Information Technology and Edutainment

Corona, Felice; Cozzarelli, Carla; Palumbo, Carmen; Sibilio, Maurizio

doi:10.4018/jdldc.2013010102

Cited by 22 publications

(7 citation statements)

References 3 publications

(3 reference statements)

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“…The first edge, the more intrinsic one, was likely to support deeper engagement in exploring and learning and the other edge, the more external one, was related to rather more superficial fun-seeking. The latter might describe what has been referred to in the literature by the concept of edutainment (Corona et al 2013), which includes exhibitions, education, tourism, computer games and augmented reality.…”

Section: The Double-ended Sword Of Situation Motivationmentioning

confidence: 99%

The role of self-determination in informal and formal science learning contexts

Salmi

Thuneberg

2018

Learning Environ Res

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The goal of this research was to explore cognitive, self-determined learning and autonomous motivational effects in the context of a mobile science exhibition (N = 256) in Finland. The pupils were sixth-graders with an average age of 12 years 6 months. Autonomy experience, as measured by the Relative Autonomy Index (RAI), had an effect on how the pupils liked learning science both at school and in a science centre context. The more autonomous that students feel, the more likely it is that they have intrinsic motivation in learning science. The RAI also predicted momentary situational motivation. The most important enhancer of situation motivation was liking science learning at school, but this was true only among boys; nevertheless, in general, girls were somewhat more motivated by the science exhibition than boys. There was no gap between boys and girls in postknowledge testing, suggesting that girls benefitted more from the science centre learning experience than boys. Although gender differences in the knowledge tests leveled, students having higher reasoning ability, measured by Raven, gained more from the exhibition than the others. Post-knowledge was explained most by pre-knowledge, but the overall substantial learning results were enhanced directly and indirectly by the motivational factors. The practical implication for the science centres is to offer both teachers and pupils learning materials to be used before and after the visits.

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Section: The Double-ended Sword Of Situation Motivationmentioning

confidence: 99%

The role of self-determination in informal and formal science learning contexts

Salmi

Thuneberg

2018

Learning Environ Res

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“…(Learning) content like what April engaged in is being created at an exponential rate on the web (Zhao & Guo, 2019). Educational and learning expertise are giving way to content experts and even non–experts leading to labeling the experiences as more edutainment (Corona et al, 2013) than education. If cabin fever learning is viewed as escapism and relies largely on serendipitous discoveries brought on by boredom, then the learning is largely incidental or unintentional, and instructor influence is at best minimal (Ebner et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

Cabin Fever Learning: Escaping the Pandemic When There's No Place to Go

Grenier

2021

New Horizons in Adult Education and Human Resource Development

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Because of stay-at-home orders and a desire to limit exposure or spread of the 2019 novel coronavirus (COVID-19) , people worked or attended school from home and others became under-employed or lost their jobs entirely. Social gatherings were largely banned and bars, theatres, clubs, museums, sports facilities, and other public places for entertainment and socializing were closed. The resulting changes caused drastic changes for how people lived and learned. This was the case for my friend April . With the order from her state's governor, April, her partner Charlie, and their son Liam stayed home. While Charlie was able to work from home, and Liam continued tenth grade from a distance, April was furloughed from her library job and couldn't continue to volunteer at the local nursing home. In the first days of isolation April managed the immediate needs and concerns of her family, but two weeks in, her partner and son were in a routine and she lamented to me that she was "So bored". With a sudden abundance of time, limited outlets to manage her energy, anxiety, and stress, and nowhere to go, April went online. There she watched a bread making video, took part in a live event with a breeder of Irish sheepdogs, sat in on a virtual "home" concert and Q&A with an opera singer, and practiced with a series of yoga classes posted by the town community center. She shared experiences like these on Facebook and with each passing day more were added-an online tutorial for sewing face masks for the nursing home, a plumber on Instagram Live demonstrating how to deep clean a washing machine, and even a tour of Chernobyl to meet the stray dogs in the exclusion zone. It seemed to me that April had found a way to manage her growing cabin fever and I began to wonder (because I myself was cooped up at home) about April's sudden interest in learning. During the pandemic the momentous limitations to movement, social activities, work, and school, as well as the loss of freedom caused many like April to experience cabin fever (Gurney, 2020). Defined as a dissatisfaction with being at home, cabin fever includes feeling bored, irritable, and restless (Rosenblatt et al., 1984). In the midst of COVID-19 some responded by turning to alcohol (Knopf, 2020) or physical fitness (Jiménez-Pavón et al., 2020), or even adopting a pet (Wired, 2020), but others who had access, turned to the web.

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“…Edutainment media is learning media that combines elements of education and entertainment (Handican & Setyaningrum, 2020). This media can be used to increase student interest and motivation in learning and edutainment is often used in learning in the fields of math, science, language, and history (Corona et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Adobe Flash-based Edutainment Media: is it suitable for learning math?

Indah Sari,

Lestari

2023

JDIME

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Since information and communication technology (ICT) is developing so fast in today's digital era, it is important to create learning materials that can be accessed through various digital devices. The purpose of this research is to create edutainment media that can be applied for arithmetic learning. This research uses the Borg and Gall (R&D) development model which is limited to several stages. These stages are: a) information gathering; b) planning; c) product manufacturing; and d) validation and testing. The questionnaire was the research instrument. A total of 34 students who were the test subjects as well as material and media validators were sent questionnaires. Descriptive quantitative analysis was used for data analysis. Validation of Adobe Flash-based math learning media by material experts resulted in an overall score of 78.7%, including the criteria of "Eligible". Based on the results of media expert validation, the "Appropriate" criteria were met with a percentage of 76.54% of the total score. In line with the findings from student responses, the overall score is 81.21%, which is in the "Very Feasible" criteria. Based on the results of this study, Adobe Flash is an alternative that can be used to create entertaining learning media for mathematics education.

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Information Technology and Edutainment

Cited by 22 publications

References 3 publications

The role of self-determination in informal and formal science learning contexts

The role of self-determination in informal and formal science learning contexts

Cabin Fever Learning: Escaping the Pandemic When There's No Place to Go

Adobe Flash-based Edutainment Media: is it suitable for learning math?

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