Waking up in the morning (WUIM): A transmedia project for daily living skills training

Kaimara, Polyxeni; Οικονόμου, Ανδρέας; Deliyannis, Ioannis; Papadopoulou, Agnes; Miliotis, George; Fokides, Emmanuel; Floros, Andreas

doi:10.3233/tad-200326

Cited by 10 publications

(33 citation statements)

References 61 publications

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“…The goal of WUIM is to engage students in morning preparation activities performed at home. More specifically, the content of WUIM focuses on activities that students have to complete from the moment they wake up (alarm clock) until they go to school [6,22,65,66]. WUIM extends to three types of applications:…”

Section: Wuim: a Transmedia Project For Inclusive Educational Settingsmentioning

confidence: 99%

“…The basic axis of WUIM design was user experience (UX) and the seven factors that determine it [6,67]. At each design stage and for each of its components, the answers to the questions posed about usefulness, usability, findability, creditability, desirability, accessibility, and value justified the decisions made (Figure 3).…”

Section: User Experience Designmentioning

confidence: 99%

“…section Formative User and Expert Evaluation). The following describes the factors that were taken into account when designing the WUIM [6].…”

Section: User Experience Designmentioning

confidence: 99%

“…Developing SLEs is a process that can be described from different perspectives. An inclusive perspective comprises the availability of hardware/software and their use in content development, user interface (UI) design, interaction design (IxD), and ultimately user experience (UX) design [6]. Contemporary technologies such as virtual reality (VR), augmented reality (AR), mixed reality (MR), and holograms bring together these features.…”

Section: Introductionmentioning

confidence: 99%

“…Psychology, pedagogy, game design, and programming are involved, although gamification does not necessarily include digital technology [36]. When game elements are added to learning materials, social interaction is enhanced, performance is improved and students are motivated to engage in a learning activity, that they would not otherwise participate, as it would probably be tedious, challenging, or boring [6,36,37]. If the goal is to teach a valuable skill of real-life (e.g., cooking) rewards based on gamification can be effective.…”

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confidence: 99%

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Waking Up In the Morning (WUIM): A Smart Learning Environment for Students with Learning Difficulties

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Effectiveness, efficiency, scalability, autonomy, engagement, flexibility, adaptiveness, personalization, conversationality, reflectiveness, innovation, and self-organization are some of the fundamental features of smart environments. Smart environments are considered a good learning practice for formal and informal education; however, it is important to point out the pedagogical approaches on which they are based. Smart learning environments (SLEs) underline the flexibility of eclectic pedagogy that places students at the center of any educational process and takes into account the diversity in classrooms. Thus, SLEs incorporate pedagogical principles derived from (1) traditional learning theories, e.g., behaviorism and constructivism, (2) contemporary pedagogical philosophy, e.g., differentiated teaching and universal design for learning, (3) theories that provide specific instructions for educational design, e.g., cognitive theory of multimedia learning and gamification of learning. The innovative concept of transmedia learning is an eclectic pedagogical approach, which in addition to learning principles, blends all available media so far. WUIM is a transmedia program for training independent living skills aimed primarily at children with learning disabilities, which emerged from the composition of pedagogical theories, traditional educational materials and cutting-edge technologies such as augmented and virtual reality, and art-based production methodologies. This paper outlines the development of WUIM, from the prototyping presented at the 4th International Conference in Creative Writing (2019) to the Alpha and Beta stages, including user and expert evaluations.

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Section: Wuim: a Transmedia Project For Inclusive Educational Settingsmentioning

confidence: 99%

Section: User Experience Designmentioning

confidence: 99%

“…section Formative User and Expert Evaluation). The following describes the factors that were taken into account when designing the WUIM [6].…”

Section: User Experience Designmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Waking Up In the Morning (WUIM): A Smart Learning Environment for Students with Learning Difficulties

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Content Design for Inclusive Educational Environments

Kaimara

Deliyannis

Οικονόμου

2022

Inclusive Digital Education

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Potential Barriers to the Implementation of Digital Game-Based Learning in the Classroom: Pre-service Teachers’ Views

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Τeachers seek to attract students’ attention by demonstrating the relevance of learning content to daily activities and enhancing their students’ self-esteem and satisfaction. In the digital world, an example of an innovative learning tool is digital games. Digital game learning (DGBL) is a smart pedagogical approach that utilises digital games. DGBL has a prominent place in learning technologies due to the potentiality of games to engage students, enabling them to effortlessly reach the edges of their competencies, skills, and knowledge. Teachers, students and games per se constitute important agents for the successful and effective implementation of DGBL. In this context, our research was extended to cover the study of teachers’ and students’ perceptions of DGBL. More specifically, the purpose of this research was to examine the pre-service teachers’ perceptions of the barriers to DGBL implementation. To that end, an online survey with closed-ended questions and one open-ended question was conducted. In this paper, we present the answers to the open-ended question. Quantitative and qualitative data processing and analysis were carried out. According to the pre-service teachers’ responses, it is concluded that a major obstacle is the inefficient allocation of available financial resources. Resources are required for the supply of up-to-date equipment, devices and educational software, as well as for the professional development and training of teachers, school administrators and policymakers. Utilizing easy-to-use and inexpensive devices, which most teachers and even students hold, is the answer to the hurdle called “lack of equipment”. Therefore, the implementation of the DGBL, as a smart and innovative pedagogical approach, is primarily a matter of political will to curriculum reform based on ongoing research into appropriate digital learning materials.

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Waking up in the morning (WUIM): A transmedia project for daily living skills training

Cited by 10 publications

References 61 publications

Waking Up In the Morning (WUIM): A Smart Learning Environment for Students with Learning Difficulties

Waking Up In the Morning (WUIM): A Smart Learning Environment for Students with Learning Difficulties

Content Design for Inclusive Educational Environments

Potential Barriers to the Implementation of Digital Game-Based Learning in the Classroom: Pre-service Teachers’ Views

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