Volume Two - Academic Conferences

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Caroline Stockman and Fred Truyen So even though this teacher exemplifies that games can have both a cognitive as well as a motivational influence, she still feels reluctant to incorporate them into her own teaching method. Again, it becomes apparent that more factors are influencing her attitude. After that first, distanced encounter with a certain technology, the teacher is required to engage. <strong>Two</strong> more factors come into play here: the actual knowledge and skills with which the teacher approaches the new object, and the confidence in that personal skill set. In the schematic representation of the theory, they are listed as '2A' en 2B' since their precise sequence seems to entwine. 3.1.2 Competence The survey on educational gaming in Belgium showed that the most popular answer option across all knowledge questions was the possibility to say “I don’t know”. The first part of the questionnaire used in this study, tested the knowledge and skills of teachers concerning computer games with specific questions on taxonomy, terminology and concrete examples of well-known video games. If we have a closer look at Quake, for example, a gap of knowledge clearly presents itself. Quake is undeniably a shooter. Yet only 37 teachers, which is 21% of the participants, assigned it to its proper category. Six teachers, three men and three women, even thought it was a ‘simulator’, the least likely possibility. It should be mentioned at this point, that gender does not play a defining role in the answers of the participants. ESA (2008) concluded that 40% of all gamers are female, and the correct answer to this particular question was given by 22 men and 15 women: the same equation (despite the fact that Quake, or shooters, are considered to be a more masculine type of video game). Other variables such as age, professional characteristics or other traits, did not have a noticeable influence either (in the entire questionnaire). If we look at the overall results of this survey, eight possible thresholds were identified. Figure 3: Personally defined obstacles to integrate video games in an educational setting Graph B lists these eight obstacles, and the level in which teachers felt that it applied to their teaching practice. The main threshold turned out to be a lack of familiarity with games. This was very much confirmed during the research. Teachers know very little about video games, and have even less hands-on experience with them. This relates to the first aspect of knowledge, or relevant digital 814
Caroline Stockman and Fred Truyen literacy levels: the actual technical and conceptual facts and necessary skillset (Lawless & Pellegrino, 2007). Even if their belief system allows them to have confidence in the fact that video games can indeed enrich the learning process, they simply don't know how, which will cause a downward movement on the spiral despite the fairly high starting point. Teachers are not knowledgeably aware of the world of gaming, and so they easily miss the many opportunities of using games meaningfully in a learning environment. This concern represents the second aspect of competence, and also the second threshold in graph B and is described by the framework of Shulman (1986) as a separate aspect of ‘knowledge’: a lack of practical, concrete ideas to incorporate video games in the classroom. It goes without saying, of course, that these gaps of knowledge will lead to wrong or ineffective use – which will in its turn influence the perception of the technology involved if the desired learning outcomes remain to be desired. (So the movement on the spiral will continue downwards.) Again, this is not a factor which has gone unnoticed. In 1995, for example, Borko&Putnam stated that teacher knowledge has significant impact on teachers’ decisions, thus (p.37):”…to help teachers change their practice, we must help them expand and elaborate their knowledge systems.” Or, as one Belgian Technology teacher (born in 1977, male) puts it: “I think the primary obstacle to overcome before games can be used in education, is the ignorance of the teacher.” Yet an IT competent teacher can still shy away from new technology, as was often noticed during observations in the use of the language labs, expressing their reluctance with exclamations such as : "I will never be able to do this!" 3.1.3 Confidence If the levels of actual digital literacy are insufficient to deal effectively with the presented technology, a teacher can still achieve the potential literacy levels. This requires a self-confidence to build up computer skills and explains why, even though the participants considered themselves capable teachers, and 9 out of 10 were enthusiastic about the newly installed system, they still approached it with caution. Especially novice teachers (Yan & Piper, 2003) experience this strong influence of self-efficacy. Next to that, the greater part of the participants in the UK were female, and previous research has shown that women seem to have a lower estimation of their own ICT skills than men (Poelmans & Truyen, 2009; Schumacher, 2001) – regardless of the actual performance. Language labs, as well as video games, and many other types of educational technology, are very new and the knowledge about the system, how to use it, and how to teach with it, is consequently low. Training is necessary for the teaching staff, but those who are not confident that they will learn how to work with it, quickly feel demotivated. Boosting confidence will happen through positive experiences when handling the technology (Mueller et al., 2008), but the reverse is also true. The availability of scaffolding structures (such as support and a community feel - further discussed below) can help a teacher feel secure, decrease pressure levels, increase confidence, and make an upwards movement on the spiral possible again. Low self-confidence creates a fearfulness to approach the technology hands-on, and will establish a downwards movement. In a survey of over 700 teachers, Wozney, Venkatesh & Abrami (2006) defined this IT confidence as one of the greatest predictors of teachers’ technology use. Though it does play a major role early in the development of the spiral, there are more stakes in this process which can speed up the downward movement, slow it down, or actually reverse it. 3.2 The outer factors The previously discussed factors will occur in any adoption process, and in that order, and are often considered as the major influences. However, four more aspects come into play, though their occurrence in the process is not fixed because they stem from the teacher's environment. Therefore, they are categorised as outer, or variable factors in the framework, their influence depending on the prominence in the particular setting. 3.2.1 Time A lack of knowledge, whether object-specific or in relation to the educational deployment, is exponentially related to the need for time. Time to experiment with the technology, to perform tasks with it, to think about effective methods to use it, or as one Economics teacher in Antwerp said: "There's already so much to do that you don't always have time for a quick experiment, which doesn't 815
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Proceedings of the 10 th European C
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Contents Paper Title Author(s) Page
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Paper Title Author(s) Page No. A Qu
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The Project Mobile Game Based Learn
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Extreme Scaffolding in the Teaching
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Malaysia); Tuomo Kakkonen (Universi
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Preface These Proceedings represent
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Mini Track Chairs Dr Antonios Andre
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Cornélia Castro is a PhD student i
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Manuel Frutos-Perez is the Leader o
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David Mathew works at the Centre fo
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Research interests include the inve
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Novita Yulianti is a PhD student at
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Peter Mozelius et al. searching and
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Peter Mozelius et al. Error Handli
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Peter Mozelius et al. were no chanc
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Peter Mozelius et al. single login
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Antoinette Muntjewerff for every st
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Antoinette Muntjewerff All of this
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Figure 1: Metadata editor Antoinett
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Antoinette Muntjewerff The structur
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A Framework for Decision Support fo
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Phelim Murnion and Markus Helfert i
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Phelim Murnion and Markus Helfert 4
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Phelim Murnion and Markus Helfert s
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Phelim Murnion and Markus Helfert P
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Shekhar Murthy and Devi Murthy wisd
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Shekhar Murthy and Devi Murthy educ
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Shekhar Murthy and Devi Murthy Figu
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Shekhar Murthy and Devi Murthy corr
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Shekhar Murthy and Devi Murthy Figu
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Shekhar Murthy and Devi Murthy Stag
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7. Conclusions Shekhar Murthy and D
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Student's Characteristics for Note
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Minoru Nakayama et al. Learning exp
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Minoru Nakayama et al. 3.3 Effectiv
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Minoru Nakayama et al. Table 2: Cor
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Freeing Education Within and Beyond
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Chrissi Nerantzi The aim was to exp
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Chrissi Nerantzi agreeing with Nova
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Chrissi Nerantzi familiarisation wi
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Chrissi Nerantzi Scardamalia, M. an
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Paul Newbury et al. the slides or w
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Paul Newbury et al. multimedia faci
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Paul Newbury et al. It is designed
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Paul Newbury et al. Download figur
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Paul Newbury et al. “Has the fact
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eSubmission - UK Policies, Practice
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Barbara Newland et al. managing stu
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Figure 3: Technical infrastructure
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Barbara Newland et al. and I strong
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Harnessing the Internet for Authent
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Abel Nyamapfene As stated on the co
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Abel Nyamapfene 8. There were suffi
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Abel Nyamapfene Mulnix, J. W. (2011
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Maruff Akinwale Oladejo and Adelua
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2.3 Instrumentation Maruff Akinwale
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Maruff Akinwale Oladejo and Adelua
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References Maruff Akinwale Oladejo
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Adelua Olajide Olawole and Maruff A
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2.2 Sample and sampling techniques
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3.1 Result Adelua Olajide Olawole a
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Adelua Olajide Olawole and Maruff A
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Fatemeh Orooji et al. awareness and
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Fatemeh Orooji et al. Figure 1: The
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Fatemeh Orooji et al. Sensing/intu
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Fatemeh Orooji et al. lower and upp
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Fatemeh Orooji et al. the other dim
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Using Lifeworld-led Multimedia to E
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Andy Pulman et al. A key feature of
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Andy Pulman et al. in this case “
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Andy Pulman et al. The Research Evi
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The Project Mobile Game Based Learn
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Thomas Putz A hybrid game, consisti
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3.3 The different ‘events’ supp
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4. Pedagogical impacts Thomas Putz
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Thomas Putz Fabricatore, C. (2000).
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Ricardo Queirós and José Paulo Le
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3.6 Discussion Topics Ricardo Queir
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The Design and Development of an eL
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Andrik Rampun and Trevor Barker as
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Andrik Rampun and Trevor Barker add
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Figure 5: Screen shot of a user’s
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Andrik Rampun and Trevor Barker 3.1
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Andrik Rampun and Trevor Barker cou
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Kansei Design Model for eLearning:
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Fauziah Redzuan et al. presentation
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Fauziah Redzuan et al. A second sur
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Fauziah Redzuan et al. understand t
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Fauziah Redzuan et al. to explain t
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Fauziah Redzuan et al. Websites", P
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Changing Teacher Beliefs Through IC
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Bart Rienties et al. substantial di
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Bart Rienties et al. videoed for re
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5. Discussion Bart Rienties et al.
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Moodle and Affective Computing: Kno
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Manuel Rodrigues et al. Moodle does
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Manuel Rodrigues et al. Other sever
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Manuel Rodrigues et al. Doing this
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Using Google Applications to Facili
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Eleni Rossiou and Erasmia Papadopou
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Andrée Roy determines if eLearning
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Andrée Roy Table 3: Profiles of eL
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Andrée Roy the cost of production
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Andrée Roy Lawless, N., Allan, J.
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Zuzana Šaffková comment metacogni
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Zuzana Šaffková Moodle applicatio
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Zuzana Šaffková the other propert
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Zuzana Šaffková In the last phase
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Zuzana Šaffková prior knowledge,
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A Mobile aid Tool for Crafting Acti
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Ahmed Salem Question difficulty in
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Ahmed Salem Figure 2: The Simple le
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Ahmed Salem Table 1: The two groups
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King-Sized eLearning - how Effectiv
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Marie Sams et al. MOB was set up in
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Marie Sams et al. attaching the new
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Marie Sams et al. include time cons
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Rowena Santiago et al. However, whe
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Rowena Santiago et al. 6.1.2 Assign
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Rowena Santiago et al. the original
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Rowena Santiago et al. Together, th
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Vitor Santos and Luis Amaral To bui
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Vitor Santos and Luis Amaral Althou
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Figure 4: Technical architecture Vi
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Implementing and Evaluating Problem
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Maggi Savin-Baden et al. different
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Maggi Savin-Baden et al. and second
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Maggi Savin-Baden et al. important
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The Evolution of eLearning Platform
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Adriana Schiopoiu Burlea et al. Hyp
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Adriana Schiopoiu Burlea et al. Tab
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Adriana Schiopoiu Burlea et al. Eve
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Teachers’ Skills set for Personal
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Page 286 and 287: 6. Conclusion and recommendations Z
Page 288 and 289: Bridging the Feedback Divide Utilis
Page 290 and 291: Angela Shapiro and Aidan Johnston f
Page 292 and 293: Angela Shapiro and Aidan Johnston F
Page 294 and 295: Post-Academic Masters Course in Man
Page 296 and 297: 4. Discussion and conclusion Cees T
Page 298 and 299: Engagement With Students in ‘Midd
Page 300 and 301: Anne Smith and Sonya Campbell x y c
Page 302 and 303: 4.3 Student led connectivity Anne S
Page 304 and 305: Figure 2: Conceptualising ‘middle
Page 306 and 307: The Learning Management System as a
Page 308 and 309: Dina Soeiro et al. He was older, ol
Page 310 and 311: Dina Soeiro et al. specially about
Page 312 and 313: Can the Medium Extend the Message?
Page 314 and 315: Mekala Soosay elements under study,
Page 316 and 317: Mekala Soosay to self and peer-asse
Page 318 and 319: Mekala Soosay flexible web-based ap
Page 320 and 321: Implementation and Analysis of an O
Page 322 and 323: Iain Stewart et al. No-one was con
Page 324 and 325: Iain Stewart et al. The content sh
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Page 340 and 341: Amanda Sykes et al. recently outlin
Page 342 and 343: Amanda Sykes et al. activity became
Page 344 and 345: Amanda Sykes et al. students either
Page 346 and 347: Category Amanda Sykes et al. Q9 : W
Page 348 and 349: Amanda Sykes et al. Chang, S-B., Hu
Page 350 and 351: Nicolet Theunissen and Hester Stubb
Page 352 and 353: Figure 1: Overall structure Nicolet
Page 358 and 359: References Nicolet Theunissen and H
Page 360 and 361: Tone Vold This idea phase was under
Page 362 and 363: Tone Vold process. A synchronous di
Page 364 and 365: The Effects of Self-Directed Learni
Page 366 and 367: Chien-hwa Wang and Cheng-ping Chen
Page 372 and 373: Usage Cases: A Useful way to Improv
Page 374 and 375: Cristina Wanzeller and Orlando Belo
Page 380 and 381: The Virtual Path to Academic Transi
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Julie Watson course overall, with s
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Julie Watson practical and economic
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6. First phase Julie Watson Followi
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Identifying and Locating Frames of
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Ethical approval Katherine Wimpenny
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Katherine Wimpenny et al. SL was a
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Katherine Wimpenny et al. This in t
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Reaction Lecture: Text Messaging to
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Koos Winnips et al. order to make a
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Table 2: Overview of student reacti
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Koos Winnips et al. Students liked
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A Holistic Approach to Instructiona
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Li Zhong Zhang There is a wealth of
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Figure 1: An integrated design fram
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6.1 Design implications Li Zhong Zh
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894
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896
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Nahla Aljojo et al. Adaptive hyperm
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Nahla Aljojo et al. Email: The emai
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Nahla Aljojo et al. Table 3: 16 typ
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Table 7: The results of pairwise co
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Nahla Aljojo et al. fact misleading
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Nahla Aljojo et al. Aljojo, N. & Ad
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Andy Coverdale media and related on
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Andy Coverdale A former interdisci
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Andy Coverdale Whilst new initiativ
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Andy Coverdale the participant inte
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Michael Flavin In a subsequent work
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Michael Flavin labour” nodes) in
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Michael Flavin The lecturer also sp
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Michael Flavin Quality Assurance Ag
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Fortunate Gunzo and Lorenzo Dalvit
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4. Possible scenarios 4.1 Computer
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Fortunate Gunzo and Lorenzo Dalvit
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Collaborative eLearning in a Develo
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Evelyn Kigozi Kahiigi et al. implem
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Evelyn Kigozi Kahiigi et al. includ
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Evelyn Kigozi Kahiigi et al. had ve
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Evelyn Kigozi Kahiigi et al. consid
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Evelyn Kigozi Kahiigi et al. So, H.
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Fabio Serenelli et al. is to identi
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Figure 3: Screenshots of LO3 - Lear
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Managing Essential Processing Foste
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6. Results and analysis Fabio Seren
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Fabio Serenelli et al. Mangiatordi,
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1.2 VLE (Virtual Learning Environme
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Nazime Tuncay and Hüseyin Uzunboyl
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Figure 4 Response Screen Nazime Tun
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Figure 12 An Example of Recorded Vi
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Figure 15 VirtualNeu General Menus
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972
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Liz Falconer and Manuel Frutos-Pere
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Liz Falconer and Manuel Frutos-Pere
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Extreme Scaffolding in the Teaching
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Dan-Adrian German first exposure to
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Benefits and Barriers: Applying eLe
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Simon McGinnes view on demand. OSD
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986
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988
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Olivia Billingham 2010); gains in c
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Olivia Billingham Deneen, L., (2010
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Karin Levinsen et al. conference or
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Karin Levinsen et al. in order to s
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Peps Mccrea professional engagement
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A Framework for Understanding Onlin
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Sónia Sousa et al. little sense re
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Sónia Sousa et al. Figure 4: The e
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Trust in Distributed Personal Learn
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2.2 LePress Sónia Sousa et al. Per
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Sónia Sousa et al. 3. Elicitation
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Breaking Down Barriers: Development
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Karen Strickland et al. qualitative
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Novita Yulianti et al. Research con
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