Learning and Experience: Teaching Tangible Interaction &amp; Edutainment

Sorathia, Keyur; Servidio, Rocco

doi:10.1016/j.sbspro.2012.11.031

Cited by 27 publications

(23 citation statements)

References 16 publications

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“…There are edutainment software that utilizes various tools to encourage learning, like video games, music, programs on television, multimedia, films, and websites. Creative technology that uses tangible reaction in edutainment software enables learners to discover new things [13]. Designing the learning materials requires first studying the issues and the needs of the students while studying in the classrooms with the intention to achieve the educational goals.…”

Section: Edutainmentmentioning

confidence: 99%

Factors Affecting the Acceptance of Game-based Learning

Saleh¹,

Prakash²,

Manton³

2014

IJCA

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Education is the process of teaching, educating and developing strategies of learning through developing skills, character and knowledge. Educational games and edutainment are educational methods introduced in educational systems to bring out the creativity and mentality of learners in the society. These technological learning systems engage the student to learn by full computer control through colorful animation and interactive learning methods. The aim is to develop the skills of the students technologically using shapes, visuals, multimedia, video, digital games etc, to try to draw out what is in the mind of the learners, thus improving their skills and ability to obtain more knowledge. Different researchers have expressed their views for and against the usefulness or relevance of educational games and edutainment in learning. Reported in this paper, is a survey of edutainment and educational games, their benefits, drawbacks and factors affecting the use of these technologies in education.

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Section: Edutainmentmentioning

confidence: 99%

Factors Affecting the Acceptance of Game-based Learning

Saleh¹,

Prakash²,

Manton³

2014

IJCA

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“…De la mano del acompañamiento que brinda el profesor a los estudiantes en el proceso formativo se encuentra la interacción que el tutor debe facilitar para establecer mecanismos de comunicación entre estudiantes y de éstos con el profesor, con el fin de realizar el seguimiento y la realimentación oportuna que permita identificar aspectos a mejorar y reforzar aquellos elementos que se ha detectado como positivos (Sorathia & Servidio, 2012). La experiencia del profesor influye en las orientaciones que el mismo ofrece a los estudiantes, estos hallazgos son acordes con investigaciones previas en las cuales los profesores expertos brindan mayores posibilidades de acompañamiento a los estudiantes Kopp et al (2012).…”

Section: Discussionunclassified

Construcción de conocimiento en educación virtual: Nuevos roles, nuevos cambios

Manzuoli¹,

Roig²

2015

red

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ResumenEl presente artículo expone los resultados de un estudio que tuvo como propósito analizar las percepciones de los profesores frente a su rol en entornos digitales de enseñanza y aprendizaje en Colombia, Suramérica, realizado en dos instituciones de educación superior que ofrecen programas de pregrado en modalidad virtual. La investigación empleó técnicas cualitativas y cuantitativas mediante la realización de grupos focales y observación de aulas virtuales, también se realizó una encuesta a docentes con experiencia en la modalidad de más de seis meses. Los resultados sugieren que el acompañamiento del profesor y la comunicación entre estudiantes son escasos, así como dificultades en la interacción que no permiten un verdadero trabajo colaborativo que esté enfocado a la construcción de conocimiento. Palabras claves Construcción de conocimiento, E-learning, Educación virtual, Rol del tutor, Rol del estudiante AbstractThis paper presents the results of a study that analyzes the perceptions of teachers facing their role in digital teaching and learning environments in Colombia, South America. The study was carried out in two Higher Education institutions that offer undergraduate programs in virtual mode. The research used qualitative and quantitative techniques by conducting focus groups and observation of virtual classrooms. A survey was also conducted among teachers with more than six-month experience in the modality. The results suggest that the teacher role by the student and the communication between students are scarce, and that difficulties in the interaction do not allow a true collaborative focused on the construction of knowledge. Key wordsKnowledge construction, E-Learning, Virtual education, Tutor's role, Student´s role IntroducciónTanto en la modalidad presencial como en la virtual la finalidad es la construcción de conocimiento por parte de los estudiantes. Diferentes estudios (Sorathia y Servidio, 2012;Naykii, et al, 2008;Barbera, 2006) han profundizado en el tema de la elaboración de conocimiento por parte de los aprendices, los hallazgos principalmente han estado enfocados a la importancia de la interacción y la realimentación en ambientes virtuales de aprendizaje. Los RED -Revista de Educación a Distancia. 45(5). 15

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“…The camera detects smart objects (markers), it sends the signal to OpenCV (Open Computer Vision software) [17]. Color lines were shown on the table by the projector after image processing [16]. The second type is for students of chemistry.…”

Section: Tui Application Areasmentioning

confidence: 99%

Review: Development and Technical Design of Tangible User Interfaces in Wide-Field Areas of Application

Krestanova

Černý

Augustýnek

2021

Sensors

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A tangible user interface or TUI connects physical objects and digital interfaces. It is more interactive and interesting for users than a classic graphic user interface. This article presents a descriptive overview of TUI’s real-world applications sorted into ten main application areas—teaching of traditional subjects, medicine and psychology, programming, database development, music and arts, modeling of 3D objects, modeling in architecture, literature and storytelling, adjustable TUI solutions, and commercial TUI smart toys. The paper focuses on TUI’s technical solutions and a description of technical constructions that influences the applicability of TUIs in the real world. Based on the review, the technical concept was divided into two main approaches: the sensory technical concept and technology based on a computer vision algorithm. The sensory technical concept is processed to use wireless technology, sensors, and feedback possibilities in TUI applications. The image processing approach is processed to a marker and markerless approach for object recognition, the use of cameras, and the use of computer vision platforms for TUI applications.

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Learning and Experience: Teaching Tangible Interaction & Edutainment

Cited by 27 publications

References 16 publications

Factors Affecting the Acceptance of Game-based Learning

Factors Affecting the Acceptance of Game-based Learning

Construcción de conocimiento en educación virtual: Nuevos roles, nuevos cambios

Review: Development and Technical Design of Tangible User Interfaces in Wide-Field Areas of Application

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