Current trends of using MOOCs in European higher education: the European MOOC Stakeholder Summit 2015 review

Zakharova, U. S.

doi:10.17223/16095944/61/3

Cited by 3 publications

(2 citation statements)

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“…Serious games enable participants to experience the process, conduct actions and strategize, all of which are often limited during didactic conventional teaching. This process facilitated by serious games is also known as learning by doing, and has been observed to enhance the knowledge acquisition process among learners (Thirouard et al, 2015). Hands‐on learning also helps the memory consolidation process, which benefits long knowledge retention (Ninaus et al, 2015) for players.…”

Section: Features Of Successful Gamesmentioning

confidence: 99%

Serious games for environmental education

Tan

Nurul‐Asna

2023

Integrative Conservation

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Serious games are increasingly popular in multiple fields, including education and environmental engagement. We conducted a systematic review to examine the reasons for this increasing popularity, the features of successful serious games and the current trend of serious games application in environmental education. Our systematic search revealed 56 records of papers (from years 2009 to 2023) on the use of serious games for environmental education. Thirty-five were published in the recent 5 years reflecting a growing interest in this area. The games were aimed at imparting knowledge (N = 28), changing attitude (N = 28) and changing behaviour (N = 19). Reasons for the increased application of serious games include the raising awareness on serious games and growing investment in serious games development and research, as well as better technological access through mobile devices. Successful serious games exhibit the following features: an immersive experience, meaningful engagement, a learn-by-doing involvement, simulation of real-world environmental problems, autonomy in game decisions and the presence of a guiding host. This review also revealed two categories of digital serious games: computer games (N = 14) and mobile apps (N = 11), and three categories of physical games: board games (N = 6), card game (N = 1) and role-playing games (N = 2). The gaps include (1) the lack of in-game experience data that limits our understanding of the impacts of commercial games, (2) variation in game experience and conservation experience among participants and how this translates to the impacts of serious games, and (3) lack of understanding of how the effects of serious games with high complexities on adults learning. Serious games are increasingly being digitised and moving towards location-based games, alternate reality, augmented reality and virtual reality. These games can facilitate interaction between learners and the natural environment, and in turn strengthen environmental awareness and appreciation.

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Section: Features Of Successful Gamesmentioning

confidence: 99%

Serious games for environmental education

Tan

Nurul‐Asna

2023

Integrative Conservation

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“…The increase in student enrollment coupled with a stagnant number of teachers requires the development of automated systems for the creation and evaluation of exercises [18]. The evaluation task becomes nearly impossible for teachers given the student‐to‐teacher ratio, highlighting the need for efficient solutions [13]. The first system for assessing programming exercises involved evaluating machine code written on punched cards and was developed by Hollingsworth in 1960 [20].…”

Section: Related Workmentioning

confidence: 99%

Impact of C‐coding self‐assessment exercises on exam performance: A study in engineering education

Rodríguez‐Vidal,

García‐Beltrán

2023

Comp Applic In Engineering

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The Bologna process has brought about a revolution in university studies since, among other things, it encourages continuous evaluations throughout the academic period. This situation causes already depleted teaching teams to have an additional workload, so automatic tools are needed to evaluate the new assignments. In the computer science field, the ideal evaluation technique would be to use automatic code evaluators (i.e., Java, C, C++, etc.). The main objective of this work is to analyze whether the use of C‐coding self‐assessment exercises correlates with an improvement in exam performance. For this purpose, we have collected self‐assessment exercises carried out on the AulaWeb platform belonging to the Degree in Organizational Engineering and Degree in Chemical Engineering, taken in the last 5 and 3 years, respectively, in the course of Programming Fundamentals (Fundamentos de Programación) in an engineering school of the Universidad Politécnica de Madrid. In total, 688 students completed these assignments. The most important results are: (a) regarding the January final exam, self‐assessment exercises have influence on the final grade and (b) regarding the June final exam, there are academic years where students forget to carry out programming problem of greater complexity making a negative correlation between self‐assessment performance and final scores achieved.

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Online Education at Voronezh State University

Chupandina

Semenikhina

2018

Vysš. obraz. Ross. (Print)

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The article describes the state of online learning at Voronezh State University and presents general information about its main components, such as e- library resources, electronic system for education process management, and the university’s online courses. Since 2001 the University is a participant of the scientific and technological program “Creation of the open education system in the Russian Federation”. Within the framework of this program an informational and educational portal Voronezh. OpeNet.ru − “Voronezh virtual university” has been established, which is a part of the mega-portal of the Russian informational and educational environment of open education (www.OpeNet.ru). In 2007 the University has started the work for implementation of network education based on LMS Moodle. Online education is being realized on three levels: e-library resources, organization of educational process (“Electronic University”), and online courses (distant courses, university online courses, and open online courses). Distant courses include 59 courses on ecology and learning foreign languages worked out in the framework of Tempus project. At present Voronezh State University is developing its own open online courses (MOOC) using the experience of Tomsk State University and Moscow Institute of Physics and Technology. The implementation of online learning makes it possible to realize two main principles of modern education − “education for everybody” and “lifelong education”.

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Current trends of using MOOCs in European higher education: the European MOOC Stakeholder Summit 2015 review

Cited by 3 publications

References 0 publications

Serious games for environmental education

Serious games for environmental education

Impact of C‐coding self‐assessment exercises on exam performance: A study in engineering education

Online Education at Voronezh State University

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