“Helping Nemo!”—Using Augmented Reality and Alternate Reality Games in the Context of Universal Design for Learning

Stylianidou, Nayia; Sofianidis, Angelos; Manoli, Elpiniki; Meletiou-Mavrotheris, Μaria

doi:10.3390/educsci10040095

Cited by 29 publications

(31 citation statements)

References 63 publications

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“…A recent study conducted during the COVID-19 crisis demonstrates that one can also not expect early career teachers to have advanced digital skills [38]. Furthermore, the risk exists that ICT equipment is just used for the sake of technology without exploring its full potential, for example, to meet a range of different pupil needs [39]. This fits the finding of Dolan (2016), who points out that digital inequality exists among schools as they differ in their style of ICT usage.…”

Section: Digital Developments In Schools-changing Teaching Practices and Digital Inequalitiesmentioning

confidence: 87%

Bridging Digital Inequalities in Rural Schools in Germany: A Geographical Lottery?

Rundel

Salemink

2021

Education Sciences

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Repeatedly, it has been argued that advancements in digitalisation could be beneficial for rural areas. However, digital inequalities persist and affect rural communities as well. Schools can play a key role in bridging digital inequalities, but little attention has been paid to the specific conditions rural schools find themselves in when facing continuous digital developments. Therefore, we apply the digital inclusion lens and explore the impact of digital developments on rural schools in the German context. In 2019, we conducted 16 in-depth interviews with heads and teachers from rural elementary and secondary schools in Baden-Wurttemberg and Lower Saxony. We found that smaller rural schools especially can experience difficulties and conclude that the contribution of schools to a digital-included society is subject to a geographical lottery. This could eventually increase existing rural–urban digital inequalities and these findings are also relevant in light of the COVID-19 pandemic, forcing a sudden switch to distance learning.

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Section: Digital Developments In Schools-changing Teaching Practices and Digital Inequalitiesmentioning

confidence: 87%

Bridging Digital Inequalities in Rural Schools in Germany: A Geographical Lottery?

Rundel

Salemink

2021

Education Sciences

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“…The adoptions of real settings and events such as feeding animals (e.g., Kuswardhana et al, 2015 ), taking a shower (e.g., Kang and Chang, 2019 ), taking the subway (e.g., Cano et al, 2019 ) and making a salad (e.g., Kirshner et al, 2011 ; Isasi et al, 2013 ) simulate real-life scenarios and help learners get used to and be aware of surrounding environments. Storyline and non-player characters (e.g., Navarro-Newball et al, 2014 ; Stylianidou et al, 2020 ) were also widely used to help learners obtain a sense of control of the learning environment.…”

Section: Resultsmentioning

confidence: 99%

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

et al. 2022

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The design, implementation, and outcome of game-based learning for learners with disabilities have not been sufficiently examined systematically. Particularly, learner-based and contextual factors, as well as the essential roles played by various stakeholders, have not been addressed when game-based learning applications are used in special education. Therefore, a systematic literature review using the Activity Theory (AT) was conducted to analyse studies about game-based learning for learners with disabilities. Content analysis of 96 studies reported relevant information with respect to each activity component—(a) subject (learners with disabilities), (b) technology (game-based learning applications), (c) object (target skills or behaviours), (d) rules (implementation procedure and performance measures), (e) community (learners with disabilities, special education professionals, and parents), (f) division of labour (among learners, professionals, and parents) and (g) outcome (performance of target skills or behaviours). Furthermore, this study identified existing gaps from the reviewed studies, including occasional lack of parental engagement, difficulty of standardising performance measures due to the heterogeneity of learner profiles and contradictions (e.g., opposing views among experts on the role of educational games in social interactions). Finally, recommendations were made under each activity component. The study concluded that both general and domain-specific guidelines should be created for each disability category proposed in this review to assist practitioners who wish to use game-based learning with learners with disabilities.

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“…ARGs promote children's active engagement with playful interactions, which enhances their learning motivation and experiences (Srisawasdi & Panjaburee, 2019). Previous research indicated that ARGs encourage children's social interactions to solve puzzles together, which helps them to build collective intelligence and collaborative skills, such as collaborative efficacy or communication skills (Stylianidou et al, 2020). Via engagement in collaborative problem-solving gaming, ARGs cultivate children's competencies, such as their problem-solving skills, reflection skills, management skills, creativity skills, and critical thinking skills (Gilliam et al, 2017).…”

Section: Alternate Reality Gamesmentioning

confidence: 99%

Promoting children's inquiry performances in alternate reality games: A mobile concept mapping‐based questioning approach

Liang

Hsu

Hwang

2021

Brit J Educational Tech

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Active inquiry plays a key role in science education. To facilitate children's motivation, alternate reality games are applied to engage children actively in inquiry in authentic learning contexts. However, the complexity of real‐world contexts and the ambiguity of game puzzles increase the difficulty for children to conduct effective inquiries. To achieve successful inquiry‐based learning, concept mapping is an effective learning strategy to guide children to organise related information as well as to brainstorm for possible solutions. Accordingly, this study proposes a mobile concept mapping‐based questioning approach for environmental education. A quasi‐experimental study was conducted to evaluate the effectiveness of the proposed approach and the conventional questioning approach in game‐based inquiry‐based learning. The results showed that the proposed approach had a more significant effect on learning achievement, critical thinking, and learning attitude than the conventional questioning approach. However, cognitive overload negatively affected the children's learning. Besides, it was found that improper use of concept maps could limit their creative problem‐solving performances. What is already known about this topic Alternate reality game (ARG) significantly promotes children’s learning motivation and engagement of game‐based inquiry learning activities. Most children have difficulties in learning with ARGs due to the complexity of real‐world contexts and the ambiguity of the puzzles. Children cannot construct knowledge effectively without proper learning supports in their cognitive process; however, it is challenge to provide proper learning supports without distracting children from gaming. What this paper adds An ARG with a mobile concept mapping‐based questioning approach (ARG‐CMQ) was applied to facilitate meaningful inquiry‐based learning for children in different real environments (school campuses and in science museums). Both quantitative and qualitative analyses were examined to identify the effect of different learning strategies to support children learning with ARGs. ARG‐CMQ improved children’s learning achievement, critical thinking and learning attitude better than conventional ARGs. ARG‐CMQ might limit children’s divergent thinking and influences their creative problem‐solving performance. Implications for practice and/or policy ARG‐CMQ is a potential approach for inquiry‐based learning in real environments, especially in improving learning perceptions and higher‐order cognitive abilities. ARG‐CMQ can be used to support competency‐based education.

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“Helping Nemo!”—Using Augmented Reality and Alternate Reality Games in the Context of Universal Design for Learning

Cited by 29 publications

References 63 publications

Bridging Digital Inequalities in Rural Schools in Germany: A Geographical Lottery?

Bridging Digital Inequalities in Rural Schools in Germany: A Geographical Lottery?

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

Promoting children's inquiry performances in alternate reality games: A mobile concept mapping‐based questioning approach

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