Learning about Europe through educational gaming

Sim, Duncan; Boyle, Elizabeth; Leith, Murray Stewart; Williams, Alan; Jimoyiannis, Athanassios; Tsiotakis, Panagiotis

doi:10.1080/03098265.2020.1803816

Cited by 10 publications

(4 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This might involve looking at experiences outside of education, such as gamifying learning activities. Such approaches are known to work well in geography classes (e.g., Kim and Shin 2016;Sim et al 2020).…”

Section: Short Termmentioning

confidence: 99%

The Immediate Impact of COVID-19 on Postsecondary Teaching and Learning

Day

Chang

Chung

et al. 2020

The Professional Geographer

183

167

View full text Add to dashboard Cite

and colleges worldwide have quickly moved campus-based classes to virtual spaces due to the COVID-19 pandemic. This article explores the impact of this sudden transition of learning and teaching based on experiences and evidence from six institutions across three countries. Our findings suggest that although online and remote learning was a satisfactory experience for some students, various inequities were involved. Many students lacked appropriate devices for practical work and encountered difficulties in securing suitable housing and workspace. Students were stressed, and faculty were, too, especially those in precarious employment. The lack of fieldwork and access to laboratories created special challenges. We are concerned that the lack of hands-on experience could cause a decline in enrollments and the number of majors in geography over the next few years. This issue must be addressed by making introductory courses as engaging as possible. It is too early to determine the extent to which online and remote learning can replace campus-based, face-toface geography education once the pandemic ends, but the new academic year of 2020-2021 will be revealing. Nevertheless, the COVID-19 crisis has revealed preexisting problems and inequalities that will need our collective effort to address, regardless of the pandemic's trajectory.

show abstract

Section: Short Termmentioning

confidence: 99%

The Immediate Impact of COVID-19 on Postsecondary Teaching and Learning

Day

Chang

Chung

et al. 2020

The Professional Geographer

183

167

View full text Add to dashboard Cite

show abstract

“…These teaching and learning methods could also be applied to Geography, promoting students' spatial thinking (Feeney, 2003;Allegri, 2015;. Game-based teaching methods are often used in teaching Geography (Ye et al, 2020;Sim et al, 2021) and games are very helpful for dyslexic students (Vasalou et al, 2017). Evaluation results showed that all students with low achievement at spatial hierarchies' skills in the pre-test questionnaire, had better performance in the post-test one because of the implementation of the board game (dominoes) in teaching and learning.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of game-based educational material for developing spatial thinking of dyslexic students: A case study in Lower Secondary School

Passadelli¹

2021

Proceedings of ‏The 3rd International Conference on Teaching, Learning and Education

View full text Add to dashboard Cite

The aim of this study was to design, apply and evaluate innovative educational material in Geography course in order to improve spatial thinking of dyslexic students, aged 13-14. The design was based on the results of a previous research about differences between dyslexic and non-dyslexic students in the performance of spatial and geographical thinking, where it was identified that children with dyslexia face spatial deficits. Consequently, it is essential to apply appropriate teaching methods, to use specially designed educational material and to take into account students' differences. In this study, an unconventional package of educational material was applied in fifty-four participants (dyslexic and non-dyslexic students) of grades 7 (18 students) and 8 (36 students), during the period of October-November 2020, in Mytilene (Lesvos Island, Greece). The research design required the implementation of the educational activities in whole-class contexts and the objective was to determine whether the intervention was more effective for students of varying spatial skill. The package includes a comic book, a domino game, 2D maps and their corresponding 3D models. Five teaching hours were needed for the application of the instructional material. The results indicated that the designed tools stimulate students' interest and facilitate the teaching and learning of specific spatial skills. Additionally, the results showed that in this game-based environment, beside students' (dyslexic and non-dyslexic) higher achievement (87% of them had better scores at the post intervention test), the commitment in group activities was increased and there was higher motivation for Geography.

show abstract

“…When the player begins his task as a journalist, he is directed to a map of Europe showing five scenarios each located in a different country, that represent the journalist’s five assignments. Each gaming scenario addressed varied issues and topics that were identified as relevant to shaping the then-current views of European identity ( Sim et al, 2021 ): (a) Brexit, (b) Freedom of movement and rights of EU citizens to work across Europe, (c) Immigration and rights of Immigrants, (d) Who is European anyway? : the differing attitudes toward Europe between EU nations, and (e) Changes in European identity over time.…”

Section: Methodsmentioning

confidence: 99%

Exploring the Impact of the “RUEU?” Game on Greek Students’ Perceptions of and Attitudes to European Identity

et al. 2022

Self Cite

View full text Add to dashboard Cite

European identity is a complex, multi-faced and inherently imprecise concept relating to a range of socio-political and psychological factors. Addressing this topic in educational practice, particularly with respect to Higher Education students, constitutes a complex and open problem for research. This paper reports on an experimental study designed to explore the effectiveness of the educational game “RUEU?” in supporting university students in understanding the key socio-political issues regarding European identity. Quantitative data regarding Greek university students’ (N = 92) attitudes to European identity, before and after playing the game, were collected. Students’ performance of the game group (N = 46) was compared with that of a control group (N = 46) who explored the same issues about European identity through a tutor-guided discussion. The findings showed that both instructional interventions were effective but in different ways. The participants in the game-based group appeared more attached to the EU after the intervention and moved toward a more balanced description of their Greek and European identity. On the other hand, the students in the control group rated higher what “European identity” and being EU citizen means to them. The findings indicated the potential of game-based interventions to deliver not only academic content but also to promote students’ reflection and influence them at an attitudinal and emotional level.

show abstract

Learning about Europe through educational gaming

Cited by 10 publications

References 16 publications

The Immediate Impact of COVID-19 on Postsecondary Teaching and Learning

The Immediate Impact of COVID-19 on Postsecondary Teaching and Learning

Effectiveness of game-based educational material for developing spatial thinking of dyslexic students: A case study in Lower Secondary School

Exploring the Impact of the “RUEU?” Game on Greek Students’ Perceptions of and Attitudes to European Identity

Contact Info

Product

Resources

About