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https://hdl.handle.net/20.500.14279/13469
Τίτλος: | A model of gameful design for learning using interactive tabletops: enactment and evaluation in the socio-emotional education classroom | Συγγραφείς: | Ioannou, Andri | Major Field of Science: | Social Sciences | Field Category: | Educational Sciences | Λέξεις-κλειδιά: | Collaboration;Interactive tabletops;Multicultural classroom;Peace education;Shareable surfaces;Social perspective taking;Technology-enhanced learning | Ημερομηνία Έκδοσης: | 15-Απρ-2019 | Πηγή: | Educational Technology Research and Development, 2019, vol. 67, no. 2, pp. 277-302 | Volume: | 67 | Issue: | 2 | Start page: | 277 | End page: | 302 | Project: | Network for sOcial compuTing REsearch (NOTRE) | Περιοδικό: | Educational Technology Research and Development | Περίληψη: | Building on established pedagogy and technological advancement, this article presents a model of gameful design for learning using interactive tabletops, enacted and evaluated in the context of socio-emotional education. Based on the proposed model, we detail the design of a technology-enhanced learning experience in which a series of traditional lessons are enriched by collaborative work on interactive tabletops; four gameful activities are used which may be directly linked to a school curriculum. We conduct a qualitative case study with the participation of 86 fifth grade students across two elementary schools which have a significant minority enrolment. We demonstrate the ways in which the students draw on recently-acquired knowledge, engage in dramatic play, share the digital space and collaborate intensively to achieve a new and refined understanding of concepts and behaviours linked to perspective-taking. We discuss how tabletops, in synergy with constructivist pedagogy and principles of gameful design, allow researchers and practitioners to promote communication, collaboration and perspective-taking in ways that were hitherto difficult to enact in traditional lessons. Gameful design for learning is seen as a multilevel endeavour, which involves the selection of tasks and tools as well as the behaviour of the learners and the instructor as participants in the learning environment. | ISSN: | 10421629 | DOI: | 10.1007/s11423-018-9610-1 | Rights: | © Association for Educational Communications and Technology | Type: | Article | Affiliation: | Cyprus University of Technology | Publication Type: | Peer Reviewed |
Εμφανίζεται στις συλλογές: | Άρθρα/Articles |
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