Why Should I Play This Game? The Role of Motivation in Smart Pedagogy

Kaimara, Polyxeni; Deliyannis, Ioannis

doi:10.1007/978-3-030-01551-0_6

Cited by 27 publications

(14 citation statements)

References 74 publications

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“…Research findings on the effects of VRTs and gaming remain contradictory. On the one hand, studies are proving the positive impact on cognitive, motivational, emotional, social development, and enhancement of both learning and training tasks (Shaffer et al 2005 ; Van Eck 2006 ; Gee 2008 ; Dalgarno and Lee 2010 ; Granic et al 2014 ; Fowler 2015 ; Passig et al 2016 ; Palaus et al 2017 ; Molina-Carmona et al 2018 ; Kaimara and Deliyannis 2019 ; Mayer 2019 ; Makransky et al 2019 ; Checa and Bustillo 2020 ; Kaimara et al 2020b ; Chang et al 2020 ; Pallavicini and Pepe 2020 ) while other researchers argued that VR and games have the potential to elicit strong negative emotional consequences (Lavoie et al 2020 ), could lead to distraction or even addiction, sleep patterns disruption, cardio-metabolic deficiencies, obesity, etc. (Calvert et al 2013 ; Tate et al 2013 ; Turel et al 2016 ; Thierer and Camp 2017 ; Fuller et al 2017 ; Kenney and Gortmaker 2017 ; Turel et al 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Could virtual reality applications pose real risks to children and adolescents? A systematic review of ethical issues and concerns

2021

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Virtual reality technologies (VRTs) are high-tech human–computer interfaces used to develop digital content and can be applied to multiple different areas, often offering innovative solutions to existing problems. A wide range of digital games is being also developed with VRTs and together with their components, the games' structural elements are appealing to children and engaging them more in virtual worlds. Our research interest is directed towards children's development and the effects of VRTs within gaming environments. Contemporary psychology studies perceive human development as a holistic and lifelong process with important interrelationships between physical, mental, social and emotional aspects. For the objectives and scope of this work, we examine children development across three domains: physical, cognitive and psychosocial. In this context, the authors review the literature on the impact of VRTs on children, in terms of software and hardware. Since research requires an wide-ranging approach, we study the evidence reported on the brain and neural structure, knowledge, behaviour, pedagogy, academic performance, and wellness. Our main concern is to outline the emerging ethical issues and worries of parents, educators, ophthalmologists, neurologists, psychologists, paediatricians and all relevant scientists, as well as the industry’s views and actions. The systematic review was performed on the databases Scopus, IEEE Xplore, PubMed, and Google Scholar from 2010 to 2020 and 85 studies were selected. The review concluded that findings remain contradictory especially for the psychosocial domain. Official recommendations from organizations and well-documented researches by academics on child well-being are reassuring if health and safety specifications and particularly the time limit are met. Research is still ongoing, constantly updated and consist of a priority for the scientific community given that technology evolves.

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Section: Introductionmentioning

confidence: 99%

Could virtual reality applications pose real risks to children and adolescents? A systematic review of ethical issues and concerns

2021

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“…Digital educational games do not set enjoyment and fun as their primary objective, but their environment includes educational content in a challenging and enjoyable way which promotes active learning [22]. From a bird's-eye view, digital educational games must harmonize engagement, challenge, entertainment, and learning [28]. Digital educational games are based on four main elements which are engagement, autonomy, mastery, and progression.…”

Section: Classification and Characteristics Of Digital Educational Gamesmentioning

confidence: 99%

Digital Games in Primary Education

Manesis¹

2020

Game Design and Intelligent Interaction

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Digital educational games create a new perspective in learning culture, which go hand in hand with the interests of the pupils. Digital educational games are an innovation in primary education that can enhance children learning and acquiring skills. The integration of digital educational games in the school environment of primary education could effectively contribute to reforming the educational system. Early childhood education and primary education teachers can play a crucial role in supporting children's digital game-based learning (DGBL). Teachers' beliefs about using DGBL are important and often limit their efforts to integrate new technologies into the classroom. Positive views can help teachers embody DGBL in their teaching methods more easily. Thus, without the knowledge of teachers' views and intentions about using DGBL in primary education settings, any potential innovations in this area may lack utility. The scope of this chapter is to investigate the pedagogical dimension of digital educational games as far as the primary education concerns, examine the factors that influence the effectiveness of games in the learning procedure, give valuable information in the designers of digital educational games, and finally examine primary school teachers' beliefs about DGBL, as well as their confidence in integrating digital educational games in the classroom.

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“…"Smart education" comprises all of the features that are the basic principles of Keller's theory for motivation (ARCS-V), i.e. curiosity, relevance, confidence, satisfaction, self-regulation [24], [23].…”

Section: Mobile Based Learningmentioning

confidence: 99%

Smartphones at Schools? Yes, Why not?

Kaimara

Poulimenou

Οικονόμου

et al. 2019

EJERS

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During ages, new and innovative learning technologies are often criticized or rejected, while their full acceptance is commonly delayed. As a result, the progress of Smart Learning Environments is noticed nowadays to be delayed, while educator debate about the technology used in classroom effectiveness. Author’s objective is to explore potential factors in order to render modern communication devices such as mobile phones and tablets suitable for learning in schools, taking into consideration possible advantages or disadvantages. In the case that students use mobile devices during learning procedure, a shortage of suitable content as well as adequate integration of educational and edutainment systems employing gamification techniques within the school framework. These factors are considered to be sufficient enough to strengthen and improve learning experience and effectiveness.

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Why Should I Play This Game? The Role of Motivation in Smart Pedagogy

Cited by 27 publications

References 74 publications

Could virtual reality applications pose real risks to children and adolescents? A systematic review of ethical issues and concerns

Could virtual reality applications pose real risks to children and adolescents? A systematic review of ethical issues and concerns

Digital Games in Primary Education

Smartphones at Schools? Yes, Why not?

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