This study aims at verifying the learning of adolescent students about the disabled person using educational technology in the boardgame mode and using a semi-experimental non-randomized study of pre and post with unintentional probability sample. Validated and standardized instru- ments were used. Data were processed by SPSS 20.0 and organized in tables. For comparison of proportions, the McNemar test was used. Females predominated (56%), aged between 13 and 14 years old (63.3%) from private schools (58.7%). It was evidenced a significance for learning about visual and hearing impairment on issues of low complexity (p < 0.0001), visual impairment in the issue of medium complexity (p < 0.0001) and hearing loss in high complexity (p < 0.0001). It should be practiced using the boardgame to school awareness about the theme, because it pro- vides reflection on the theme, contributes to learning and encourages inclusion.
DOI: 10.4236/ce.2018.95047 648 Creative Education levant themes on diabetes, infant respiratory infections, puerperium care, drugs, AIDS, STDs among others (Perim, Giannella, & Struchiner, 2014). In the College of Ceilândia-University of Brasília-Brazil, the discipline Comprehensive Care for Women and Children’s Health, addresses in its programmatic content the pre- vention of diseases through immunization. However, this content is extensive and requires more time to be taught, so the game entitled “ImmunizAction” provides a didactic and educational learning and reinforcement of the theme on immunopreventable diseases. So, the main question of this study is: does this boardgame with contents related to immunopreventable diseases contribute di- dactically to the learning of nursing students?
Question 3: Why do you like playing video game? Similar to Question 2, this question is multiple answer question which means a respondent can select more than one answer. Figure- concluded that the majority of the respondents (83% of them) had play Snake & Ladder boardgame. One thing to notice also, there is respondents who play all the main board games except Chinese checkers. Five respondents who answered others are referring to the Monopoly boardgame. Note also that all respondents had at least played one boardgame in their
Overall, men were receptive about the use of a game and embraced the concept of using real life scenarios. This reflects the findings of an evaluation study conducted in Uganda on Make a Positive Start Today game, which reported participants’ preference for the use of a boardgame compared to health talks as an edu- cation method . Men in this study were particularly captivated by the visual aids used such as little shoes, throwing dice and footprints on a board. A visual display of the game reiterated the importance of walking in women’s shoes. The role of board games in motivating players has been documented elsewhere . In the Clinical Pharmacology Game, medical students stated having enjoyed playing the game which involved rolling the dice and moving patient characters on a board .
A boardgame about cell topic was used in a study, which was done in Switzerland with high school students. It was observed that students enjoyed playing the game. Furthermore 56% of the students stated they learned new information that they didn’t know (Cardoso et al., 2008). Cordona et al. (2007) adapted a game about cell to DNA topic, performed it with high school students. Participant teachers and students accepted the game and the researchers reached the result of the game can be used for educating complex topics. Altunay (2004) reported that, lessons thought with games would increase the achievement of students and while students in the control group forgot the information that they learned, experiment group didn’t forget what they learned with games.
Background: We believe junior doctors are in a unique position in relation to reporting of incidents and safety culture. They are still in training and are also ‘ fresh eyes ’ on the system providing valuable insights into what they perceive as safe and unsafe behaviour. The aim of this study was to co-design and implement an embedded learning intervention – a serious boardgame – to educate junior doctors about patient safety and the importance of reporting safety concerns, while at the same time shaping a culture of responsiveness from senior medical staff. Methods: A serious game based on the PlayDecide framework was co-designed and implemented in two large urban acute teaching hospitals. To evaluate the educational value of the game voting on the position statements was recorded at the end of each game by a facilitator who also took notes after the game of key themes that emerged from the discussion. A sample of players were invited on a voluntary basis to take part in semi-structured interviews after playing the game using Flanagan ’ s Critical Incident Technique. A paper-based questionnaire on ‘ Safety Concerns ’ was developed and administered to assess pre-and post-playing the game reporting behaviour. Dissemination workshops were held with senior clinicians to promote more inclusive leadership behaviours and responsiveness to junior doctors raising of safety concerns from senior clinicians.
Game-based learning has been introduced as an interactive tool to facilitate learning and training processes in various fields, including supply chain management (SCM). Most of these games are specifically designed to focus on certain scenarios and concepts. For example, the original beer distribution game focuses on a single product supply chain without considering capacity and process reliability into account. This creates challenges for extending the games to cover other concepts in SCM. To tackle this problem, we propose a boardgame, titled ThinkLog, as a face-to-face extendable framework to facilitate learning in SCM. It can be extended to generate different scenarios for various concepts in SCM without changing the basic game structure. Using this principle, we have extended the basic version of ThinkLog to two other scenarios, namely: humanitarian logistics and urban logistics, by simply modifying the rule of the game. Each scenario would have different learning objectives embedded in the gameplay. The game is also complemented with a computer-based application (digital application) to enhance the overall learning experience and collect relevant data (data gathering) during a game session. These three scenarios have been evaluated on four-interactive sessions with government officials and policy- makers in Indonesia. Each session has been consistent in its acceptance of the game as a tool to facilitate learning in SCM, regardless of the scenarios that we played. Our learning objective evaluation also shows that the game is effective in deepening the players’ understanding of SCM concepts.
The use of an educational boardgame stimulated the communication about sexuality and intimate relation- ships among young people with chronic conditions or impairments, as a promising tool to improve the commu- nication about sexuality with young people with special health needs . In that sense, different types of games are used for the purpose of entertainment, teaching and health, by health professionals from different areas, such as nursing, medicine, health care, physical exercise, and are valid as an intervention strategy to benefit the gen- eral population .
questions as well as rating scales addressing parents’ socialization of their children’s math development and, more specifically, how they played the boardgame with their children. Four questions focused on socialization of children’s math development: “How important is it that your child does math activities at home?”, “How important is it that you help your child with math?”, “How much do you enjoy math?”, and “How good at math are you?” Response options ranged from 1 (not very/not at all good) to 5 (very/very good/very much). Parents were also asked about the frequency with which their children engaged in 22 math-related activities, such as counting objects, playing board games, and writing numbers. Response options were 0 (never/not at all), 1 (occasionally/less than once a week), 2 (often/at least once a week), or 3 (every day/almost every day). A child engagement math composite was created by averaging the frequency scores across all activities. In order to understand how parents played the board games with their children, we asked them to describe where the game was played, who the participants were, and whether they used the counting procedure, if applicable. Parents were also asked whether they believed their children learned anything from playing the game.
Abstract. “Global change” is a complex term still widely unknown, and often confused with climate change. The Spanish Secondary School Curriculum indicates that the idea of global change is absent. Global- change components are distributed among different subjects and courses. This scattering of the subject matter hinders students from gaining a cohesive understanding of global change and its implications. The main objective of this proposal is to develop an educational approach aimed at expanding children’s knowledge regarding global change, and fomenting awareness of the interrelations between human actions and this environmental crisis. In addition, we seek to aid students in understanding that the adoption of certain practices could help them achieve a sustainable lifestyle. To this end, we have designed and manufactured a prototype boardgame called “A Planet on the Abyss”, with a cooperative play. The pilot study realized have showed that the students recognize that Global Change incorporates more components than climate change and the students related Global Change with an anthropocentric origin and they became to use new terms, such as habitats, ecosystems, deforestation, etc.
Othello is a traditional game that can be trace back to year 1830s where the objective of the game is to have own pieces occupied the board. The boardgame has been declining rapidly as gaming technology getting more advances. This is because video games are preferred by the Gen-Z because it is more interactive. There are many electronic-software versions of this boardgame but the game popularity is still declining as the electronic-software version is not interactive and just a conversion of the boardgame. The objective of the development of electronic-hardware based of this boardgame is to give a twist of the old boardgame in which the user can have the feeling of playing a hardware boardgame and yet experienced the interactive of an electronic version (such as playing on smartphone app). The proposed schematic and flowchart are explained concisely. The simulation and actual results are presented and the finding shows that the E- OTHELLO performs as expected.
Difficulty in learning set theory has inspired us to create alternative mathematics activities that are meaningful and enjoyable. Thus, we developed a boardgame called Setarea for learning this topic. The sub-concepts of set theory, namely set, elements, subset, powerset, operations on sets, and cardinality of set are embedded in the game’s components, mechanics, and missions in order to help students learn the concept in a different context. To evaluate the effectiveness of our boardgame (BG) against an active-learning unit (AL), we also designed a separate series of tasks for a different group of students to cooperatively help each other to construct the same sub-concepts. These tasks were followed by the introduction of definitions and notations, whereas, in BG, these notations were introduced only after the post-test. Students’ learning at different levels (grades 7, 9 and 11) was investigated to answer three research questions (RQs):
This paper extends the use of the Monopoly ® boardgame as an economic simulation exercise designed to reinforce an understanding of how the accounting cycle impacts the financial statements used to evaluate management performance. This extension adds elements of debt not previously utilized to allow for an introduction of the fundamentals of ratio analysis at a foundation level in financial accounting instruction. This extended approach uses the rules and strategies of a familiar boardgame to create a simulation of business and economic realities, which then becomes an effective, interactive, in-class financial accounting practice set.
Stage 2 requires the players to reflect on gathered material and use this to respond to their artists brief (selected at the start of play). This system of using an artists brief to pose a task, i.e. “ Propose an text based artwork based on the material collected” is a format that can generate artwork across topics and additional briefs can be suggested, either as a random artwork generator way of engaging learners currently studying art. Stage 2 ends with each player proposing an idea for a new artwork. All players must then discuss the merits of each proposal and as a curatorial panel come to a group consensus as to the ‘best proposal. This should be based on the quality of the proposal as well as evidence that the collected research had fed into the final proposal. This is a fairly arbitury process, though one that echoes the tastes and judgments of any arts judging panel. The player with the best proposal is deemed the winner! This process could be extended into a third stage that would move away from the boardgame format and involve a physical studio based realisation of artworks. This is the stage where the game becomes more focused as a teaching tool and moves away from the recognised boardgame format.
Whilst the discussion of the benefits of using use of play as an activity within the context of academic research has been covered wide- ly (Coulton, 2015; Fullerton et al., 2004; Gobet et al., 2004; Bogost, 2007; Nacke et al., 2009; Abt, 1970; Coulton et al., 2016) what is less developed is how games can be designed to reveal the complexity of the underlying systems that can affect our lives. In particular, this research looks into the tensions of creating a boardgame that both delivers an underlying rhetoric, in this case related to personal data privacy, but is also still enjoyable to play. The initial research start- ed through a consideration of how best to characterise the types of interactions in physical and virtual spaces within the context of the Internet of Things (IoT). The resulting model (Akmal & Coulton, 2018) utilised philosophy as a lens to view these ‘spaces’, and provides a tool for establishing the nature of interactions that happen within them. The aim was to assist designers in making better informed decisions when designing new IoT products and services. Given the premise of the model was highly philosophical in nature, as it used theories established by Michel Foucault to create an epistemologi- cal ground to bridge these physical and digital spaces, this present- ed a challenge when imagining how the model might be used in practice. The boardgame began as a way to address this challenge. What follows is a discussion of the tension of designing a game that meets our research goals but also functions as a stand-alone game. Research through Design (RtD) was utilised as a methodology as it allows constant reflection through the iterative game design and play-testing and not only acted as a way to streamline the game, but also established a number of other avenues that reinforced the initial research. This paper presents and reflects on the different decisions that had to be made in order to satisfy both elements of the challenge; a designed artefact capable of expressing research material, as well as a designed artefact that is playable as a game. Games as a medium for persuasion
The last part of the article is devoted to the exploration of strategies. One benefit of developing our own implementation of a boardgame with Mathematica is that it yields perfect control over the different steps of each game, the ability to unplay or to replay some or all of those steps, to add or remove randomness, and to add or remove interactivity during the game. Mathematica also makes it easier to implement and apply strategies and perform, on a large set of examples, statistical analysis on the resulting games.
To complete the background for the peering game the students are presented with the papers from Bill Norton and in addition there were two guest lectures. The first was on the technical side of peering, with a discussion of Border Gateway Protocol 4 (BGP4) and how it is used, including policy aspects. The second guest lecture discussed the local political scene and aspects of service provision such as content delivery through the network. To complete the discussion on peering the students are also presented with broadband service provision information and the current state of peering in an advanced broadband market. This information is provided from the local telco (discussed further in section 3.2) and the evolution in peering due to the development of the broadband market is discussed in a paper by Kensuke, Kenjro & Hiroshi (2005) that is handed out prior to the class. In addition, basic background on gaming theory such as the Prisoner's Dilemma (Watson 2002) and signaling are introduced.
Play and games are considered to be fundamental aspects of human endeavour that are embedded in our society and culture (Roberts et al., 1959). They allow for suspension of reality and freedom from ordinary life (Callious, 1961; Huizinga, 1955). Due to their compelling nature, games have also been applied and utilized in various arenas of education as an innovative pedagogical approach to enhancing the knowledge and performance of students (Braghirolli et al., 2016). Games can be used to engender the creation of new learning environments by integrating thinking, social ‘collaborative’ interaction and technology (Kafai et al., 1998). This application of gameplay has been capitalized on by several educational sectors, including: health studies, to train students in, for example, the better diagnosis of patients (Gibson and Douglas, 2013); business studies, to simulate real-life business environments (Hale et al., 2002); taxation for accounting purposes (Viviers, 2016); change management (Rajeev and Kalpathi, 2016); and military training, using strategy to simulate the success or otherwise of tactics employed – with the oldest (and still popular) game being chess (Wylie, 2017). This depth of game application, throughout a diverse range of contextual settings, illustrates how popular games can be treated as vehicles for augmenting students’ teaching and learning experience.
probability. A literature search revealed that Monopoly ® has been applied to teaching accounting (Clayton, 2003; Shanklin & Ehlen, 2007; Bergner & Brooks, 2017), economics (Wright, 2008) and race relations (Waren, 2011), but no use of the game in probability or risk management was found. The underpinning philosophy is social constructivism applied to gaming (Michaels & Chen, 2007). Social constructivism allows participants to co-construct knowledge and co-create understanding in learning environments where “...learners are actively engaged in activities and discussions” (Sharma, 2015). This simulation allows the environment to become part of the learning process and gives space for discussion, conceptualisation and reflection in the social constructivist tradition.
To play ACAGATATA, students should be aware of basic concepts of genetics and molecular evolution -for a review, see textbooks by Lehninger et al. (2008) and Lewin (2007). The role of randomness in the origin of biodiversity is the main theme of the game. Mutation is shown as an error in the copy of a single informative DNA strand, during the asexual reproduction of a haploid organism. Throughout consecutive generations of copies from its parental nucleotide sequence ACAGATATA, such errors are accumulated, leading to the production of different peptides, when compared to the one synthesized from the original DNA information. Hence, random changes in ancestral genotypes reflect on descendant phenotypes. The simulation is a didactic approach to concepts and mechanisms related to phenotypic expression, based on a simple model of molecular evolution.