Using ‘tangibles’ to promote novel forms of playful learning

Price, Sara; Rogers, Yvonne; Scaife, Mike; Stanton, Danaë; Neale, Helen

doi:10.1016/s0953-5438(03)00006-7

Cited by 256 publications

(146 citation statements)

References 7 publications

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“…Several aspects of motivation have been examined such as motivational diagnosis (de Vincente & Pain, 2002) or instructional planning to increase motivation (Matsubara & Nagamachi, 1996). Price et al (2003) and Virvou & Katsionis (2008) used a similar approach to evaluate likeability. In the Price et al (2003) game, an important clue for the assessment of excitement and engagement of players was their desire to continue interacting and playing.…”

Section: Learning Outcomesmentioning

confidence: 99%

“…Price et al (2003) and Virvou & Katsionis (2008) used a similar approach to evaluate likeability. In the Price et al (2003) game, an important clue for the assessment of excitement and engagement of players was their desire to continue interacting and playing. In our case, 96% of children indicated that they would like to play with the iPhone game again.…”

Section: Learning Outcomesmentioning

confidence: 99%

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Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Furió

González-Gancedo

Juan

et al. 2013

Computers & Education

154

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ElsevierFurió Ferri, D.; González Gancedo, S.; Juan, M.; Seguí, I.; Rando, N. (2013). Evaluation of learning outcomes using an educational iPhone game vs. traditional game. Computers and Education. 64:1-23. doi:10.1016/j.compedu.2012.12 AbstractIn this paper, we present an initial study to determine the subject preferences for educational computer games for children, in which 150 education professionals participated. From the results of this first study, we have developed an iPhone game for transmitting knowledge as part of multiculturalism, solidarity and tolerance following established learning theories, several design principles, and the objectives and competences of the Spanish law for primary education. We also report on a second study to determine whether the iPhone game has better learning outcomes than a traditional game by analyzing the participation of 84 children ranging in age from 8 to 10 years old. The frequency of playing with consoles or computer games was also taken into account in this second study, and the worldwide trend of previous studies has been corroborated. For learning outcomes, the results did not show significant differences between the two groups. However, 96% of the children indicated that they would like to play with the iPhone game again, and 90% indicated that they preferred the experience with the iPhone game over the traditional one. From these results, we can conclude that the children achieved similar knowledge improvements using both the autonomous game (iPhone game) and the custom, guided game (traditional game). This could facilitate versatility in the learning process since the learning activity could be performed at any place and time without requiring supervision. Therefore, it could be a useful tool in the learning process and help teachers to fulfill students' training needs.

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Section: Learning Outcomesmentioning

confidence: 99%

Section: Learning Outcomesmentioning

confidence: 99%

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Furió

González-Gancedo

Juan

et al. 2013

Computers & Education

154

View full text Add to dashboard Cite

show abstract

“…Being actively engaged in a learning activity has repeatedly been shown to be beneficial for learning (Price, Rogers, Scaife, Stanton, & Neale, 2003). Engagement comprises cognitive engagement, which involves attention to the activity and concentration and promotes "useful" learning (Stoney & Oliver, 1999).…”

Section: Engagement and Achievementmentioning

confidence: 99%

The Effectiveness of an Engaging Program to Reduce Saudi Female University EFL Students’ Foreign Language Anxiety and to Enhance Their Motivation to Learn English at Taif University

Ismail¹

2016

IJPS

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Teaching a language is a complex but interesting process. It involves teacher, learner, curriculum, and learning environment. Also this process is affected by certain social, cultural and psychological factors. This study is aimed at investigating the effectiveness of a proposed program for developing EFL learners' engagement in learning English. The sample of this study consisted of 103 females (M = 19.260, SD = 0.876 years), it was divided into two groups; the experimental group consisted of 53 girls and the control group consisted of 50 girls. Students' engagement was measured by the Handelsaman, Briggs, Sullivan, and Towler (2005) questionnaire, while their foreign language anxiety was measured by the Horwitz, Horwitz and Cope (1986) questionnaire. Students' motivation was measured by Gardner's (1985) Attitude and Motivation Test Battery (AMTB). The research applied continued for three months which included the proposed program. The data proved that there were statistically significant differences between the experimental group and the control group on the post-test of the engagement questionnaire, the foreign language anxiety scale as well as the students' motivation dimensions, showing a significant increase in students' engagement and motivation in favor of the experimental group. The findings also indicated that there were statistically significant differences between the pre-test and post-test results for the experimental group on the students' engagement and motivation. This shows that the experimental group had an increase in skills after having participated in the program as seen on the post-test. In light of these results, the study provides a number of procedural recommendations that may contribute to raising the degree of the importance of students' engagement and motivation training for the students with foreign language anxiety. The paper concludes that more training should be given in using all engagement activities by embedding them in regular classroom activities. Suggestions are offered for future research.

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“…It also stimulated the children readily to share their experiences with each other after the game (see Price et al, 2003).…”

Section: The Gamementioning

confidence: 99%

A framework for designing sensor-based interactions to promote exploration and reflection in play

Rogers

Muller

2006

International Journal of Human-Computer Studies

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Sensor-based interactions are increasingly being used in the design of user experiences, ranging from the activation of controls to the delivery of 'context-aware' information in the home. The benefits of doing so include the ability to deliver relevant information to people at appropriate times and to enable 'hands-free' control. A downside, however, is that sensor control often displaces user control, resulting in the user not knowing how to or being able to control aspects of a system. While this can be frustrating in many situations, it provides new opportunities for enhancing or augmenting various kinds of activities, where uncertainty can be exploited to good effect. We describe how we designed an adventure game for young children that incorporated a number of sensor-based interactions. We also present a preliminary conceptual framework intended to help designers and researchers develop novel user experiences using sensor-based interactions. A set of concepts are provided that characterize salient aspects of the user experience involved in sensing together with a discussion of the core properties of sensor technologies.

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Using ‘tangibles’ to promote novel forms of playful learning

Cited by 256 publications

References 7 publications

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

The Effectiveness of an Engaging Program to Reduce Saudi Female University EFL Students’ Foreign Language Anxiety and to Enhance Their Motivation to Learn English at Taif University

A framework for designing sensor-based interactions to promote exploration and reflection in play

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