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  • 1.
    Andersson, Erik
    et al.
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Öhman, Johan
    School of Humanities, Education and Social Sciences, Örebro University, Örebro, Sweden.
    Young people's conversations about environmental and sustainability issues in social media2017In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 23, no 4, p. 465-485Article in journal (Refereed)
    Abstract [en]

    Young people’s conversations about environmental and sustainability issues in social media and their educational implications are under-researched. Understanding young people’s meaning-making in social media and the experiences they acquire could help teachers to stage pluralistic and participatory approaches to classroom discussions about the environment and sustainability. The aim of the article is to explore the characteristics of meaning-making in young people’s conversations about environmental and sustainability issue in social media, more precisely in an online community. The study takes a public pedagogy and citizenship-as-practice approach and uses Epistemological Move Analysis. The conversation are shown to be argumentative, sophisticated, elaborative and competitive and create an educational situation in which facts about the world and moral and political values and interests are confronted and argued. The findings raise questions about pluralistic and participatory approaches and the staging of classroom conversations in environmental and sustainability education.

  • 2.
    Andersson, Joacim
    et al.
    Department of Education, University of Uppsala, Uppsala, Sweden.
    Maivorsdotter, Ninitha
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    The 'body pedagogics' of an elite footballer's career path - analysing Zlatan Ibrahimovic's biography2017In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 22, no 5, p. 502-517Article in journal (Refereed)
    Abstract [en]

    Background: Pedagogical research on career is encouraged to not limit sport learning to athletic skills, coaching effectiveness and coach–athlete relationships, but to also focus on learning in a multidimensional sense in the context of an athlete’s individual and social biography. This article examines an elite athlete’s career path as a body pedagogic phenomenon involving processes of self-transformation in relation to practical, social and embodied environments.

    Purpose: The purpose is to analyse the career path of the elite footballer Zlatan Ibrahimovic by focusing on how different learning environments relate to different embodiments of techniques and skills and how values and norms shape professionalism.

    Theoretical frameworks: A combined framework of body pedagogics and John Dewey’s theory of aesthetic experience is used to understand an elite career path as a learning trajectory involving different self-transformation means. Hence, the elite athlete is viewed as a career climber who creates his own educational pathway and engages in processes of participating, acquiring and becoming.

    Data analysis: A practical epistemology analysis (PEA) with a focus on aesthetic judgements is used to analyse the narrative of Zlatan’s career path as it is portrayed in the biography I Am Zlatan: My Story on and Off the Field. One major theme is identified, namely that Zlatan develops from being a dribbler to a striker. Against this background, Zlatan Ibrahomovic’s self-transformation is scrutinised in relation to three different sub-themes (suburb, arena and team) in three different ways (auto-didactic, education and educator) to create distinct and heterogeneous forms of knowledge in support of professional artistry.

    Results: The analysis offers an elaborated empirical description of how the means and ends of self-transformation develop reciprocally throughout Zlatan’s elite career and how this relates to practical, social and embodied environments. Examples of body pedagogic outcomes are: (1) different commitments to training, team culture and the coach–athlete relationship (social), (2) that Zlatan uses his dribbling skills more purposefully for scoring goals and satisfying the coach (embodied) and (3) that he is able to win different leagues and titles with different teams (practical).

  • 3.
    Atif, Yacine
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Chou, Chien
    Institute of Education, National Chiao Tung University, Taiwan.
    Digital Citizenship: Innovations in Education, Practice, and Pedagogy2018In: Educational Technology & Society, ISSN 1176-3647, E-ISSN 1436-4522, Vol. 21, no 1, p. 3p. 152-154Article in journal (Refereed)
    Abstract [en]

    There are still disparities in technology-access despite economic pressures and widespread promises to overcome them. The induced digital gap defines the degree of digital citizenship for which, unified policies have yet to be drawn at various educational levels to reduce that gap. The quest for a broad participation to develop digital citizenship competencies needs further investigations into innovative educational approaches, pedagogical methods, and routine practices that foster digital literacy, and narrows the digital divide. This special issue accumulates original theoretical and empirical research contributions across contemporary digital citizenship perspectives. The final selection of the papers explores digital citizenship concepts such as ethics, digital literacy and participation, in various contexts to develop opportunities for a wider engagement in social actions. The international perspectives of contributing authors shed lights on digital citizenship prospects across unique contexts among different nations. 

  • 4.
    Atif, Yacine
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Stylianos, Sergis
    University of Piraeus, Athens, Greece.
    Demetrios, Sampson
    Curtin University, Perth, Australia.
    Mathiason, Gunnar
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    A Cyberphysical Learning Approach for Digital Smart Citizenship Competence Development2017In: WWW '17: Proceedings of the 26th International Conference on World Wide Web Companion, ACM Digital Library, 2017, p. 397-405Conference paper (Refereed)
    Abstract [en]

    Smart Cities have emerged as a global concept that argues for the effective exploitation of digital technologies to drive sustainable innovation and well-being for citizens. Despite the large investments being placed on Smart City infrastructure, however, there is still very scarce attention on the new learning approaches that will be needed for cultivating Digital Smart Citizenship competences, namely the competences which will be needed by the citizens and workforce of such cities for exploiting the digital technologies in creative and innovative ways for driving financial and societal sustainability. In this context, this paper introduces cyberphysical learning as an overarching model of cultivating Digital Smart Citizenship competences by exploiting the potential of Internet of Things technologies and social media, in order to create authentic blended and augmented learning experiences.

  • 5.
    Backlund, Per
    et al.
    University of Skövde, School of Humanities and Informatics.
    Engström, Henrik
    University of Skövde, School of Humanities and Informatics.
    Johannesson, Mikael
    University of Skövde, School of Humanities and Informatics.
    Computer Gaming and Driving Education2006In: Proceedings of the 14th International Conference on Computers in Education, ICCE 2006: Pedagogical Design of Educational Games, 2006, p. 9-16Conference paper (Refereed)
    Abstract [en]

    This study investigates the learning effects of playing racing, action, and sports computer games. In particular we focus on traffic school students’ driving behavior. A survey conducted at three driving schools, questioned driving students about their gaming habits. The driving instructors evaluated their students’ driving skills and traffic safety attitudes. The results indicate that experience in computer games can have a positive effect on driving performance. Experienced gamers were ranked significantly higher by their instructors regarding their overall driving skills compared to students with low experience in computer games. However, no evidence was found to indicate that experienced gamers have a worse attitude towards fellow road-users or traffic safety. Experiments conducted in a driving simulator, using a game developed purposely to enhance certain traffic safety variables, reveals that it is possible to provide an entertaining game with serious content. Preliminary results, however, indicate that the version of the game where the explicit game goals are hidden was found to be the most entertaining one. The results of the investigation warrant further review into the development and utilization of computer games for traffic safety and education purposes.

  • 6.
    Englund, Mikael
    University of Skövde, School of Humanities and Informatics.
    Lärande och flow: Den optimala lärandeupplevelsen2012Independent thesis Basic level (degree of Bachelor), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Detta arbete har utförts för att undersöka frågeställningen ”Hur bör ett dataspels tutorial designas för att spelaren ska lära sig samtidigt som den främjar uppkomsten av flow?”. För att besvara detta har teorier inom pedagogik, lärande av spel, användbarhet och flow samt mer generella teorier kring spel studerats för att skapa en teoribildning inom området. För att testa detta har ett spel med två olika tutorials skapats. Detta spel har sedan använts för att, med hjälp av två testgrupper, samla data om hur spelare lär sig samt deras flowupplevelse. Resultaten visar på att den typ av inlärning som bör appliceras är beroende av vad som ska läras ut till spelaren. Huruvida någon av de olika typerna av tutorials är fördelaktiga för uppkomsten av flow har ej kunnat besvara då de båda testgruppernas data visat på snarlika flowupplevelser. 

  • 7.
    Gustavsson, Henrik
    et al.
    University of Skövde, The Informatics Research Centre. University of Skövde, School of Informatics.
    Brohede, Marcus
    University of Skövde, The Informatics Research Centre. University of Skövde, School of Informatics.
    Continuous assessment in software engineering project course using publicly available data from GitHub2019In: Proceedings of the 15th International Symposium on Open Collaboration, OpenSym 2019, Association for Computing Machinery (ACM), 2019, article id 4Conference paper (Refereed)
    Abstract [en]

    This paper describes an approach for assessment in a large software engineering project course. We propose an approach for continuously collecting information from a source code repository and collaboration tool, and using this information for assessing student contributions and also for assessing the course as a whole from the teacher's standpoint. We present how we display metrics for how the students perform in relation to some of the requirements of the course. We argue that continuous summative assessment feedback to the students on how they are performing in the project is a suitable strategy for ensuring active participation from the students for the duration of the project course. 

  • 8.
    Hansson, Weronica
    University of Skövde, School of Humanities and Informatics.
    Individanpassad undervisning: Lärares upplevelser av att anpassa undervisningen efter elverna förutsättningar och behov2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The curriculum (Skolverket, 2011) and Education Act (SFS 2010:800) indicates that education must be adapted to the students' abilities and needs. The National Agency for Education (2011) determines that there are deficiencies in how the schools practice such education and also my experience was that this included some challenges. Against this background, this study aim became to describe, interpret and understand the meaning of the teachers’ experiences of individualizes their own teaching and any related challenges. To investigate this, a qualitative method with interviews as a data collection technique was used, where five practicing teachers were interviewed. A hermeneutic - phenomenological approach was used as a base.

    The results showed that individualized education is not easy to do, as it's much up to the teacher to interpret and carry out the education with the difficulties it means. There are many factors that will affect the education and the analysis of the result show that these factors work in combination with each other and are what enables individualized education.

  • 9.
    Hofverberg, Hanna
    et al.
    Department of Education, Uppsala University, Uppsala, Sweden.
    Maivorsdotter, Ninitha
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Recycling, crafting and learning - an empirical analysis of how students learn with garments and textile refuse in a school remake project2018In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 24, no 6, p. 775-790Article in journal (Refereed)
  • 10.
    Jeppsson, Arvid
    et al.
    University of Skövde, School of Informatics.
    Pudas Johansson, Max
    University of Skövde, School of Informatics.
    VISUAL NOVELS OCH ORDKUNSKAP: Användares attityder till Visual Novels med ordinlärning som huvudsyfte.2019Independent thesis Basic level (degree of Bachelor), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Vårt examensarbete handlar om vad användare har för attityder till en Visual Novel med ordinlärning som huvudsyfte. För att undersöka detta så framställde vi en Visual Novel med ett ordinlärningsmoment från svenska till engelska, där spelaren instrueras att skriva in understrukna ord. Därefter utförde vi en kvalitativ studie på deltagare i åldrarna 18 år och uppåt där de fick testa vår Visual Novel, och sedan intervjuades. Resultaten från vår undersökning tyder på att det finns ett intresse för Visual Novels med ordinlärning som huvudsyfte. Deltagarna tyckte att att kopplingen mellan det visuella och glosorna i vår Visual Novel inte var en viktig del i hur väl de lyckades med att klara glosorna, och att storyn kan anpassas för att användarna ska få bättre förutsättningar att komma ihåg glosorna.

  • 11.
    Johansson, Barbro
    et al.
    University of Skövde, School of Health and Education.
    Mårtensson, Lena B.
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Ways of strategies to knowing the patient described by nursing students2019In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 38, p. 120-125Article in journal (Refereed)
  • 12.
    Johansson, Thomas
    University of Skövde, School of Health and Education.
    Nationell databas som lärresurs för organisatorisk lärande: Hur hinder och möjligheter uppfattas2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien använder sig av en kvalitativ intervjuundersökning för att skapa en förståelse av polisens användning av en databas och villkoren för hur den ska kunna stödja ett organisatoriskt lärande som ska utmynna i en ökad krishanteringsförmåga. Forskningsgenomgången visar att använda databaser för ändamålet organisatoriskt lärande har prövats många gånger och i de allra flesta fall misslyckats. Ett par betydelsefulla framgångsfaktorer för organisatoriskt lärande är en maktsymmetrisk dialog och ett ledarskap som har insikt i problematiken och förmår hantera de hinder som vanligen förekommer i en organisation. Resultatet visar på att det finns betydande tekniska och emotionella hinder i organisationen som ställer höga krav på utövat ledarskap om eftersträvat organisatoriskt lärande ska uppnås. Databasen PUM-A förefaller ha teoretisk acceptans men saknar praktisk acceptans. Avsaknad av kvalitetsrutiner, bristande teknisk funktionalitet och ett utbrett emotionellt motstånd mot att använda databasen som lärresurs ser ut att uppmuntra en passivitetskultur. Den institutionella kulturen som förordar dialog i fysiska möten inverkar som en motverkande kraft mot IT-baserat lärande. En avsaknad av gemensam syn på innebörden i organisatoriskt lärande förefaller också finnas.

  • 13.
    Linderoth, Jonas
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre. Swedish Defence University, Wargaming Section.
    Sjöblom, Björn
    Stockholm University, Sweden.
    Being an Educator and Game Developer: The Role of Pedagogical Content Knowledge in Non-Commercial Serious Games Production2019In: Journal Simulation & Gaming, ISSN 1046-8781, E-ISSN 1552-826X, article id UNSP 1046878119873023Article in journal (Refereed)
    Abstract [en]

    Background and aim. Previous literature has discussed tensions between the field of game design and the field of education. It has been emphasized that it is important to address this tension when developing game based learning (GBL). In order to find potential ways of approaching this problem, we investigate the development of GBL when performed by those who have both pedagogical content knowledge (PCK) and experience in game development. Method. Two case studies about serious games production were conducted, a game section at a national defense college and a university course in educational game design. The cases, as well as individual development projects within the settings, were analyzed with a focus on the role of PCK during serious games development. Results. While the developers and instructors at the defence college, who designed games for their in-house needs, had both PCK and knowledge about game development, these competencies varied a lot among the participants at the university course. The results show that educational goals added complexity to the design process. By comparison, some studied game projects at the university course avoided this complexity. These projects legitimized their games as educational by suggesting unproven far transfer. In other cases, where the developers did have PCK, the instructional goals where taken as a starting point that guided the whole development process. This lead to games that were designed to match highly specific educational contexts. The developers, instructors and teachers in both of the settings who used their PCK tended to break a number of established game design heuristics that would have been counter productive in relation to the learning objectives of the games. Conclusions. The paper suggests that there is a need for people with pedagogical content knowledge AND knowledge about game development. Enhancing these dual competencies in game workers could forward the field of GBL.

  • 14.
    Maivorsdotter, Ninitha
    et al.
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Lundvall, Suzanne
    The Swedish School of Sport and Health Sciences, Sweden.
    Quennerstedt, Mikael
    University of Örebro, Sweden.
    Being a competent athlete or a competent teacher?: Aesthetic experiences in physical education teacher education2014In: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, Vol. 20, no 3, p. 407-422Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to explore physical education teacher education students' meaning-making of participating in lessons - in this case gymnastics and basketball - based on their aesthetic judgements, expressed in written stories. A transactional approach, drawing on the work of John Dewey, was used in the study and the empirical data was generated through observations and collection of students' written stories. A practical epistemology analysis was used in order to explore the students' meaning-making in-depth. The purposes that the students ascribed to participating in the lessons were to develop both as athletes and as teachers. When analysing the stories, the importance of being a competent athlete emerged as the main purpose of participating in the lessons, and the majority of the students never included the purpose of developing as a teacher in their stories at all. By making the competent athlete the centre of their participation, other positions of participation were excluded or marginalized. However, even if all the students' stories contribute to the collective appropriation of the type, the majority did not include the projected, ideal type in all respects. In their stories, it was clear that many of the students expressed a tension between doing gymnastics or basketball within the context of competitive sport and doing the same activities within the context of physical education teacher education. Even if the students did not fulfil this awareness of contrasting ideals by undoing the competent athlete' completely, many of them did highlight the conflict.

  • 15.
    Messina Dahlberg, Giulia
    et al.
    University of Gothenburg, Sweden.
    Lindblom, Jessica
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Montebelli, Alberto
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Billing, Erik
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Negotiating epistemic spaces for dialogue across disciplines in higher education: The case of the Pepper experiment2018In: EARLI, Joint SIG10-21 Conference, 2018, Luxembourg, 2018, Luxembourg, 2018Conference paper (Refereed)
  • 16.
    Palmquist, Adam
    Magelungen Utveckling / Akademi Magelungen.
    Det spelifierade klassrummet2018 (ed. 1)Book (Other academic)
  • 17.
    Smith, Mariam
    University of Skövde, School of Health and Education.
    Whose Story?: Exploring communicative practices among international development organisations using learning approaches designed for complex situations2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The context in which international development work takes place is often complex and requires learning approaches which pay attention to complexity. Change is unpredictable when development is viewed as a process including multiple actors with their changing relationships and boundaries. This ethnography investigates the cultural changes that take place in communicative practices among Non-Government Organisations that adopt ‘new’ learning approaches designed for complex situations. The study explores how Outcome Mapping, Outcome Harvesting and Most Significant Change, as cultural tools, make space for learning as participation. The data in this study was created through an ethnographic approach in the local context of Cambodia.

    The results of the study make visible the range of tensions that the change of learning approaches entails for the organisations focused upon in this study. The results show how the three learning approaches make visible power relationships and have the potential to change the roles of the actors in contributing towards positive change. The roles and relationships between vulnerable community members, government agencies, NGO staff, and donors change, having significant implications on practice. This is understood in terms of a dynamic process between agents, cultural tools and context. Learning systems are placed within tensions of multiple purposes for accountability and learning. This study sheds light on the range of changes in communicative practices that focus upon learning, in terms of horizontal and vertical communities of practice creating space for situated learning and meaning. Multiple stories with multiple voices can be an effective tool in support of learning in the context of these communities of practice in order to see positive social change.

  • 18.
    Sundler, Annelie Johansson
    et al.
    Faculty of Caring Science, Work Life and Social Welfare, University of Borås, Sweden.
    Blomberg, Karin
    Faculty of Medicine and Health, School of Health Sciences, Örebro University, Sweden.
    Bisholt, Birgitta
    Faculty of Health, Science and Technology, Department of Health Sciences, Karlstad University, Sweden.
    Eklund, Anna
    Faculty of Health, Science and Technology, Department of Health Sciences, Karlstad University, Sweden.
    Windahl, Jenny
    Faculty of Medicine and Health, School of Health Sciences, Örebro University, Sweden.
    Larsson, Margaretha
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Experiences of supervision during clinical education among specialised nursing students in Sweden: A cross-sectional study2019In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 79, p. 20-24Article in journal (Refereed)
    Abstract [en]

    Background: The importance of the clinical learning environment in nurse education has gained increasing attention over the last decades. However, there is a lack of research on the learning environment, its significance and meaning in specialist nurse education. Objective: The objectives of the study were to investigate specialised nursing students' experiences of supervision during clinical practice and to compare students who were satisfied with the supervision with those who were dissatisfied with respect to a)organisation of supervision and number of preceptors, as well as time allocated by preceptors for b)supervision, c)reflection, d)discussion of intended learning outcomes, and e)assessments of students' performance by preceptors. Design: This study used a cross-sectional design. Sample and settings: A convenience sample of specialised nursing students was derived from five Swedish universities in the years 2016 and 2017. Methods: Data were collected using a questionnaire. Statistical analyses and a qualitative conventional content analysis were performed. Results: While almost all specialised nursing students reported that there had been time for discussion on their performance assessment, almost half of the students reported not getting time for supervision, or time for reflections and discussions on intended learning outcomes with the preceptor. Students reporting having time allocated for supervision by preceptors were found to be more satisfied with supervision. It was described as important that the preceptor(s)acknowledged the students previous work experiences. Even though being a registered nurse, reflections and feedback were described as valuable for the students learning. Several preceptors were described as positive allowing a broader picture and different views regarding working as a specialist nurse. Conclusions: This study indicates that supervision, in terms of discussions and reflections, of specialised nursing students is significant for learning experiences and satisfaction during clinical placement. © 2019 Elsevier Ltd

  • 19.
    Sänd, Katarzyna
    University of Skövde, School of Informatics.
    Materiella och kognitiva verktyg i undervisningen: Ett kognitionsvetenskapligt perspektiv på elevens lärande i en materiell och sociokulturell kontext2015Independent thesis Basic level (degree of Bachelor), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Enligt den situerade ansatsen ses kognitionen/tänkandet som en process i människans hjärna (neurala funktioner) och kropp (sensomotoriska mekanismer) påverkbar av omgivningen via sociala interaktioner. Den materiella och sociala omvärlden nyttjas av människan som verktyg för att stödja fysiska aktiviteter eller avlasta kognitiva processer. På samma sätt används olika typer materiella och kognitiva verktyg i grundskolundervisningen, t.ex. papper och penna eller iPads/datorer med webb-baserade läromedel. Eleven behöver omgivningens stöd vid lärandeaktiviteter. Syfte med aktuellt examinationsarbete är att undersöka via fältstudier på vilket sätt stödjer den materiella och sociokulturella kontexten eleven i lärandet som är baserad på verktygsanvändning. Studieobjektet är en högstadieskola som nyttjar en uppsättning av materiella och kognitiva verktyg i undervisningssyfte. Undersökningen utfördes genom intervjuer och observationer med ett antal elever och lärare. Insamlad data analyserades tematisk. Resultatet tyder på att elevens lärande stöds genom användning av specifika element samintegrerade till ett fungerande helhetssystem (skolans kultur) som är kvalitativt större än summan av de enskilda delarnas begränsade förmåga.

  • 20.
    Tokarieva, Anastasiia V.
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre. Prydniprovska State Academy of Civil Engineering and Architecture, Dnipro, Ukraine.
    Volkova, Nataliia P.
    Alfred Nobel University, Dnipro, Ukraine.
    Harkusha, Inesa V.
    Alfred Nobel University, Dnipro, Ukraine.
    Soloviev, Vladimir N.
    Kryvyi Rih State Pedagogical University, Ukraine.
    Educational digital games: Models and implementation2019In: Cloud Technologies in Education: Proceedings of the 6th Workshop, CTE 2018 / [ed] Arnold E. Kiv, Vladimir N. Soloviev, CEUR-WS , 2019, Vol. 2433, p. 74-89Conference paper (Refereed)
    Abstract [en]

    Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instructional tool in formal education. In order to achieve this aim, a complex of qualitative research methods, including semi-structured expert interviews was applied. As the result, the potential of educational digital games to give a unique and safe learning environment with a wide spectrum of build-in assistive features, be efficient in specific training contexts, help memorize studied material and incorporate different learning styles, as well as to be individually adaptable, was determined. At the same time, the need for complex approach affecting the administration, IT departments, educators, students, parents, a strong skill set and a wide spectrum of different roles and tasks a teacher carries out in a digital game-based learning class were outlined. In conclusion and as a vector for further research, the organization of Education Design Laboratory as an integral part of a contemporary educational institution was proposed. 

  • 21.
    Windhaber, Kevin
    University of Skövde, School of Informatics.
    How interactive storytelling in a digital role-playing game can improve the learnability of Japanese Kanji2018Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This work explores the possibility of Interactive Storytelling being able to mediate meanings of Chinese Characters used in the Japanese language, or kanji, and successful learning foundations of kanji. A great inspiration for this work was Dr. James Heisig and his series of books “Remembering the Kanji”. The advanced learning principles he proposed were used as a foundation to create an interactive storytelling experience prototype to test if students were able to pick up on said learning strategies and also meanings of kanji. Furthermore, to ensure didactical correctness of the software teachers of Japanese and Japanese studies were asked as well to participate in the test phase with the request for didactic feedback. The obtained results showed that learnability was improved, speaking for the future prospects of this project.

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