Invited reaction: An adult educator responds

Percival, Anne

doi:10.1002/hrdq.3920070204

Cited by 12 publications

(6 citation statements)

References 8 publications

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“…In this sense, we can cautiously conclude that this study contributes to the clarification of the mechanism through which serious games stimulate learning based on self‐reported measures on learning outcomes. That is, serious games allow learners to learn actively and self‐directed in a social, engaging and challenging environment with relevant feedback (see also eg, Gee, ; Percival, ; Squire, , etc). We did not find clear differences between the various learning features.…”

Section: Discussionmentioning

confidence: 99%

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The effectiveness of three serious games measuring generic learning features

Roozeboom¹,

Visschedijk²,

Oprins³

2015

Brit J Educational Tech

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Maartje Bakhuys Roozeboom is a researcher at TNO, Leiden, The Netherlands. Her main interests are in the area of the evaluation research in various domains such as occupational health and serious gaming. Gillian Visschedijk is a researcher at TNO, Soesterberg, The Netherlands. Her main research interests are in the area of serious games in various domains such as education, health, crisis management and military. Her work is characterized by both design projects and validation studies. Esther Oprins is a researcher at TNO, Soesterberg, The Netherlands. Her main research interests are training design, assessment, evaluation and validation research of training with new technology (serious gaming, simulation, simulators), in which she has a PhD, in various domains such as education, aviation and military. Address for correspondence: Ms Maartje Bakhuys Roozeboom, TNO, AbstractAlthough serious games are more and more used for learning goals, high-quality empirical studies to prove the effectiveness of serious games are relatively scarce. In this paper, three empirical studies are presented that investigate the effectiveness of serious games as opposed to traditional classroom instruction on learning features as well as learning outcomes. All three studies used a similar longitudinal case-control study design and measured the same set of learning features (control, challenge, feedback, engagement and social interaction). Learning outcomes were measured by self-report and knowledge tests. Results of the three studies show that students that played the serious games scored higher on features associated with high-quality learning. Furthermore, the studies show that serious gaming is more effective on self-reported learning outcomes than traditional classroom instruction. Effects of serious gaming on the knowledge tests were not found. The studies serve as a first step to the development of a generic evaluation framework for serious gaming.

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Section: Discussionmentioning

confidence: 99%

“…They are also assumed to be intrinsically motivating and engaging (Csikszentmihalyi, ; Malone, ; Pavlas, ) and give responsibility to the learner. This latter aspect may enhance the learner's self‐efficacy (Bandura, ) and may facilitate the development of self‐directed learning (Percival, ; Stubbé & Theunissen, ).…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of three serious games measuring generic learning features

Roozeboom¹,

Visschedijk²,

Oprins³

2015

Brit J Educational Tech

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“…SDL is often viewed as a method of learning or a method of teaching (Percival, 1996). Several models of SDL have been developed in the literature to describe the process of SDL, and some have been advanced that examine SDL as a teaching process.…”

Section: Sdl As a Process Of Learning And A Process Of Teachingmentioning

confidence: 99%

The Concept of Self-Directed Learning and Its Implications for Human Resource Development

Ellinger

2004

Advances in Developing Human Resources

157

149

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The problem and the solution. Learners are increasingly being challenged to assume more responsibility for their own learning and development in work organizations. Although the concept of self-directed learning (SDL) has a rich history of research and practice in the adult education field, it has not received considerable attention in the context of HRD. Therefore, this article will introduce SDL and overview its various conceptualizations, examine approaches and techniques that can be used in HRD practice, and suggest how future research can extend our understanding of SDL in the context of HRD.

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“…Bütün bu açıklamalar öz-yönelimli öğrenme modelinin yükseköğretim kademesinde bulunan ve yetişkin öğrenenler olarak kabul edilen üniversite öğrencileri için uygun olduğunu göstermektedir. Alanyazında da sıklıkla vurgulandığı üzere, öz yönelimli öğrenme, üniversite öğrencilerinin öğrenmelerinde etkili olabilecek önemli modellerden biri olabilir (Brookfield, 2013;Candy, 1991: Xiii, Ellinger, 2004Merriam ve Caffarella, 1999;Percival, 1996;Saks ve Leijen, 2014). Başka bir ifade ile öz-yönelimli öğrenme, yükseköğretime devam eden öğrencilerin -yetişkinlerin-insani beceriler kazanmasında etkili modellerden biridir.…”

Section: öZ Yönelimli öğRenme Modelinin Yükseköğretimde öğRenenlere İunclassified

Yükseköğretimde İnsani Becerilerin Öğrenenlere Kazandırılması İçin Öz Yönelimli Öğrenme Modeli

Şimşek

Igrek²

2019

OPUS Uluslararası Toplum Araştırmaları Dergisi

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Yükseköğretim kurumlarından, hızla değişen sosyal ve mesleki koşullara uyum sağlayabilecek niteliklere sahip bireyler yetiştirmesi beklenmektedir. Bu nitelikler, mesleki becerilerle birlikte insani becerileri de kapsamaktadır. İnsani beceriler, belirli bir disipline/mesleğe özgü olmayan genel becerilerdir. İnsani becerilerin yükseköğretimde öğrenenlere kazandırılmasında etkili olabilecek öğrenme modellerinden birisi öz yönelimli öğrenmedir. Bu modelde, öğrenenlerin öğrenme sürecinin bütün aşamalarında etkin olarak mesleki bilgi ve becerilerin yanı sıra insani beceriler de kazanması beklenmektedir. Bu araştırmanın amacı, yükseköğretimde öğrenenlere kazandırılması beklenen insani becerileri belirlemek ve öz yönelimli öğrenme modelinin onların kazandırılmasında etkililiğini tartışmaktır. Araştırma, bir geleneksel derleme araştırmasıdır. Araştırma kapsamında, öğrenenlere kazandırılması beklenen insani beceriler ve öz yönelimli öğrenme modelinin temel özellikleri, bu modelin yükseköğretimde kullanılmasının uygunluğu ve insani becerilerin kazandırılmasındaki etkililiği tartışılmış, insani becerilerin kazanılmasında uygulanabilecek döngüsel bir öz yönelimli öğrenme modeli geliştirilmiştir. Araştırma sonuçları temel alınarak, insani becerilerin öğrenenlere kazandırılmasının yükseköğretimde uygulanan programların hedefleri arasına dâhil edilmesi, yükseköğretimde lisans/lisansüstü düzeylerdeki araştırma-uygulama odaklı derslerde öz yönelimli öğrenme modelinden ve bu araştırmada geliştirilen döngüsel öz yönelimli öğrenme modelinden faydalanılması önerilmektedir.

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Invited reaction: An adult educator responds

Cited by 12 publications

References 8 publications

The effectiveness of three serious games measuring generic learning features

The effectiveness of three serious games measuring generic learning features

The Concept of Self-Directed Learning and Its Implications for Human Resource Development

Yükseköğretimde İnsani Becerilerin Öğrenenlere Kazandırılması İçin Öz Yönelimli Öğrenme Modeli

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