ethanporcaro/eric-fulltext-meta huggingface dataset:
Japanese Seasonal Play: A Prehistory of &quot;Poke´mon GO&quot;
Author: Davies, Hugh
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Play,Computer Games,Asian Culture,Geographic Location,Asian History,Entomology,Religion,Tourism,Recreational Activities

The popularity of &quot;Pokémon GO&quot; has been credited to its branding by the Japanese multinational consumer electronics and video game company Nintendo, the technological innovations of the game's developer Niantic, and the historical traditions of European avant-garde locative play. The author, instead, offers a different explanation that involves a radical new take on &quot;Poke´mon GO,&quot; pointing to its ancestry in the seasonal play of Japan. Based on his fieldwork during residencies at Studio Kura in Itoshima, Japan, and through Asialink at Tokyo Art and Space, he explores the Japanese roots of the game in insect collecting, shrine pilgrimage, leisure tourism, and stamp rallies as modes of play. He relocates the genealogy of &quot;Poke´mon GO&quot; and invokes the largely untold history of Japanese seasonal play, both of which hold significant implications for the ways we consider and conceptualize pervasive and location-based games globally.
&quot;Pervasive Games&quot; Ten Years Later: A Roundtable Discussion with Markus Montola, Jaakko Stenros, and Annika Waern
Author: Leorke, Dale
Date: 2020-00-00
Type: Journal Articles
Subjects: Games,Play,Vocabulary,Validity,Physical Environment,Ethics,Telecommunications,Handheld Devices

In 2009, Markus Montola, Jaakko Stenros, and Annika Waern published &quot;Pervasive Games: Theory and Design,&quot; based on research conducted during the Integrated Project on Pervasive Games (IPerG) and funded by the European Union (E.U.) from 2005 to 2008. They wrote it--the first book-length treatise on the topic--before the widespread use of smartphones and the ubiquitous impact of gaming on mobile devices. The work documented an era that a number of scholars came to identify as the first wave (or generation) of pervasive games. In 2019 a full decade after the book's publication, the authors were invited to participate in a roundtable discussion as part of the Urban Play Spring Seminar event in Tampere, Finland, to reflect on the evolution of pervasive games and on the recent scholarship about them. Many of the claims &quot;Pervasive Games&quot; made, especially in relation to the design space of these kinds of games, have endured--even when such games are considered in technological and medium-specific frameworks. However, the book also featured claims and characterizations that to the authors themselves appear, in hindsight, optimistic, irrelevant, or simply inaccurate. The emerging genres of pervasive games the authors observed charted paths that later games simply did not follow, and their bold claim that commercially viable pervasive games would not compete with other games, but instead with pastimes, proved inaccurate. Even the delimitation they gave the phenomenon itself remains in flux a decade later--both the umbrella term they used for it and the types of games they included as part of it are still being negotiated. The following is a recorded and transcribed version of the roundtable discussion (including questions from the moderator Dale Leorke and the attending audience) edited for publication. It examines the validity of the term &quot;pervasive games&quot; in an era when games and playfulness have seemingly become ubiquitous, looks at the commercial potential of pervasive play and games, and investigates how these games can meaningfully be connected with the spaces of the cities, towns, and other environments where they are performed.
Playing, Mapping, and Power: A Critical Analysis of Using &quot;Minecraft&quot; in Spatial Design
Author: Bashandy, Hamza
Date: 2020-00-00
Type: Journal Articles
Subjects: Video Games,Cartography,Building Design,Community Involvement,Foreign Countries,Personal Autonomy,Power Structure,Urban Planning,Philanthropic Foundations

Investigating the potential of video games as an aid to community mapping and participatory architectural design, the author discusses the use of the sandbox game &quot;Minecraft&quot; by the Block by Block Foundation in collaboration with Mojang Studios, Microsoft, and UN-Habitat for three projects--Model Street (Dandora Phase 2, in Nairobi, Kenya), Mind the Step (Jardim Nakamura, in São Paulo, Brazil) and Former Marketplace (in Pristina, Kosovo). The author offers different perspectives or &quot;lens&quot; from which to view the projects, including as an architect (which he calls a spatial lens) and as a community member (which he dubs a player lens). Favoring agency over participant choices, he claims, the institutional forces at work can prevent true access to space making by either the foundation or the game, each of which suffers from accessibility problems for both players and the communities. He argues for a need to look more closely into the politics of the Block by Block Foundation and &quot;Minecraft&quot; and seeks to make readers explicitly aware of the systemic mechanisms of exclusion.
Changes in Learning Style Preferences of Physical Education Students
Author: Alemdag, Ceyhun
Date: 2020-00-00
Type: Journal Articles
Subjects: Cognitive Style,Preferences,Physical Education,Academic Achievement,Measures (Individuals),Foreign Countries,College Students

Identification of learning styles is one way of contributing to a more efficient teaching process, and it helps teachers choose an effective teaching strategy. This study reports a three-year process to explain the change in the learning styles of physical education students. It also involves an assessment of the overall academic achievement of physical education students based on their learning style preferences throughout this process. Forty-one physical education students, 41.5% of whom were female, comprised the sample. The study used a longitudinal study/panel study design to observe the time-dependent variation of learning styles. The data were collected using the Kolb Learning Style Inventory 3 and analysed using a Chi-Squared (X[superscript 2]) test, Kruskal-Wallis H test, and Mann-Whitney U test. The results of the analysis showed that the curriculum of the PE teaching department did not lead to a change in the learning styles of students studying in this department. Additionally, the overall academic achievement of the physical education students did not vary for the first (Semester 3) and second measurements (Semester 5) based on their learning style preferences. However, for the third measurement (Semester 7), learning style preferences had differing effects on their academic achievement.
Constructivism in Visual Arts Classes
Author: Tomljenovic, Zlata
Date: 2020-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Visual Arts,Art Education,Teacher Role,Teacher Characteristics,Prior Learning,Teacher Student Relationship,Active Learning,Problem Based Learning,Foreign Countries

One of the basic features of the modern educational system is manifested in the reversal of the transmissive (traditional) approach to learning and teaching to the transformational (modern) approach. The transmissive approach to learning and teaching is that one in which students adopt readymade constructs of organised knowledge through passive acceptance of the facts mediated by the teacher. In contrast, in the transformational approach, the teacher encourages the student's active participation through exploratory, problem-based learning, during which students gain much more of their potential than in traditionally conceived classes. Changing the obsolete pedagogical paradigm began with the development of contemporary (cognitivist and constructivist) pedagogical theories. According to the constructivist theories of learning, individuals develop their knowledge of the world based on their own experiences and reflection of these experiences. Learning is the result of cognitive constructs based on individual experience and (pre)knowledge gained during the social interaction determined by the culture in which individuals live. Interpretative activity in the constructing of understanding is particularly emphasised in visual arts education. In this paper, the main determinants of constructivism and constructivist theories in the context of the educational process are elaborated. The main principles of constructivist-based teaching of visual arts are interpreted related to other contemporary teaching strategies and approaches such as active learning, learning through problem-solving, and interactive approach to learning and teaching of visual arts. The teacher's role is also discussed, whose approach, awareness of the student's pre-knowledge, and capacity for meaningful communication with students, greatly influence the success of the students' adoption, understanding and interpretation of visual arts contents. The present paper aims to highlight certain elements of the constructivist teaching theories because their understanding and application in the teaching process can help achieve better learning outcomes, specifically students' better ability to use visual arts knowledge in everyday life.
Artists/Ceramists in the Role of University Teachers
Author: Novotná, Silvie
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ceramics,Art Teachers,Preservice Teacher Education,Art Education,Educational History,Educational Change,Teacher Educators,Teacher Attitudes,Research

The teaching of ceramics is a topic that has been much discussed in pedagogical discourse throughout the entire second half of the twentieth century and until today. The present study deals with the topic of third-level education in the field of ceramics at Palacký University Olomouc, Czech Republic. The incorporation of ceramics into the education of future art teachers in Olomouc was not always a matter of course as it is today. It underwent many changes during the second half of the twentieth century. Several personalities played an important role in the process of the gradual consolidation of its position in pedagogical education. The most important of these are presented in this study. It describes their main contribution to the field, deals with their attitudes to teaching ceramics, and above all analyses the interconnection of their own art or scientific research theoretical work with the content of teaching. The historical-methodological study connects its theme with historical socio-political events, as well as with the development of fine arts in the second half of the twentieth century. Thus, it contributes to the formation of a comprehensive picture of the topic &quot;artists as art teachers&quot; in the Europe-wide context.
Defining the Visual Complexity of Learning Management Systems Using Image Metrics and Subjective Ratings
Author: Stoesz, Brenda M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Educational Technology,Visual Aids,Difficulty Level,Short Term Memory,Undergraduate Students,Foreign Countries,Measurement,Prediction,Age Differences,Educational Attainment,Familiarity,Evaluative Thinking

Research has demonstrated that students' learning outcomes and motivation to learn are influenced by the visual design of learning technologies (e.g., learning management systems or LMS). One aspect of LMS design that has not been thoroughly investigated is visual complexity. In two experiments, postsecondary students rated the visual complexity of images of LMS after exposure durations of 50-100 ms. Perceptions of complexity were positively correlated across timed conditions and working memory capacity was associated with complexity ratings. Low-level image metrics were also found to predict perceptions of the LMS complexity. Results demonstrate the importance of the visual design of learning technologies and suggest that additional research on the impact of LMS visual complexity on learning outcomes is warranted.
Connecting Art Education Learning Tasks with the Artistic Field: The Factor of Quality in Art Lessons
Author: Šobánová, Petra
Date: 2020-00-00
Type: Journal Articles
Subjects: Art Education,Educational Quality,Foreign Countries,Art,Learning Activities,Art Activities

This theoretical study deals with interconnecting learning tasks of art education with the parent discipline of art education (that is, with the artistic field as defined by Pierre Bourdieu, 1996), while reflecting on the quality of art lessons in the Czech Republic. The authors draw on current theoretical and empirical research of quality that identifies individual quality factors. The most salient factors are the connection with the artistic field and the resulting ability of conceptual integration, together with curricular normativity, the intentional work of the teacher with educational content, characteristics of teaching such as the support of divergence, creative approaches, associativity, imagination, reflection, searching for intersections between pupils' experience and the content of the subject, etc. The text also emphasises the fact that judgement on the quality of learning tasks should be based only on ontological-didactic and psychological-didactic aspects. The former relate to the cultural and artistic context of learning tasks, that is, the current values in the field of visual culture and the artistic field, while the latter consider the personal characteristics of each and every pupil.
Cross-Curricular Analysis of Picture Books in the Fifth Grade of Primary School: A Case Study
Author: Batic, Janja
Date: 2020-00-00
Type: Journal Articles
Subjects: Slavic Languages,Picture Books,Elementary School Students,Grade 5,Visual Arts,Art Education,Interdisciplinary Approach,Learning Activities,Native Language Instruction,Foreign Countries,Student Attitudes

Picture books discussed with pupils in primary school are considered multimodal texts, as they combine at least two communication codes (verbal and visual). A discussion involving picture books will normally be included in Slovenian language lessons, with pupils focussing mostly on the text. The visual aspect, which equally carries a message, is often neglected. The objective of the present case study that was conducted among fifth-grade primary school pupils in the 2018/19 school year was to explore how a cross-curricular approach to planning and executing the lessons in the Slovenian language and visual art can help pupils learn about the characteristics of the picture book as a multimodal text. We conducted a set of didactic activities entitled &quot;Getting to know the picture book,&quot; introducing selected picture books to pupils as part of their Slovenian language classes, which resulted in them developing their receptive skills while observing and defining the structure of the texts. In visual art classes, the pupils learned about the visual features of the picture book. As a productive response to the picture book discussed, the pupils were instructed to complete the following tasks: design a cover for their own picture book, design endpapers, illustrate their own poem, and produce their own leporello. The survey involved 21 pupils, a generalist teacher, and a researcher in art didactics. The case study was completed in five weeks. The data were obtained by means of initial and final testing, questionnaires for pupils, and participant observation.
Getting through a Tough Day (Again): What Possum Springs Says about Mental Health and Social Class
Author: Consalvo, Mia
Date: 2020-00-00
Type: Journal Articles
Subjects: Mental Health,Social Class,Video Games,Story Telling,Spatial Ability,Geographic Location,Simulated Environment

The authors provide a deep reading of the fictional small American town of Possum Springs in the 2017 adventure game &quot;Night in the Woods&quot; (&quot;NiTW&quot;) to demonstrate how game architecture and environments have become richer and more complex spaces for narrative development and storytelling. The act of navigating the game's town, they assert, repeatedly creates its own narrative effect and commentary on the current issues of social class and mental health. They note that the game, through repetition and proceduralization, purposefully links the economic conditions of the town with the mental illness suffered by its characters and uses elements of interaction, dialogue, and exploration to highlight these issues. They conclude that &quot;NiTW&quot; offers a unique insight into the ways game designers can address complex topics through the careful and considered use of the cities, towns, architecture, and settings of the worlds their games inhabit.
Interdisciplinary Connections through Transmedia Narratives in Art Education
Author: Amon, Bea Tomšic
Date: 2020-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Art Education,Preservice Teachers,Art Teachers,Visual Arts,Multimedia Materials,Story Telling,Physical Environment,Geometric Concepts

The world of new media has inevitably changed teachers' and students' attitude towards information. Data of all kinds and from any scientific field are easily available at any time. Nevertheless, isolated data have nothing to do with knowledge. We refer to »knowledge« when an interdependence of information has a particular significance in defined conditions. How to use and connect this information is one of the primary issues teachers have to engage with since they are still the main organisers of the educational process. Taking into account the objectives of his/her explanations, he/she chooses certain relevant contents, and connects them, striving for an interdisciplinary view of the world that makes sense and gives sense to his/her explanations, all in an attempt to motivate students in their approach to knowledge. This article presents research in which the participants, future art teachers, had to answer a questionnaire that required comparing artistic compositions and compositions present in nature. Almost half of them could not find proper examples, even though the participants were students who should have been able to manage contents from both fields. Understanding how art follows nature is an important goal within the education of future art teachers. Difficulty in connecting data, transferring knowledge, giving meaning to images and understanding visual and verbal discourse seem to be a persistent problem in many aspects of their education. Possible strategies to improve the situation using transmedia narratives are presented in the conclusion.
Education Policies in the Context of Political Communication in Turkey
Author: Eren, Ebru
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Ideology,Politics of Education,Politics,Communication (Thought Transfer),Educational Planning,Equal Education,Special Education,Language of Instruction,Religious Education,Vocational Education,Higher Education,Educational Quality,Educational Objectives

The present study aims to discuss how political communication shape education policies in Turkey: How does political communication make education policy a political product based on ideology? What are the ideological differences between education policies in Turkey? The political party programs and election manifestos related to the General Election held on June 24, 2018 in Turkey are examined with the content analysis method in the context of political communication. The data of this research confirmed that political party's ideologies are effective in the determination and the application process of education policies in Turkey. As a result, the impact of political communication on education policy is defended as a political product in this paper.
(De)coding the City: Analyzing Urban Play through &quot;Wayfinder&quot; Live
Author: Innocent, Troy
Date: 2020-00-00
Type: Journal Articles
Subjects: Play,Urban Areas,Geographic Location,Computer Simulation,Computer Games,Handheld Devices,Telecommunications,Urban Environment,Foreign Countries

The authors use the location-based, augmented-reality game &quot;Wayfinder Live,&quot; which one of them designed, as a case study to analyze urban play. Acknowledging the difficulty of defining urban play, they expand existing approaches to the topic by drawing on current theories about interfaces, assemblages, and coding in such fields as media and cultural studies, game and play studies, and urban studies. They consider &quot;Wayfinder Live&quot; as an interface--a site of both connection and translation--for urban play, one that encourages its players to test a given city's physical and social boundaries. They argue that the game offers a fruitful, if always contingent and contextual, framework for analyzing digitally mediated urban play.
&gt;&gt;Do Not Touch It!&lt;&lt; Today&apos;s Children&apos;s Visual Competencies in Comparison with the Pre-Digital Era in Light of Their Art Educational Environment
Author: Pataky, Gabriella
Date: 2020-00-00
Type: Journal Articles
Subjects: Art Education,Spatial Ability,Creativity,Skill Development,Kindergarten,Young Children,Educational Environment,Freehand Drawing,Visual Arts,Foreign Countries,Visual Literacy

The task of twenty-first century art education is to contribute to the blossoming of the child's personality. In this article, I approach this challenge from two principal directions, both of which provide a window onto unfamiliar terrain. This project sought to answer the following research questions: How do plastic, spatial (3D) creative capacities develop, and how do they compare with the kindergarten's accustomed advancement of picture-creating, planar (2D) capabilities? How do kindergartners' skills as measured in the 1970s compare with those of kindergartners today? A follow-on project examined children's skills in the context of built environment education, asking the questions: Where, and with whom, do children find the best conditions for creation and arts education? What kinds of environments are most favourable? The results showed a clear deterioration of children's drawing development from 1974 until today, as well as from drawings in both studies to modelling today. However, a more promising discovery was that depictions of movement appear much sooner in the case of plastic arts works than in drawings. This opens the way to an orientation that in our increasingly urbanised world, can help our children grow into adults who responsibly shape our environment, sensitive to their own age, as self-possessed problem solvers, employing the toolkit of education through art. The study is based on ongoing, long-term research of the 3612+ Visual Skills Lab group, employing both qualitative and quantitative methods to evaluate the artistic proficiencies of nearly a thousand children, mostly aged 3--7, in dozens of kindergartens in Hungary, through hands-on exercises as well as surveys of teachers, parents and other interested parties.
Elementary School Teachers in Neoliberal Times: The Silent Voices That Make Educational Policies Work
Author: Guerrero-Nieto, Carmen Helena
Date: 2021-00-00
Type: Journal Articles
Subjects: Neoliberalism,Educational Policy,Elementary School Teachers,Teacher Attitudes,Foreign Countries,Government School Relationship,Accountability,Educational Change,Educational Practices,Professional Autonomy,Decision Making,Teaching Methods,Teacher Response,Work Environment,Criticism

This paper aims at showing how a bottom-up approach of the study of educational policies can shed some light on how elementary school teachers deal with educational policies to make them work. This is a partial report on a larger focus group study conducted in Bogotá, Colombia, where a group of elementary school teachers shared their opinions about educational policies. The data collected allowed us to see that teachers take actions, have their own perspectives about policies, and feel negatively treated by the national government, which give way to three categories: Teachers' Micro-Practices, Clashing Visions About Education, and Mistreatment. We conclude that despite the pervasiveness of neoliberalism in education, which teachers are very aware of, they find ways to make policies work while being critical of the way these are designed and implemented.