Enhancing learning through

Özdemir, Pınar; Güneysu, Sibel; Tekkaya, Ceren

doi:10.1080/00219266.2006.9656017

Cited by 24 publications

(9 citation statements)

References 3 publications

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“…MI based teaching techniques have also been successful in classrooms around the world, transforming learning environments in areas as diverse as United States (Greenhawk, 1997), Turkey (Özdermir et al, 2006), and Malaysia (Sulaiman et al, 2011). When teachers were taught MI principles and asked to create MI based instruction, the lessons they created were activity-based and engaging for students, even though the content of the material remained the same as their traditional lessons.…”

Section: Introductionmentioning

confidence: 99%

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Cognitive behavioral game design: a unified model for designing serious games

Starks

2014

Front. Psychol.

116

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Video games have a unique ability to engage, challenge, and motivate, which has led teachers, psychology specialists, political activists and health educators to find ways of using them to help people learn, grow and change. Serious games, as they are called, are defined as games that have a primary purpose other than entertainment. However, it is challenging to create games that both educate and entertain. While game designers have embraced some psychological concepts such as flow and mastery, understanding how these concepts work together within established psychological theory would assist them in creating effective serious games. Similarly, game design professionals have understood the propensity of video games to teach while lamenting that educators do not understand how to incorporate educational principles into game play in a way that preserves the entertainment. Bandura (2006) social cognitive theory (SCT) has been used successfully to create video games that create positive behavior outcomes, and teachers have successfully used Gardner’s (1983) theory of multiple intelligences (MIs) to create engaging, immersive learning experiences. Cognitive behavioral game design is a new framework that incorporates SCT and MI with game design principles to create a game design blueprint for serious games.

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Section: Introductionmentioning

confidence: 99%

“…In a formal study of MI performed in Turkey (Özdermir et al, 2006), two classes with fourth grade students were taught the same material by the same teacher. In the experimental class the teacher used MI based activities, while in the control class, only traditional teaching methods were used.…”

Section: Introductionmentioning

confidence: 99%

Cognitive behavioral game design: a unified model for designing serious games

Starks

2014

Front. Psychol.

116

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“…Academic improvements have been widely reported, attributed to increases in student engagement, as a result of introducing MI-based instruction methods. Academic improvement due to the use of MI profiles has been described in the area of teaching reading (Al-Balhan, 2006), in teaching mathematics (Douglas, Burton, & Reese-Durham, 2008), and in science education (Ozdemir, Guneysu, & Tekkaya, 2006).…”

Section: Multiple Intelligences Theorymentioning

confidence: 98%

Multiple intelligences training for counsellors: reflections on a pilot programme

Pearson

2016

Asia Pacific Journal of Counselling and Psychotherapy

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“…They suggested considering intelligence specifically musical intelligence as it imparts a great impact on students' mood for learning. In one of an experimental study (Temur, 2007), it was reported that spatial, interpersonal, and musical intelligence expanded by using some specific exercise while on the other hand linguistics and logical level of intelligences remained moderated in the control group (Ozdermir et al, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Koksal and Yel (2007) reported the consequences of different intelligences inlined teaching strategies' on students positive approach towards the course, student academic progress and student sustainable growth in the course of biology. Literature studies on MIT (Abaci, 2007;Durmaz, 2005 Baran, 2009), reflecting variables of gender, in which Interpersonal, Naturalistic, and Visual variables presented a significant foretelling impact on teaching techniques, styles, and strategies. Although, the intrapersonal, oral/linguistic, mathematical/coherent/logical, kinesthetic, musical variables correspond to no expressive possessions on teaching techniques, styles, and approaches.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Influence of Logical and Spatial Intelligence on Teaching Pedagogies of Secondary School Teachers

Gul

Khan

Mazhar

et al. 2020

HSSR

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Purpose: This study investigated Logical/ Mathematical and Spatial/ Visual Intelligence of male and female teachers in secondary school and its influence on their teaching pedagogies in the subject of science and mathematics. Methodology: Through a Likert scale questionnaire, data were collected from 252 secondary male and female schoolteachers from both rural and urban areas of district Peshawar. For data analysis, two-way ANOVA and Pearson Correlation was used. Result found a significant gender difference in visual intelligence where females were found with high level as compared to male and the influence of professional qualification was also noticed in visual intelligence. Results: Therefore, the study suggested that curriculum developer and policymakers need to focus on the intellectual development of teachers, to enhance their instructional abilities and professional expansion. Implications/Applications: Besides, results showed a significant positive correlation between Logical/ Mathematical and Spatial/ Visual intelligence with their teaching pedagogies. The findings shed light that teachers’ intelligence has a foretelling effect on their pedagogies which ultimately affect students’ academic performance.

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Enhancing learning through

Cited by 24 publications

References 3 publications

Cognitive behavioral game design: a unified model for designing serious games

Cognitive behavioral game design: a unified model for designing serious games

Multiple intelligences training for counsellors: reflections on a pilot programme

Influence of Logical and Spatial Intelligence on Teaching Pedagogies of Secondary School Teachers

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