ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Relation between the Theory of Multiple Intelligences and Games for the Purpose of Player-Centred Game Design
Author: Sajjadi, Pejman
Date: 2017-00-00
Type: Journal Articles
Subjects: Design,Multiple Intelligences,Preferences,Learning Modalities,Correlation,Online Surveys,Social Media,Video Games,Age Differences

A large body of research work demonstrates the importance and effectiveness of adapting a learning game to its players. This process is driven by understanding the differences between individuals in terms of abilities and preferences. One of the rather interesting but least explored approaches for understanding individual differences among learners is Gardner's theory of Multiple Intelligences (MI). Gardner suggests that people exhibit multiple dimensions of intelligence or abilities. In the literature, it is suggested that people with different types of intellectual strengths (intelligences) often exhibit clear preferences toward specific modalities and types of interaction and content in relation to learning. This raises the question whether this knowledge could be transferred and employed in adapting learning games to players, more in particular for the purpose of improving the game and/or learning experience, as well as the learning outcome of the players. Although various claims regarding the existence of a relationship between MI and games have been made, none of them are substantiated with empirical evidence. This paper presents the results of an empirical study that has led to evidence-based mappings between the different dimensions of intelligences proposed in MI and the fundamental building blocks of games, i.e. game mechanics. These mappings indicate which game mechanics suit which MI dimensions, and can therefore act as design guidelines when designing games targeting people exhibiting dominance for specific MI dimensions. A tool that visualizes these mappings and facilitates their use in the design of such player-centred (learning) games is also presented.
Using Effective Strategies for Errors Correction in EFL Classes: a Case Study of Secondary Public Schools in Benin
Author: Teba, Sourou Corneille
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Secondary School Students,English (Second Language),Second Language Learning,Second Language Instruction,Error Correction,Public Schools,Educational Strategies,Problem Solving,Language Teachers,Teaching Methods,Interviews,Observation,Questionnaires,Teacher Attitudes,Student Attitudes,Statistical Analysis,Qualitative Research

The aim of this paper is firstly, to make teachers correct thoroughly students' errors with effective strategies. Secondly, it is an attempt to find out if teachers are interested themselves in errors correction in Beninese secondary schools. Finally, I would like to point out the effective strategies that an EFL teacher can use for errors correction as far as EFL teaching/learning is concerned. The results from the interviews and classroom observation will also be taken into account to analyse with problem solving strategies. Field survey is used and the target population was teachers and students in Beninese secondary schools.
Gender and Cultural Differences in Game-Based Learning Experiences
Author: Lukosch, Heide
Date: 2017-00-00
Type: Journal Articles
Subjects: Gender Differences,Cultural Differences,Cultural Background,Educational Games,Learning Experience,Metacognition,Case Studies,Computer Simulation,Quasiexperimental Design,Cross Cultural Studies,Foreign Countries,Pretests Posttests,Comparative Analysis,Control Groups,Experimental Groups,Planning,Scores,Performance,Statistical Analysis,College Students

Games have been successfully used in educational settings for many years. Still, it is not known in detail which factors influence the use and effectiveness of educational games. The game environment, its technology, and other game mechanics are factors directly linked to the game itself. The player's experience with the subject of the game and/or games in general, his or her motivation and expectations towards the gaming experience influence the outcome of a game-based learning experience. Some of the personal aspects, like age, were already addressed in earlier research. Cultural and gender differences though, were not a main object of study in educational gaming so far. This study started from certain assumptions about differences in game play, related to players' cultural backgrounds and gender. Literature suggests that gender plays a role when it comes to game performance. This paper introduces outcomes of a study with a so-called Microgame, a brief game used to raise the awareness of interdependent planning operations. It shows that in this game, gender and culture make a difference in relation to the learning experience of the players, measured by game performance.
E-Learning and the iNtegrating Technology for InQuiry (NTeQ) Model Lesson Design
Author: Flake, Lee Hatch
Date: 2017-00-00
Type: Journal Articles
Subjects: Electronic Learning,Technology Integration,Models,Instructional Design,Computer Software,Pronunciation Instruction,Second Language Instruction,English (Second Language),Asians,Foreign Countries,Lesson Plans,Elementary Secondary Education,Educational Benefits,Supplementary Education

The author reflects on the history of technology in education and e-learning and introduces the iNtegrating Technology for inQuiry (NTeQ) model of lesson design authored by Morrison and Lowther (2005). The NTeQ model lesson design is a new pedagogy for academic instruction in response to the growth of the Internet and technological advancements in education. The author explains the philosophy of the NTeQ model lesson design and its practical applications for elearning. The author also introduces the NHK designed software Native World® that provides auditory modeling and assesses the student's pronunciation and progress. Both the NTeQ design and the Native World® program are effective methods for supplementing EFL instruction in Asian classrooms. The author introduces sample collaborative e-learning lesson plans including the NTeQ model for reference.
The Effects of Training and Other Factors on Problem Solving in Students
Author: Puran, Robabeh
Date: 2017-00-00
Type: Journal Articles
Subjects: Creative Thinking,Problem Solving,Quasiexperimental Design,Experimental Groups,Control Groups,High School Students,Heuristics,Conventional Instruction,Active Learning,Teaching Methods,Manipulative Materials,Mathematics Tests,Program Effectiveness,Parent Background,Educational Attainment,Gender Differences,Employment Level,Questionnaires,Interviews,Foreign Countries

The purpose of this article is to identify the factors which affect students' creative thinking in problem solving. The research which was performed was quasi-experimental. It used one experimental group and two control groups from three second-grade high school classes. They received either traditional, active or heuristic problem-solving training. In the traditional method, no teaching aids were used, and the material was taught traditionally. In the active method, 34 students were trained using teaching aids, such as coloured balls, and handicrafts, such as shirts and pants. They were trained to use the teaching aids in order to solve problems. In the heuristic method, the researcher introduced problems which the students thought about. After a few sessions, I commenced teaching the procedures--in each session, two heuristics were introduced. They learned to use these strategies to solve problems. Creativity and mathematics tests were given to the students, both before and after they received training in problem-solving. The findings show that parents' education (but not gender) and parents' job type affected students' ability to think creatively. Students' creative thinking was improved by active training, but not by the heuristic or traditional methods.
The Effect of Age on Teachers&apos; Intention to Use Educational Video Games: A TAM Approach
Author: Sánchez-Mena, Antonio
Date: 2017-00-00
Type: Journal Articles
Subjects: Video Games,Educational Technology,Technology Uses in Education,Teaching Methods,Barriers,Technology Integration,Intention,Teacher Attitudes,Structural Equation Models,College Faculty,Value Judgment,Age Differences,Hypothesis Testing,Usability,Questionnaires

Educational video games (EVGs) are gaining momentum as a means of increasing students' motivation in their learning process. Nevertheless, teachers might face several barriers that dissuade them from using educational video games in their courses. This study analyses factors affecting teachers' behavioural intention to use educational video games in their courses using a Technology Acceptance Model (TAM) approach. The research model is tested via structural equation modelling (SEM) on a sample of 312 teachers in Higher Education institutions. Results suggest that perceived usefulness influences in a direct and positive way teachers' intention to use educational video games. Results also suggest that perceived ease of use indirectly influence intentions through perceived usefulness. Age was found to moderate the effect of teachers' perceived ease of use on perceived usefulness of EVGs. Regarding managerial implications, our findings highlight the importance of addressing specific Teacher Training Programmes focusing on teachers' age and perceived usefulness of EVGs in order to encourage teachers to adopting this educational innovation in their courses. Limitations of the study and future research lines are also addressed.
The Prediction of the Students&apos; Academic Underachievement in Mathematics Using the DEA Model: A Developing Country Case Study
Author: Moradi, Fatemeh
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Prediction,Mathematics Achievement,Low Achievement,Underachievement,Data Analysis,Models,Developing Nations,Case Studies,College Students,Prior Learning,Mathematics Tests,Scores,Student Role,Economic Factors,Social Influences,Mathematics Curriculum,Teaching Methods,Educational Strategies,Questionnaires,Likert Scales,Correlation,Multiple Regression Analysis,Statistical Analysis

In this study, an attempt was made to predict the students' mathematical academic underachievement at the Islamic Azad University-Yadegare-Imam branch and the appropriate strategies in mathematical academic achievement to be applied using the Data Envelopment Analysis (DEA) model. Survey research methods were used to select 91 students from the Faculties of Engineering, Science, and Humanities for the analysis using the DEA model, along with the SBM method. This study had shown that the mean and the sum of the pre-university math score rankings were higher than the university's math scores. Therefore, it was concluded that the Islamic Azad University (Rey branch, Tehran province) students had displayed academic underachievement in the math exam. Moreover, &quot;the economic, social, and educational factor&quot; did not have any significant relationship with the students' &quot;math scores.&quot; Also, forming the regression equation proved meaningless indicating economic, social, and educational factors did not impact on their mathematical academic underachievement. It was shown that the low level of performance was indicative of the students' negligence and reluctance concerning the math lessons, and it revealed that the economic, social and educational factors had no involvement or impact on their math scores. The results of this research will be for the benefit of the professors, administrators, and presiding officers of colleges in the field of mathematics.
The Development of Informal Learning and Museum Pedagogy in Museums
Author: Tišliar, Pavol
Date: 2017-00-00
Type: Journal Articles
Subjects: Informal Education,Museums,Cultural Activities,Educational History,Teaching Methods,Age Differences,Exhibits,Social Systems,Knowledge Economy,Institutional Mission,Foreign Countries

This paper presents an outline of the history and the current orientation of informal learning in museums, museum pedagogy. This is the result of a lengthy process over the last two centuries, which became particularly intensive from the 1960s, in which museums looked for deeper ways to communicate with visitors, starting from basic presentation activity with occasional spoken commentaries. From this, modern museums have developed specialised ways of working with different age groups of visitors, which can be referred to collectively as museum pedagogy and museum education. These activities not only strengthen the experience of museum exhibits and exhibitions but also allow information to be communicated using collection items in a playful way, through informal learning. Museums' current focus on communication and working with visitors owes much to the long development of heritage institutions, the stabilisation of their position in cultural and social systems, in cultural policy and strategy and the overall significance of the collections of museums and galleries for our modern knowledge societies. The aim of this paper is to outline the historical development and direction of museums' educational activities to the present.
The Polyethnic Competence of Class Teacher as a Resource for Ensuring the Psychological Security of Pupils in a Polycultural Educational Environment
Author: Kulikova, Tatyana I.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Role,Educational Environment,Student Diversity,Cultural Awareness,Ethnic Diversity,Grade 7,Grade 8,Secondary School Students,Teacher Competencies,Interpersonal Communication,Values,Empathy,Questionnaires,Moral Values,Ethics,Statistical Analysis,Psychology

In modern world the environment of any educational institution represents a spectrum of ethnoses, subcultures; and, thereafter, in a certain way, we can talk about it as the multicultural educational environment. Pupils who realize their national identity often demonstrate intolerance towards representatives of other nationalities which creates a threat for pupils' psychological safety. This paper addresses the topical issue of the role played by class teachers in ensuring the psychological security of pupils within a polycultural educational environment. The authors present the findings of a study assessing the level of development of polyethnic competence in the average class teacher and establishing the interrelationship between this level and how secure psychologically a high-school student may feel within a polycultural educational environment. The study engaged 58 class teachers and127 pupils in grades 7 and 8, ages 13 and 14. It has been suggested that fostering polyethnic competence in class teachers is taking on special significance at this time.
Understanding of Selected Geometric Concepts by Pupils of Pre-Primary and Primary Level Education
Author: Guncaga, Ján
Date: 2017-00-00
Type: Journal Articles
Subjects: Geometric Concepts,Elementary School Students,Preschool Children,Teacher Education,Video Technology,Concept Formation,Grade 4,Misconceptions,Mathematics Tests,Teaching Methods,Thinking Skills,Visualization,Logical Thinking,Models,Abstract Reasoning,Geometry,Mathematics Instruction,Qualitative Research,Foreign Countries

Misconceptions in geometry are an essential problem in the understanding of geometric terms by primary and pre-primary aged children. Present research shows some misconceptions in geometry demonstrated in the understanding of circles, squares, triangles and oblongs for children in the last year of kindergarten and pupils in the last year of primary school. The research methodology is based on the Van Hiele's theory of understanding geometric thinking. Qualitative analysis of videotapes with recorded children's activities was the method used for pre-primary children. Whereas for the examination of 4th graders, a quantitative analysis was conducted via student-completed tests. Pupils' common misconceptions are shown and identified in our research. Based on these findings, recommendations for best pedagogical practice are suggested for teachers in primary and pre-primary levels and also for the teacher training of pre-service teachers.
Directions, Objectives, and Author&apos;s Concepts of Audiovisual Media Interpretations of School and University Theme in the Soviet Cinema of the &quot;Thaw&quot; Period (1956-1968)
Author: Fedorov, Alexander
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational History,Social Change,Social Systems,Teacher Student Relationship,Foreign Countries,Educational Policy,Teaching Methods,Educational Philosophy,Teacher Effectiveness,Films,Audiovisual Instruction,Religion,Sociocultural Patterns,Political Attitudes,Higher Education,Elementary Secondary Education

The &quot;thaw period&quot; films (1956-1968) on the school/university topic can be conditionally divided into two stages: early (1956-1963) and late &quot;thaw&quot; (1964-1968), although, naturally, there was a somewhat diffusion between these periods. The &quot;thaw&quot; audiovisual texts about school and university life, according to the authorities, were to support the main course of the state policy in the educational and socio-cultural spheres of the time, that is, to show that the Soviet education and culture system is being reformed: 1) the educational process is out of the strict Stalin's framework (while retaining general communist landmarks and a rigid anti-religious orientation); 2) the relationship between teachers and students is becoming more democratic, to some extent, creative, based on the experience of Soviet educators/innovators of the 1920s; 3) there are problem zones at school and university (for example, the taboo was removed from the previous interpretation of a Soviet teacher's image as almost an ideal representative of the most educated part of the people). The first &quot;thaw&quot; stage was more or less characterized by a romantic reliance on the pedagogical experience of revolutionary Soviet pedagogy of the 1920s and the creation of touching lyrical stories, where, despite minor difficulties, the harmony of good teachers and, sometimes, flawed and misled at the beginning, but later good students, won. In the course of the second stage of the &quot;thaw,&quot; new tendencies began to manifest themselves more often: on the one hand, the crisis, the disappointment and fatigue on the part of teachers, and on the other, the pragmatic cynicism of students.
The Study of Relationship between Women Teachers&apos; Career Barriers and Organizational Silence: Viewpoint of Women and Men Teachers
Author: Inandi, Yusuf
Date: 2017-00-00
Type: Journal Articles
Subjects: Barriers,Females,Gender Bias,Elementary School Teachers,Secondary School Teachers,Teacher Surveys,Correlation,Predictor Variables,Foreign Countries,Women Faculty,Teaching Conditions,Teacher Attitudes,Sex Stereotypes,Educational Attainment,Marital Status

The purpose of the study is to reveal the relationship between women teachers' career barriers and their organizational silence, and also whether career barriers predict their silence.* Study group is comprised of 522 teachers working at elementary and high schools in central districts of Mersin. In this descriptive study, data were collected through &quot;Women Employees Career Barriers Scale&quot; (WECBS) and &quot;Organizational Silence Scale&quot; (OSS). It is understood according to research results that there is a medium level relationship between women teachers' career barriers and their organizational silence. Furthermore, women teachers' career barriers are a significant predictor on dimensions of organizational silence.
Incorporating Beliefs, Values and Local Wisdom of Betawi Culture in a Character-Based Education through a Design-Based Research
Author: Suswandari
Date: 2017-00-00
Type: Journal Articles
Subjects: Values Education,Teaching Methods,Elementary School Students,Beliefs,Ethnic Groups,Educational Research,Foreign Countries,Interviews,Focus Groups,Teacher Attitudes,Elementary School Teachers,Observation,Religious Factors,Folk Culture,Integrated Curriculum,Instructional Design,Teacher Surveys,Qualitative Research,Statistical Analysis

This design-based research is part of three-year national projects examining the incorporation of local wisdom in a character-based education in primary school contexts. Specifically, the present study addresses two research questions: 1) what are local wisdoms of Betawi ethnic feasible to be incorporated in character based curriculum in primary school contexts, 2) what are potential classroom instruction methods for such a local wisdom integrated curriculum. To this end, I worked with historian, educational experts and practitioners. Multiple data collection methods were employed, including documents study, interview, survey, focus group discussion and observation. The collected data were analysed both qualitatively and quantitatively. This study has highlighted several beliefs, values and local wisdom from Betawi culture feasible for integration within classroom instruction. More importantly, the study has discussed an alternative instructional method that facilitated the incorporation of the beliefs, values and local wisdom from Betawi culture in classroom context.
Innovative Methods in Teaching Programming for Future Informatics Teachers
Author: Majherová, Janka
Date: 2017-00-00
Type: Journal Articles
Subjects: Programming,Teaching Methods,Instructional Innovation,Preservice Teachers,Preservice Teacher Education,Robotics,Virtual Classrooms,Programming Languages,Secondary School Curriculum,Computer Science Education,Control Groups,Experimental Groups,Instructional Effectiveness,Technology Uses in Education,Educational Technology

In the training of future informatics teachers the students obtain experience with different methods of programming. As well, the students become familiar with programming by using the robotic system Lego Mindstorms. However, the small number of Lego systems available is a limiting factor for the teaching process. Use of virtual robotic environments seems to be a suitable alternative for dealing with an insufficient quantity of hardware tools. The resulting programs are created and tested in the virtual laboratory and can be subsequently implemented into a real robot model. In such cases, teaching no longer depends on the available number of hardware kits and the form of teaching can be changed from group to individual. This paper describes our experiences with students' learning with the robotic system Lego Mindstorms, programming environments Bricx and virtual educational environment ROBOTC. One approach to making teaching programming language attractive is the use of robotic kits and virtual environments in the classroom.