemistry with the help of these applications. Good results can undoubtedly be achieved in teaching chemistry if traditional and interactive teaching methods are intelligently combined. Mobile interactive apps allow educators to teach regardless of place and time, they provide the opportunity to learn both in the classroom and outside, and this is their big advantage. It also gives the teacher opportunity to interact with students on a more personal level with the help of mobile digital devices that the learners use regularly. This article, presents the results of a study of students' opinions about the use of mobile interactive applications in chemistry lessons. The approbation was carried out at a specialized school of information technologies in Karaganda (Kazakhstan), at the school Chýně, and at the first private language gymnasium Hradec Králové (Czech Republic). The results showed that more than 60 % of the students enjoy interactive apps, which positively affects their opinions towards the subject.

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“…2 Methodology [3,14,20] consider that educational games have always been as an effective form of training. They are used to try oneself in specially created game situations.…”

Section: Introductionmentioning

confidence: 99%

“…All this provides a certain naturalness and maximum immersion of partic-ipants within the game process. The emotional effect of the educational games is built on the participants' "living" in new experiences in the game environment, on the "discoveries" that a person makes while participating are in the game [6,20].…”

Section: Introductionmentioning

confidence: 99%

Application of Educational Games for Formation and Development of ICT competence of Teachers

Petelin

Galustyan

Prosvetova

et al. 2019

Int. J. Emerg. Technol. Learn.

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The process of developing ICT competence of teacher is not only related to fundamental theoretical knowledge, but also to a wide range of practical professional skills. One of the important means of developing ICT competence of teachers are educational games within the course of their professional development. Educational game is a reproduction of real professional situations. It allows participants to experiment, to develop various actions, to make and to correct mistakes which are unacceptable in real life. The experience of educational games within the course of ICT competence development showed that there is a more intensive exchange of ideas and information, which encourages participants to the creative process.

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Participatory methodologies to promote student engagement in the development of educational digital games

Cited by 54 publications

References 16 publications

Active Science Education

Active Science Education

Students’ opinions toward interactive apps used for teaching chemistry

Application of Educational Games for Formation and Development of ICT competence of Teachers

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