based learning in higher education: An example from civil engineering. Computers & education, 49(3) , 873-890. E-learning Terminology (2010). “E-learning Faculty Modules” (Retrieved 15/07/2017) from: http://elearningfacultymodules.org/index.php/E-Learning_Terminology Farrington, J. (2011). From the research: myths worth dispelling: seriously, the game is up. Performance Improvement Quarterly, 24(2) , 105-110. Gunter, G.A., Kenny, R.F. & Vick, E.H. (2008). “Taking educationalgames seriously: using the RETAIN model to design endogenous fantasy into standalone
chemistry since students are fully engaged and mentally involved in the classroom activities, thus having the opportunity both to learn and have fun. Educationalgames also help students to develop the skills that they will need throughout their lives, thus helping them to grow up in knowledgeable and responsible people ( Bernard & Dudek-Różycki, 2019 ). In this paper emphasis is put on the celebration of the International Year of Periodic Table ( https://www.iypt2019.org ). Many examples of Periodic Table games are known in literature ( Franco-Mariscal, Oliva
Authoring of Adaptive Single-Player EducationalGames
Abstract: Lernspiele, als eine Form von Serious Games,
nutzen die positiven Eigenschaften von Spielen, unter an-
derem die allgegenwärtigen Lernprozesse und motivieren-
den Effekte, um Lernende effektiv zu unterstützen. Wäh-
rend diese Kombination einen hohen Nutzen verspricht,
ist die Entwicklung von Lernspielen sehr komplex im Ver-
gleich zu reinen Unterhaltungs-Spielen. Dies ergibt sich
aus den oftmals geringeren Budgets auf der einen Seite
und zusätzlichen Anforderungen auf der anderen. Diese
_Serious Games Taxonomy_Classification_Framework_Health Games_EducationalGames
Zusammenfassung. Diese Arbeit gibt einen Überblick über
den aktuellen Forschungsstand im Bereich der Serious Games.
Wir behandeln Fragen und Probleme bezüglich des Konzepts
von Serious Games – Spiele, die den Anspruch haben, mehr
zu sein, als bloße Unterhaltung und Wissen auf spielerische
Art und Weise vermitteln möchten. Wir präsentieren Anwen-
dungsgebiete wie Militär, Gesundheit oder Bildung sowie neu-
este Trends. Zudem werden positive Auswirkungen auf die
persönliche Entwicklung des
The article aims at presenting the possibilities of using games, most of all the board ones, in civic education of children, the youth and adults. The article will demonstrate activities of Pomorskie Stowarzyszenie Aktywni Lokalnie (Pomeranian Society Locally Active-PSAL), which has taken advantage of games in its activities popularizing public participation as well as in ecological education.
The research, outlined in the paper, explores games as methods for better public participation in planning. Drawing on the thematic analysis of scientific publications, prominent authors and research centres, as well as key research themes, are identified. The themes include motivational aspects of gamified participation, online and pervasive games for massive civic engagement, deliberative and educational games for collective problem-solving, game co-design for questioning and reframing planning concepts. The paper concludes with the benefits of gamification for participatory planning practice.
The authors present a content analysis of the selected textbooks for teaching the natural science in the Polish primary school in the scope of cartography and topography. Two series of textbooks edited by the Nowa Era publishing house and approved by the Ministry of National Education are used by the authors. The main aim of this analysis is to determine whether the textbooks meet the requirements of the new core curriculum. The psychological aspects that may cause the difficulties in learning the natural science for students of grades 4 through 6 of the primary school are also discussed.
The contents of textbooks are absorbed by the students in varying degrees. It is important, therefore, to take into account the psychological aspects of the students’ learning process and draw attention to the difficulties that may arise in the course of grade 4–6 instruction. Among them there are, inter alia, the difficulties in using a map scale, some problems with imagining the actual distances and areas, a height above the sea level and the relative heights, as well as the issues related to the students’ abilities to read a drawing of contour lines.
In the process of natural science education in the primary school, it is very important to develop the children’s abstract thinking, which causes the stimulation of their spatial imagination. The various types of teaching aids, which can be helpful for the both groups, as for the teachers, so for the students, are discussed in this article. These are the atlases, models, interactive teaching aids, books and educational games.
The analysis introduced in this article allows for a critical evaluation of the textbooks for primary school from the point of view of their content complacencies on cartography and topography with the new core curriculum.
Teaching the bases of cartography and topography from an early age is very important, but developing the ability to use a map requires the continuous exercises. Working with a map helps to develop not only the practical skills, but also the students’ attitudes having a positive impact on the development of such qualities as conscientiousness, accuracy and patience; it also has an invaluable impact on the students’ spatial imagination.
Introduction. The “game-movement-development” (GMD) approach was conceived in the light of contemporary scientific knowledge in the field of kinesiology, neuro-education, pedagogy, and psychology related to the pre-school period. The approach has been implemented for over 15 years in a selected kindergarten. The aim of the study was to examine the feasibility of applying the new GMD approach in different kindergartens depending on the children’s age and according to selected quality indicators.
Material and methods. We employed an experimental pedagogical exploratory method on a sample of 30 preschool teacher assistants who were employed in 30 kindergartens located in Slovenia. The sample also included a group of 512 children, who were divided into two subgroups: 318 (62%) of them were from an older age group (3-6 years old) and 194 (38%) of them were from a younger age group (1-3 years old). All the children were involved in a project with the same theme. The educators implemented it according to the principles of the approach presented in the article. Three types of variables were used to determine the effectiveness, advantages, and weaknesses of the approach.
Results. A detailed analysis of the projects, semi-structured interviews, and surveys that were completed showed that both age groups adapted quickly to the new approach, especially the younger group of children. Different methods (e.g. that of using educational games), which involve the educator’s participation in the game as a team-mate, made it possible for all of the children to be rapidly integrated into the game and to choose how to move within its rules. However, the educators surveyed believed that they lacked knowledge concerning child development and that they needed more time to understand the new approach, more systematic assistance, and immediate feedback.
Conclusions. The research showed that the approach was effective in its essence for all age groups of children. The disadvantages of the approach are primarily related to the need to amend teachers’ subjective theories of learning, which requires a longer time.