Collaborative 3D learning games for future learning: teachers’ instructional practices to enhance shared knowledge construction among students

Hämäläinen, Raija; Oksanen, Kimmo

doi:10.1080/1475939x.2013.838451

Cited by 12 publications

(5 citation statements)

References 37 publications

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“…The studies consistently indicate a good gender balance in participants. In some studies, there is both student and faculty participation (Kapralos et al, 2011;Felicia, 2011;Hess & Gunter, 2013;Hämäläinen & Oksanen, 2014;Beuk, 2015;Crocco, 2016), whereas in others, only instructors are chosen as participants (Tanner, 2012;Badea, 2015;Franciosi, 2016). On the whole, most studies use students as participants.…”

Section: Data Set Characteristicsmentioning

confidence: 99%

“…For this reason, faculty members are urged to create learning environments to support active participation by students in the educational process. Moreover, according to the constructivist approach, the instructor's role is a significant factor in empowering groups to construct knowledge in a collaborative manner (Hämäläinen & Oksanen, 2014). The instructors engage higher education students in the process of formulating hypotheses, interpreting context, providing explanations, and describing observations, by designing and implementing a collaborative and interactive GBL environment.…”

Section: Social Skills/teamworkmentioning

confidence: 99%

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The effect of games and simulations on higher education: a systematic literature review

Vlachopoulos

Makri

2017

Int J Educ Technol High Educ

408

237

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The focus of higher education institutions is the preparation of future professionals. To achieve this aim, innovative teaching methods are often deployed, including games and simulations, which form the subject of this paper. As the field of digital games and simulations is ever maturing, this paper attempts to systematically review the literature relevant to games and simulation pedagogy in higher education. Two researchers collaborate to apply a qualitative method, coding and synthesizing the results using multiple criteria. The main objective is to study the impact of games and simulations with regard to achieving specific learning objectives. On balance, results indicate that games and/or simulations have a positive impact on learning goals. The researchers identify three learning outcomes when integrating games into the learning process: cognitive, behavioural, and affective. As a final step, the authors consolidate evidence for the benefit of academics and practitioners in higher education interested in the efficient use of games and simulations for pedagogical purposes. Such evidence also provides potential options and pathways for future research.

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Section: Data Set Characteristicsmentioning

confidence: 99%

Section: Social Skills/teamworkmentioning

confidence: 99%

The effect of games and simulations on higher education: a systematic literature review

Vlachopoulos

Makri

2017

Int J Educ Technol High Educ

408

237

View full text Add to dashboard Cite

show abstract

“…It is important to investigate how technological artifacts are brought into use by participants who are facilitating collaborative activity interactively, and how group accomplishment is contextually situated. Instead of one-shot experiments in which teachers and students have to learn both novel pedagogy and a new collaborative technology, sustained iterative and expansive efforts of cultivating shared practices are required for designing and investigating new learning spaces for the future (Ritella and Hakkarainen 2012;Hämäläinen and Oksanen 2013).…”

Section: Discussionmentioning

confidence: 99%

Appropriation of a representational tool in a second-language classroom

Wen

Looi

Chen

2015

Intern. J. Comput.-Support. Collab. Learn.

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While the affordances of face-to-face and online environments have been studied somewhat extensively, there is relatively less research on how technology-mediated learning takes place across multiple media in the networked classroom environment where face-to-face and online interactions are intertwined, especially in the context of language learning. This case study contextually investigates the appropriation of a representational tool by students in small groups, in the context of collaborative second language writing activities. In this paper, micro-analysis of cross-media interactions is deployed to unravel how different groups of students evolve alternative approaches to appropriating the technology. The study explores the beneficial affordances of a representational tool that supplement face-to-face communication for second language learning, and draws implications for the design of collaborative L2 learning in networked classrooms.

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“…They also lend themselves to study of their effectiveness; much research focuses on the learning effects of particular educational games. Positive learning effects and experiences have been found, for example, in science (Corredor, Gaydos, & Squire, 2014;Squire & Jan, 2007), mathematics (Kebritchi, Hirumi, & Bai, 2010;Shin, Sutherland, Norris, & Soloway, 2012), literacy learning (Richardson & Lyytinen, 2014), collaboration (Hämäläinen & Oksanen, 2014), and the self and identity (Chee & Tan, 2012). Usually, games are brought into class to enhance learners' motivation, but the potential motivational effects of educational games do not necessarily last beyond the initial novelty of the activity (Ronimus, Kujala, Tolvanen, & Lyytinen, 2014).…”

Section: Game-based Pedagogymentioning

confidence: 99%

Teacher competencies in game-based pedagogy

Nousiainen

Kangas

Rikala

et al. 2018

Teaching and Teacher Education

102

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This study examines what kind of competencies teachers need in using game-based pedagogy (GBP). In our conceptual framework, GBP entails four approaches: using educational games or entertainment games, learning by making games, and using gamification in learning. Our data, consisting of teachers' documentation, thematic interviews and questionnaires, were analysed using qualitative content analysis. Four main competence areas were identified: pedagogical, technological, collaborative and creative. The results are applicable for developing teacher education and in-service training, as teacher competencies in game-based learning will be more integral to teachers' professional knowledge and skill repertoires.

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Collaborative 3D learning games for future learning: teachers’ instructional practices to enhance shared knowledge construction among students

Cited by 12 publications

References 37 publications

The effect of games and simulations on higher education: a systematic literature review

The effect of games and simulations on higher education: a systematic literature review

Appropriation of a representational tool in a second-language classroom

Teacher competencies in game-based pedagogy

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