Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences

Barzilai, Sarit; Blau, Ina

doi:10.1016/j.compedu.2013.08.003

Cited by 283 publications

(186 citation statements)

References 65 publications

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“…These teachers acknowledge the fact that knowledge is constantly developing, is found in everyone, and is therefore constructed and cannot be transferred, but rather grounded in the conventions of science and culture. Thus, the role of teacher in 1:1 classroom is not only to facilitate the construction of knowledge by students, but also to provide (digital and analog) scaffolds that will frame the ideas and intuitive understanding of their students in the existing scientific and cultural heritage (Barzilai & Blau, 2014). In other words, the role of teacher goes beyond the constructivism according to the third model of Bruner, towards the fourth model of teaching and learning, which deals with facilitating the construction of "objective knowledge" by students.…”

Section: Classroom [T3]:"learning With Laptops Allows Differentiationmentioning

confidence: 99%

Does 1:1 Computing in a Junior High-School Change the Pedagogical Perspectives of Teachers and their Educational Discourse?

Peled

Blau

Grinberg

2015

IJELL

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Transforming a school from traditional teaching and learning to a one-to-one (1:1) classroom, in which a teacher and students have personal digital devices, inevitably requires changes in the way the teacher addresses her role. This study examined the implications of integrating 1:1 computing on teachers’ pedagogical perceptions and the classroom’s educational discourse. A change in pedagogical perceptions during three years of teaching within this model was investigated. The research analyzed data from 14 teachers teaching in a junior high school in the north of Israel collected over the course of three years through interviews and lesson observations. The findings show that the 1:1 computing allows teachers to improve their teaching skills; however, it fails to change their fundamental attitudes in regard to teaching and learning processes. It was further found that the use of a laptop by each student does not significantly improve the classroom’s learning discourse. The computer is perceived as an individual or group learning technology rather than as a tool for conducting learning discourse. An analysis of the data collected shows a great contribution to collaboration among teachers in preparing technology-enhanced lessons. The findings are discussed in terms of Bruner’s (Olson & Bruner, 1996) “folk psychology” and “folk pedagogy” of teachers and “the new learning ecology” framework in 1:1 classroom (Lee, Spires, Wiebe, Hollebrands, & Young, 2015). One of the main recommendations of this research is to reflect on findings from the teaching staff and the school community emphasizing 1:1 technology as a tool for significant pedagogical change. It seems that the use of personal technology per se is not enough for pedagogical changes to take place; the change must begin with teachers’ perceptions and attitudes.

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Section: Classroom [T3]:"learning With Laptops Allows Differentiationmentioning

confidence: 99%

Does 1:1 Computing in a Junior High-School Change the Pedagogical Perspectives of Teachers and their Educational Discourse?

Peled

Blau

Grinberg

2015

IJELL

Self Cite

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“…En este caso explotan los contenidos sobre economía doméstica que aparecen en el videojuego para estudiar el impacto del juego sobre el aprendizaje matemático. En este trabajo se pone de manifiesto la necesidad de dar un soporte externo al videojuego por parte del profesor en la gestión de la actividad (en la misma línea que indican S. Barzilai et al, 2014) y observan un impacto positivo en la identificación de problemas matemáticos en contextos reales. P. Wouters et al (2016) estudian el potencial de la inclusión de efectos sorpresa en el diseño de un videojuego orientado a promover el razonamiento proporcional.…”

Section: Estudios Sobre El Diseño De Videojuegos Para El Aula De Mateunclassified

Los videojuegos como objeto de investigación incipiente en Educación Matemática

Albarracín

Hernàndez-Sabaté

Gorgorió

2017

Model. Sci. Educ. Learn.

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<p>En este artículo presentamos una revisión de las investigaciones realizadas en el ámbito de la Educación Matemática sobre el uso de videojuegos en las aulas. Hemos identificado cuatro aspectos que han centrado estas investigaciones: el impacto sobre el rendimiento académico en matemáticas, el aprendizaje de contenidos matemáticos concretos, los elementos de diseño de videojuegos para el aprendizaje de las matemáticas y la relación entre los videojuegos y la resolución de problemas. Finalmente, proponemos dos nuevos enfoques de investigación que todavía no han sido explorados, como el uso de videojuegos comerciales para desarrollar actividades matemáticas o el uso de videojuegos de simulación como entorno para promover la modelización matemática.</p>

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“…We are responsible for providing today's students with tools, experiences, and knowledge guiding tomorrow's 21 st century decision-makers. In this paper, we chronicle a research and development (R&D) methodology for the design of 21 st century earthquake engineering instruction.…”

Section: Introductionmentioning

confidence: 99%

“…5,11,12,15,16,17,18,19,20 Educational researchers, teachers, and other educational stake-holders, however, need specific evidence to fill knowledge gaps about the validity and credibility of GBL. 21,22,23 A conspicuous knowledge gap in GBL literature is research with direct empirical evidence of educational efficacy.…”

Section: Introductionmentioning

confidence: 99%

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An Earthquake Engineering Education Research Methodology for Game-Based Learning

Perkins¹,

Fry²,

Stuessy³

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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and an Associate Professor in the Zachry Department of Civil Engineering. His research focuses on solid mechanics and materials science. His speciality is welding physics and the fatigue and fracture behavior of structural weldments under cyclic loading. Results from his research have been incorporated in national and international codes of recommended practice for buildings as well as railway and highway bridges. Dr. Carol L. Stuessy, Texas A&M UniversityDr. Carol Stuessy has been associated with Texas A&M Univerrsity since 1989 as a professor of science education in the Department of Teaching, Learning and Culture. Her specialties include research design using mixed methods approaches, broader impacts associated with scientific and engineering research, and innovative curriculum design in STEM-related fields.

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Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences

Cited by 283 publications

References 65 publications

Does 1:1 Computing in a Junior High-School Change the Pedagogical Perspectives of Teachers and their Educational Discourse?

Does 1:1 Computing in a Junior High-School Change the Pedagogical Perspectives of Teachers and their Educational Discourse?

Los videojuegos como objeto de investigación incipiente en Educación Matemática

An Earthquake Engineering Education Research Methodology for Game-Based Learning

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