elearning_label_schools

In parallel to the phenomenal rise of the digital game development industry through time, the acceptance of games in other sectors has also been changing. Computer game skills have been increasingly applied in almost all areas of human activity within modern societies. Digital games have now been embraced by the academic research community as a research topic, as well as discovered by the education sector as a highly interactive media that can support and foster learning. As a popular and powerful media, computer games are being considered for use in various education and training settings to motivate learners, to focus their attention, and to help them to construct meaningful and permanent records of their learning.

Games have high presence in informal segments of learning – but in formal education, games are still often seen as an unserious activity and the potentials of games for learning remain undiscovered. However, when evaluating games with their children, 85% of parents believed that computer games contributed to learning as well as providing entertainment.

Beside fantasy and fun elements, games have potential to foster players’ ability to communicate and interact with others during gameplay. Computer games can help players to think critically when they are required to construct connections between virtual and real life. Game-like learning environments can provide motivating interdisciplinary learning settings, creating opportunities that could improve student collaboration skills as well as help them learn new concepts and synthesize new information. Games have also been praised for the potential they offer in learning business leadership and other skills by practicing in a safe environment.

The potential of Game Based Learning (GBL) is still underestimated. It can play a major role in renewing learning as it is perceived by learners in all levels of education and training systems. eLearning Papers seeks contributions about mixed realities, virtual worlds and gaming in both sections: In-Depth and From the Field.

We specifically invite contributions which address one or several of the following issues:

• Innovative game based learning technologies, applications, tools and environments
• 3D virtual worlds supporting learning, e.g. in language learning or leadership training
• Use of mobile games and location-based technology for learning
• Innovative applications of mixed realities for learning
• Use of simulations in education, corporate training and military
• Technology for massive multiplayer online games (MMOGs) for learning
• Interactivity design in game based learning applications
• Player immersion and learning
• Case studies and best practices in GBL
• Social and collaborative aspects of GBL
• Implementation issues associated with GBL
• Learning design, good gameplay and instructional theory for GBL
• Use of role plays for learning and training
• Assessment and evaluation in GBL
• Gender, age, cultural and ethical issues in GBL
• Rating of games for learning
• Accessibility of games for learning

The article submission has been extended to June 3, 2011 The provisional date of publishing is 14 July 2011. For further information and to submit your article, please contact:

Guest editor:

Professor DI Dr. Maja Pivec, University of Applied Sciences FH JOANNEUM in Graz, Austria

The submissions need to comply with the following guidelines:

• Submission language: English
• Title: must effectively and creatively communicate the content of the article and may include a subtitle.
• Executive summary for In-depth section should not exceed 200 words.
• Executive summary for From the field section should not exceed 50 words.
• Keywords: up to five relevant keywords need to be included.
• In-depth full texts: articles should range from 4,000 to 6,000 words.
• From the field texts: texts should not exceed 1,200 words.
• Conclusions: special importance is given to the representation of the conclusions, which should be clearly stated both in the summary and at the end of the article.
• References: All the references must be adequately cited and listed.
• Author profile: author name, institution, position and e-mail address must accompany each submission.
• Images: Please send high resolution JPEG files

See the complete guidelines at: Instructions for writers

The project has been implemented through the following phases:

The first phase is aimed at the development of a specific SMILEY methodology enabling the teachers involved in the project to apply the multimedia technologies having as final aim engaging the students on different social issues and problems such as bullying, violent attitudes, ethnic and religious discrimination, etc...

The second phase is oriented to practical training of Referring Teachers in the use of ICT in education. The specific objective of this phase has been achieved through the design and implementation of integrated courses and through  the provision of specific textbooks designed to allow teachers to make the best use of digital potential and to facilitate the transmission and dissemination of the SMILEY  methodology to other teachers in the respective countries.

The third phase will be addressed to the direct involvement of students through the experimentation of “Your Town”, an educational role-playing game (ERPG) as an interactive tool of testing and stimulating the students' level of social mindedness. Through a game-based learning approach and within a safe virtual town scenario, this exciting new game encourages players age 10–16 years to think about various positive and negative social issues and situations with a view to promoting constructive, co-operative, social minded behaviour. 

THE OBJECTIVES

Metafora project proposes to explore the potential of social learning for science and mathematics (S&M) by providing a visual language to support online groups in designing their own learning together. To gain deep knowledge of any specific domain learners need to integrate learning experiences with shared reflection through dialogue, in a way that builds conceptual understanding cumulatively.
To this end, the objectives of the project are:

• to further our understanding of meta-learning within collaborative communities engaged in S&M learning;
• to design a visual  language to support students’ reflection on their individual and collaborative learning;
• to implement a platform integrating state-of-the-art argumentation tools with exploratory environments;
• to develop an adaptive diagnostic system utilizing AI techniques to support students and teachers during the collaboration and learning to learn process;
• to develop appropriate pedagogies to inform the design of the technical system; and
• to design new forms of assessment of the individual and collaborating learning exploiting the diagnostic system.

For more background information about the tools and pedagogy, click here.

The NOTICE Conference is forum for state-of-the-art of IT technologies in applications. The conference scope gives a wide view at possibilities of their use in education and other areas of knowledge, science and life.

The main topic will explore the many facets of computerised systems from an interdisciplinary, design-oriented perspective. It seeks to deepen the understanding of design processes aimed at delivering solutions that help in human activities and improve the quality of everyday living. The conference organisers will welcome contributions that address multiple aspects of system design that take into account the complicated nature of human beings, their particular requirements and the need for transdisciplinary problem-solving.

This year papers are particularly invited on the following focus areas:

• User-centred design principles
• Interaction design principles
• Usability
• Design-based research
• Ubiquitous computing
• Deployment experiences
• User-centred design case studies
• e-Learning, blended learning,
• Mobile and remote learning,
• Ethics in remote learning.
• Ambient Assisted Living
• Ubiquitous healthcare solutions
• Ambient displays
• Computer-supported collaboration
• Context-aware applications
• Mobile mixed reality
• Interactive and virtual educational environments
• Intelligent coaching systems
• Ambient intelligence
• Artificial intelligence for context processing

Read the Call for Papers here.

Important dates:

Extended abstract submission (max. 2 page ACM SIG P format): May 30, 2012
Notification of acceptance: June 6, 2012
Conference date: June 12, 2012.