Wearables for Learning

Garcia, Brittany; Chu, Sharon Lynn; Nam, Beth; Banigan, Colin

doi:10.1145/3173574.3173830

Cited by 32 publications

(10 citation statements)

References 37 publications

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“…Related to SRL specifically, in addition to motivational outcomes, gamification has supported students' independent and group study as well as time and study management (Browne et al., 2018). Gamification through technologies such as wearables and phones can reach and engage students in learning and related objectives outside formal class time (Garcia et al., 2018).…”

Section: Gamification In Higher Educationmentioning

confidence: 99%

More than just fun and games: The role of games in postsecondary education to support self‐regulated learning

Nietfeld

Sperling

Young

2023

New Drctns for Teach & Learn

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In this chapter, we explore how faculty employ the use of gamification and game‐based learning environments (GBLE) in postsecondary education. Gamification refers to the use of game‐design elements while game‐based learning refers to the use of digital education games. Both are increasingly popular instructional practices and, in this chapter, we specifically examine their potential for supporting students’ self‐regulated learning (SRL). Important for academic success, SRL refers to the active, cyclical process of intentionally directing one's metacognition, motivation, and behavior to achieve a learning goal. Findings from the extant research on gamification and GBLEs conducted in postsecondary settings are reported with connections to SRL processes throughout. Furthermore, we review the effects of games on varied learning, motivation, and SRL outcomes. Finally, we conclude with recommendations for future research and practice, with a primary suggestion of more explicitly addressing SRL in research related to gamification and game‐based learning.

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Section: Gamification In Higher Educationmentioning

confidence: 99%

More than just fun and games: The role of games in postsecondary education to support self‐regulated learning

Nietfeld

Sperling

Young

2023

New Drctns for Teach & Learn

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“…Next, wearables for children is a promising and fast developing area (Oygur et al, 2021;Garcia et al, 2018;Freeman et al, 2017). Yet, children's perspective on the use of technology has often been neglected in favor of parental views (Oygür et al, 2020;Dardanou et al, 2020).…”

Section: Taken In Practice-based Terms What Implications For Sustaina...mentioning

confidence: 99%

“…Meanwhile, the segment of child-oriented wearables looks promising: in 2019, it approached 350 million dollars (Oygür et al, 2021). Wearables that facilitate children's formal and informal learning (Garcia et al, 2018) and physical activity have been especially popular (Müller et al, 2018;Oygur et al, 2021). A problematic issue with wearable technology for children is limited knowledge about children's perceptions of these devices, since parents' experiences have often been taken as a proxy (Oygür et al, 2020).…”

Section: Market Of Wearables: Consumers' Perspectivementioning

confidence: 99%

“…Wrist-worn wearables for children have been, to a larger extend, explored as devices that facilitate knowledge about healthy habits and exercising Oygür et al, 2021Oygür et al, , 2020. On the other hand, there is a stream that calls for approaching wearables as a tool to motivate children to learn science (see Garcia et al, 2018). One of the Russian mothers (Family 1) voiced the same expectations.…”

Section: Wearables For Learning and Discoveringmentioning

confidence: 99%

“…One of the Russian mothers (Family 1) voiced the same expectations. In her opinion, the ReimaGo app does not enable 'discovery or educational moments' , though it could have been implicitly or explicitly related to science (see Garcia et al, 2018) The quote above addresses that, in addition to the practices related to physical activity and sports, ReimaGo was expected to become integrated into the practice of education. However, there is a risk (Oygür et al, 2021; that children might not have enough skills to make sense of the data provided by wearables.…”

Section: Wearables For Learning and Discoveringmentioning

confidence: 99%

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Practice Theory Approach to Wearable Technology. Implications for Sustainability

Morozova¹

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Wearable Technologies in Education: A Design Space

Motti

2019

Learning and Collaboration Technologies. Ubiquitous and Virtual Environments for Learning and Collaboration

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Wearables for Learning

Cited by 32 publications

References 37 publications

More than just fun and games: The role of games in postsecondary education to support self‐regulated learning

More than just fun and games: The role of games in postsecondary education to support self‐regulated learning

Practice Theory Approach to Wearable Technology. Implications for Sustainability

Wearable Technologies in Education: A Design Space

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