This is an excerpt from one of my latest contributions, entitled: “The Use of Mobile Learning Technologies in Primary Education”.
(The Image has been adapted from Buzzle.com)
- The ‘Constructivist-Based learning’ is a learning theory claiming that individuals construct their knowledge and understandings through experiencing things.
- The ‘Digital Learning Resources’ include digitally formatted, educational materials like; graphics, images or photos, audio and video, simulations and animation technologies, that are used to support students to achieve their learning outcomes.
- The ‘Digital Games-Based Learning’ (DGBL) involves the use of educational video games that can be accessed through computer-based applications. DGBL are usually aimed to improve the students’ learning outcomes by balancing educational content and gameplay.
- The ‘Discovery-Based Learning’ is a constructivist-based approach to education as students seek to learn through continuous inquiry and experience.
- The ‘Learning Outcomes’ are assessment tools that measure the students’ achievement at the end of a course or program.
- ‘Mobile Learning’ (M-Learning) is a term that describes how individuals learn through mobile, portable devices, including smart phones, laptops and/or tablets.
- The ‘Serious Games’ refer to games that are used in industries like; education, health care, engineering, urban planning, politics and defence, among other areas. Such games are usually designed for training purpose other than pure entertainment.
- The ‘Ubiquitous Technology’ involves the use of wireless sensor networks that disseminate information in real time, from virtually everywhere.
- Bakker, M., van den Heuvel-Panhuizen, M., & Robitzsch, A. (2015). Effects of playing mathematics computer games on primary school students’ multiplicative reasoning ability. Contemporary Educational Psychology, 40, 55-71.
- Blatchford, P., Baines, E., & Pellegrini, A. (2003). The social context of school playground games: Sex and ethnic differences, and changes over time after entry to junior school. British Journal of Developmental Psychology, 21(4), 481-505.
- Bottino, R. M., Ferlino, L., Ott, M., & Tavella, M. (2007). Developing strategic and reasoning abilities with computer games at primary school level. Computers & Education, 49(4), 1272-1286.
- Camilleri, M.A. & Camilleri, A. (2017). The Students’ Perceptions of Digital Game-Based Learning. In Pivec, M. & Grundler, J. (Ed.)11th European Conference on Games Based Learning (October). Proceedings, pp. 52-62, H JOANNEUM University of Applied Science, Graz, Austria, pp 56-62. http://toc.proceedings.com/36738webtoc.pdf https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3087801
- Camilleri, A.C. & Camilleri, M.A. (2019). The Students Intrinsic and Extrinsic Motivations to Engage with Digital Learning Games. In Shun-Wing N.G., Fun, T.S. & Shi, Y. (Eds.) 5th International Conference on Education and Training Technologies (ICETT 2019). Seoul, South Korea (May, 2019). International Economics Development and Research Center (IEDRC). https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3339158
- Camilleri, A.C. & Camilleri, M.A. (2019). The Students’ Perceived Use, Ease of Use and Enjoyment of Educational Games at Home and at School. 13th Annual International Technology, Education and Development Conference. Valencia, Spain (March 2019). International Academy of Technology, Education and Development (IATED). https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3339163
- Camilleri, M.A. & Camilleri, A.C. (2019). Student-Centred Learning through Serious Games. 13th Annual International Technology, Education and Development Conference. Valencia, Spain (March 2019). International Academy of Technology, Education and Development (IATED). https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3339166
- De Aguilera, M., & Mendiz, A. (2003). Video games and education:(Education in the Face of a “Parallel School”). Computers in Entertainment (CIE), 1(1), 1-14.
- Hainey, T., Connolly, T. M., Boyle, E. A., Wilson, A., & Razak, A. (2016). A systematic literature review of games-based learning empirical evidence in primary education. Computers & Education, 102, 202-223.
- Hromek, R., & Roffey, S. (2009). Promoting Social and Emotional Learning With Games: “It’s Fun and We Learn Things”. Simulation & Gaming, 40(5), 626-644.
- Lim, C. P. (2008). Global citizenship education, school curriculum and games: Learning Mathematics, English and Science as a global citizen. Computers & Education, 51(3), 1073-1093.
- McFarlane, A., Sparrowhawk, A., & Heald, Y. (2002). Report on the educational use of games. TEEM (Teachers evaluating educational multimedia), Teem, Cambridge, UK. pp.1-26. http://consilr.info.uaic.ro/uploads_lt4el/resources/pdfengReport%20on%20the%20educational%20use%20of%20games.pdf
- Miller, D. J., & Robertson, D. P. (2010). Using a games console in the primary classroom: Effects of ‘Brain Training’programme on computation and self‐British Journal of Educational Technology, 41(2), 242-255.
- Pellegrini, A. D., Blatchford, P., Kato, K., & Baines, E. (2004). A short‐term longitudinal study of children’s playground games in primary school: Implications for adjustment to school and social adjustment in the USA and the UK. Social Development, 13(1), 107-123.
- Tüzün, H., Yılmaz-Soylu, M., Karakuş, T., İnal, Y., & Kızılkaya, G. (2009). The effects of computer games on primary school students’ achievement and motivation in geography learning. Computers & Education, 52(1), 68-77.