Flexible learning itinerary vs. linear learning itinerary

Martín-SanJosé, Juan-Fernando; Juan, M. Carmen; Gil-Gómez, José-Antonio; Rando, Noemí

doi:10.1016/j.scico.2013.12.009

Cited by 10 publications

(10 citation statements)

References 49 publications

(53 reference statements)

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“…The design guidelines for classroom collaborative games proposed by Villalta et al (2011) were also taken into account. A more detailed explanation about the game design can be found in Martín-SanJosé, Juan, Gil-Gómez et al, (2014) and Martín-SanJosé, Juan, Torres, and Vicent (2014).…”

Section: The Gamementioning

confidence: 99%

The effects of computer-based games and collaboration in large groups vs. collaboration in pairs or traditional methods

Martín-SanJosé

Juan

Seguí³

et al. 2015

Computers & Education

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As new technologies have emerged in the last few years, the learning process has been changing. New and powerful e-learning systems are being developed and new teaching methods can be used in classrooms. In this paper, we present a computer-based game with an educational background that is played on a large-size tabletop display. The game can be used as reinforcement for educational content related to historical ages. The game uses natural interaction. A study to compare the traditional learning method with a collaborative learning method using the game was carried out. A group of up to 12 children could learn together using the game. The experience of children in large groups was also compared with the experience of children playing in pairs. One hundred children between 8 and 11 years old participated in the study; they were divided into three groups (LGroup, Pairs, TClass). When the pretest and the post-test results were compared, it was shown that the children learned the contents in all three groups. The results also showed that there were statistically significant differences between the traditional method and the game played in a large group in favour of children who played the game in the large group. The knowledge acquired was independent from gender and age. There were no statistically significant differences between learning in large groups or learning in pairs. In both cases, the children expressed their satisfaction for the game and found it easy to use. Therefore, playing games of this type collaboratively in large groups or in pairs can be a valuable learning method that can be combined with traditional methods.

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Section: The Gamementioning

confidence: 99%

The effects of computer-based games and collaboration in large groups vs. collaboration in pairs or traditional methods

Martín-SanJosé

Juan

Seguí³

et al. 2015

Computers & Education

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“…However, intrinsic motivation refers to doing something because it is appealing or pleasant, and it is related to three aspects: autonomy, relationship, and competence [8,33,89,101]. Some factors encourage motivation: competition, challenge, imagination, collaboration, goals, cooperation, reward, and recognition, many of which are present in games [12,28,39,87,91,97,100].…”

Section: Behavioral Attitudes Associated With Gamificationmentioning

confidence: 99%

“…In addition to motivation, educational games improve interest and concentration, improving students' learning [94]. [55]; Terras and Boyle, 2019 [12]; Romero-Rodríguez et al, 2019 [11]; Gauthier and Jenkinson, 2018 [71]; Kyewski and Krämer, 2018 [8]; Pérez-Manzano and Almela-Baeza, 2018 [72]; Olszewski et al, 2018 [73]; Jackson et al, 2018 [74]; Ge, 2018 [75] [88]; Fitó-Bertran, Hernández-Lara, and López, 2015 [114]; Ibáñez, Di-Serio, and Delgado-Kloos, 2014 [106]; Zafar, Safdar, and Zafar, 2014 [115]; Martín-SanJosé et al, 2014 [28]; Jackson and McNamara, 2013 [92]; Sancho, Torrente, and Fernández-Manjón, 2012 [95]; Kanthan and Senger, 2011 [96]; Moreno-Ger et al, 2010 [109]; Regueras et al, 2009 [98] Engagement is another behavioral attitude identified as a valuable indicator of academic performance and positively correlates with student learning outcomes [103,106], as seen in 26 articles. Engagement happens when someone's attention is completely focused on a specific activity.…”

Section: Behavioral Attitudes Associated With Gamificationmentioning

confidence: 99%

“…Furthermore, games are present in young learners' lives [25]. That is why the new generation, known as the "generation of players", "digital natives", "network generation", or "generation Z", widely accept games [10,[26][27][28][29]. This new generation learns differently from their predecessors and has effective "e-lives", connecting and sharing information instantly through blogs, online shops, social networks, online games, or webchats [30].…”

Section: Introductionmentioning

confidence: 99%

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Gamification in E-Learning and Sustainability: A Theoretical Framework

et al. 2021

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Progress in communication technologies and social isolation caused by the COVID-19 pandemic have supported the acceptance of e-learning. In the e-learning context, gamification has been identified as one of the most promising trends. Many researchers believe in the game elements’ capacity to drive learning, skills acquisition, and changes for more sustainable behavior. However, the literature on the subject is dispersed, addressing behavioral attitudes and elements in an isolated and fragmented way. This study aims to present a framework relating game elements to behavioral attitudes to promote sustainability and ensure quality of learning. The methodology is based on a systematic literature review using the PRISMA protocol, covering the content analysis of 130 articles indexed in the Web of Science database. For the framework construction, the following were identified: behavioral attitudes stimulated by gamification; main game elements and how they relate to each other. Based on this, a framework called 7GOALS (Gamification-Oriented Active Learning Steps) associated with the PDCA (Plan, Do, Check, Act) was established. The proposed structure is multidisciplinary and can be used in any knowledge field that uses gamification. With this, themes such as sustainability can be widely disseminated and leverage changes towards more sustainable behaviors that adhere to the real world.

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“…One of these areas is serious games. For example, Martín-SanJosé et al [27] presented a game for learning historical ages. The researchers proposed a custom-built touch table and used the Microsoft Kinect TM sensor for hand-gesture recognition.…”

Section: Gesture Interactionmentioning

confidence: 99%

Using a Serious Game to Assess Spatial Memory in Children and Adults

Loachamín-Valencia

Juan

Méndez-López

et al. 2018

Advances in Computer Entertainment Technology

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Short-term spatial memory has traditionally been assessed using visual stimuli, but not auditory stimuli. In this paper, we design and test a serious game with auditory stimuli for assessing short-term spatial memory. The interaction is achieved by gestures (by raising your arms). The auditory stimuli are emitted by smart devices placed at different locations. A total of 70 participants (32 children and 38 adults) took part in the study. The outcomes obtained with our game were compared with traditional methods. The results indicated that the outcomes in the game for the adults were significantly greater than those obtained by the children. This result is consistent with the assumption that the ability of humans increases continuously during maturation. Correlations were found between our game and traditional methods, suggesting its validity for assessing spatial memory. The results indicate that both groups easily learn how to perform the task and are good at recalling the locations of sounds emitted from different positions. With regard to satisfaction with our game, the mean scores of the children were higher for nearly all of the questions. The mean scores for all of the questions, except one, were greater than 4 on a scale from 1 to 5. These results show the satisfaction of the participants with our game. The results suggest that our game promotes engagement and allows the assessment of spatial memory in an ecological way.

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Flexible learning itinerary vs. linear learning itinerary

Cited by 10 publications

References 49 publications

The effects of computer-based games and collaboration in large groups vs. collaboration in pairs or traditional methods

The effects of computer-based games and collaboration in large groups vs. collaboration in pairs or traditional methods

Gamification in E-Learning and Sustainability: A Theoretical Framework

Using a Serious Game to Assess Spatial Memory in Children and Adults

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