Program for International Student Assessment results indicate that while reading comprehension needs to be promoted, teachers are struggling to find ways to motivate students to do reading comprehension activities and although technologyenhanced learning approaches are entering the classroom, researchers are still experimenting with them to determine their benefits and implications. Among such technology-enhanced learning approaches, we find augmented reality and game-based learning, both of which have proven to be useful in educational settings; nonetheless, few studies have observed them being used jointly. Some open questions to be asked are as follows: Does the use of augmented reality games in the classroom benefit students in terms of performance and motivation? Is the reading activity experience enriched when we use them to promote reading comprehension? In this study, and with the help of teachers, we devised an augmented reality game using a design-based research approach. We then tested it in a real classroom and carried out both quantitative and qualitative observations. Our results show that while results in reading comprehension using the game show no difference to results from the more traditional approaches, children do display greater motivation and
Innovation is quite important for economies and entrepreneurs around the world, especially for developing countries such as Colombia, where this study was based. Therefore, education for innovation becomes as important, and newer and innovative educational means must be adjusted for developing skills in innovation and entrepreneurship. Innovator’s DNA is a framework of skills that are meant to be developed by innovators. This framework proposes five discovery skills, which are: observing, associating, experimenting, networking, and questioning. This paper studied whether and how videogames can develop innovators’ skills in students of entrepreneurship and innovation in online-learning environments, by directly observing the participation of 23 participants during an interaction with a game specifically tailored for fostering these skills. The videogame used is called CAFET, and it consists of a card-based game where players enact coffee industry entrepreneurs in Colombia. A mixed-methods research was carried out by coding each observable action conducted by the participants and interviewing them about their behaviors. Results showed that participants enact actions that may involve and develop innovator’s DNA skills, specifically observing, associating, and experimenting. This study analyzed how videogames can develop innovation skills and explains the behaviors observed among other insights.
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