![]() ![]() The qualitative part of the research indicates that most participants demand online education together with classroom-based activities. This is because the governmental organization initiated an online training project as an LMS to deliver some training materials 5 years ago and these staff members have used the system since that time. 5-10 year working participants have the highest mean score in terms of familiarity towards distance education. at the governmental organization has a significant higher mean score in familiarity contrary to other sub variables. However, how long the participants have been working. Findings also indicated that educational level is not indicated as a learner variable differentiating any of the sub variables of participant’s opinions towards distance education in this study. One way ANOVA tests showed that there was no statistically significant difference between the mean score of men and women in terms of all the factors. Furthermore, the majority of learners and tutors using games and simulations involved in the study did find value in using these tools as part of their wider learning and teaching practices. numeracy and literacy) and informal learners seeking to learn from experiences, as well as supporting collaborative learning practices. However, games and simulations are regarded as tools that may support differentiated learner groups including underserved learners, learners with skills needs (e.g. The paper highlights several key issues at stake in the wider debate about the validity of using games and simulations, including strengths of games to motivate learners, as well as scepticism about its efficacy as a learning tool. ![]() While a focus upon the users of games and simulations is not well evidenced in the literature, this study aimed to highlight key issues and perceptions that inform and underpin how games and simulations were regarded by learners, tutors and experts using these tools. The growing interest in the use of games and simulations to support learning is evidenced in the literature, as well as in recent research projects and initiatives. The results of the conducted research showed that: (i) students engaged in the game-supported educational activities achieved the same results with those who did not, with regard to the subject matter educational objectives, (ii) digital game- supported educational activities resulted in better achievement of the general educational objectives, and (iii) no significant differences were observed with regard to students' attitudes towards math teaching and learning. Furthermore, students' opinions about their participation in the proposed game-supported educational scenario and potential changes in their attitudes toward math teaching and learning in junior high school are investigated. The aim of this paper is to provide evidence for the effect of a general-purpose commercial digital game (namely, the "Sims 2-Open for Business") on the achievement of standard curriculum Mathematics educational objectives as well as general educational objectives as defined by standard taxonomies. Commercial off-the-shelf digital games have the potential to provide concrete learning experiences and allow for drawing links between abstract concepts and real-world situations. Digital game-based learning is a research field within the context of technology-enhanced learning that has attracted significant research interest.
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