What Video Games Have to Teach Us about Learning and Literacy

Τeachers seek to attract students’ attention by demonstrating the relevance of learning content to daily activities and enhancing their students’ self-esteem and satisfaction. In the digital world, an example of an innovative learning tool is digital games. Digital game learning (DGBL) is a smart pedagogical approach that utilises digital games. DGBL has a prominent place in learning technologies due to the potentiality of games to engage students, enabling them to effortlessly reach the edges of their competencies, skills, and knowledge. Teachers, students and games per se constitute important agents for the successful and effective implementation of DGBL. In this context, our research was extended to cover the study of teachers’ and students’ perceptions of DGBL. More specifically, the purpose of this research was to examine the pre-service teachers’ perceptions of the barriers to DGBL implementation. To that end, an online survey with closed-ended questions and one open-ended question was conducted. In this paper, we present the answers to the open-ended question. Quantitative and qualitative data processing and analysis were carried out. According to the pre-service teachers’ responses, it is concluded that a major obstacle is the inefficient allocation of available financial resources. Resources are required for the supply of up-to-date equipment, devices and educational software, as well as for the professional development and training of teachers, school administrators and policymakers. Utilizing easy-to-use and inexpensive devices, which most teachers and even students hold, is the answer to the hurdle called “lack of equipment”. Therefore, the implementation of the DGBL, as a smart and innovative pedagogical approach, is primarily a matter of political will to curriculum reform based on ongoing research into appropriate digital learning materials.

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Potential Barriers to the Implementation of Digital Game-Based Learning in the Classroom: Pre-service Teachers’ Views

This chapter is aimed at elaborating the effects of virtual immersion on language learning, especially on the affective dimension, including learner motivation and autonomy. Following the literature review on language learning in virtual worlds, three empirical studies are introduced focusing on (1) Chinese as a foreign language (CFL) writing with a sixth grader with autism spectrum disorder (ASD), (2) English as a foreign language (EFL) with 132 elementary school students, and (3) learning by creation with 65 fourth and fifth graders as the participants. The three studies introduced were rooted in sociocultural theory and adopted student-centered learning activities. The participants were all elementary school students, with an ASD student in the first study and ordinary students in the latter two. The learning contents are foreign languages, CFL in the first study, EFL in the second study, and 3D construction for language learning in the third one. By observing the learning process and analyzing students’ answers to the interview questions, the students’ learning motivation and autonomy were found to have been inspired. Their attitudes toward the learning contents or activities were positive, and they expressed their pleasure in virtual environments. Finally, suggestions for future research are provided based on the findings obtained from the previously mentioned studies.

Immersion into virtual reality for language learning

Thank you for downloading simulations and the future of learning an innovative and perhaps revolutionary approach to e learning. Maybe you have knowledge that, people have look numerous times for their chosen books like this simulations and the future of learning an innovative and perhaps revolutionary approach to e learning, but end up in harmful downloads. Rather than reading a good book with a cup of tea in the afternoon, instead they juggled with some malicious bugs inside their laptop.

Simulations And The Future Of Learning An Innovative And Perhaps Revolutionary Approach To E Learning

/pdf/literate-lives-in-the-information-age-narratives-of-literacy-4t13f1eobu.pdf

Literate Lives in the Information Age: Narratives of Literacy from the United States

The purpose of this study is to explore inhibiting factors teachers in the United States have personally encountered or perceived in using games for instruction, and how teacher perceptions of barriers are influenced by their gender, teaching level and experience of using games for instruction. Four factors have been found to hinder teachers’ use of games in the classroom: challenges of implementing games effectively, challenges with using 
technology, current educational system, and challenges with obtaining games. Male teachers, more than female teachers, regarded challenges of implementing games effectively as a serious barrier, whereas female teachers perceived challenges with using technology and obtaining games as a
more serious barrier. Middle/intermediate and high school teachers believed challenges of implementing games effectively to be a more serious barrier than primary school teachers, while primary school and middle/intermediate school teachers viewed challenges with 
obtaining games as a more inhibiting barrier than senior 
high school teachers. Teachers who have used games for 
teaching, more so than teachers who have not used games for teaching, thought that use of games is less hindered by 
challenges of implementing games effectively and current educational system.

Games in schools: teachers’ perceptions of barriers to game-based learning

In recent years, the social economy has achieved remarkable development, and the income of residents has increased substantially. With the increasing income, residents begin to pursue a high quality of life, and the ways of entertainment also begin to become diversified. In this context, leisure sports have gradually come into the public’s view, and more and more people have started to participate in leisure sports. Aerobic gymnastics, as a popular form of fitness, is an important carrier to carry out national fitness sports and promote national health, and the development of national fitness sports cannot be carried out without scientific and effective aerobic gymnastics teaching, training, and guidance. At the present stage, the traditional aerobics teaching content and teaching methods of leisure sports majors are difficult to meet the needs of students learning. Therefore, the hybrid teaching system of aerobics classes based on cloud computing and neural networks is proposed, which combines the advantages of a network teaching and traditional teaching to comprehensively and effectively improve the efficiency and quality of aerobics teaching and improve the classroom teaching effect. At the same time, it promotes leisure sports students to systematically master the basic theoretical knowledge, skills, and methods, improve the comprehensive ability of independent learning and inquiry learning, have the ability of leisure sports program guidance and aerobics teaching organization, enhance their employability, and cultivate “multidiscipline” students who can adapt to the needs of the times and engage in technical guidance of aerobics and participate in leisure sports market services in leisure fitness clubs, industry associations, and educational institutions. This course aims to cultivate “multidiscipline” applied talents who can work in leisure and fitness clubs, industry associations, and educational institutions.

Design of Hybrid Teaching System for Aerobic Exercise Class of Recreational Sports Major

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Games in schools: teachers’ perceptions of barriers to game-based learning

Design of Hybrid Teaching System for Aerobic Exercise Class of Recreational Sports Major