The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
For general enquiries email administrator@ejel.org
Click here to see other Scholarly Electronic Journals published by API
For a range of research text books on this and complimentary topics visit the Academic Bookshop

Information about the current European Conference on e-Learning is available here

For infomation on the International Conference on eLearning, click here

For infomation on the European Conference on Games Based Learning clickhere

 

Journal Article

Using Social Media to Support the Learning Needs of Future IS Security Professionals  pp29-38

Karen Neville, Ciara Heavin

© Feb 2013 Volume 11 Issue 1, ECGBL, Editor: Patrick Felicia, pp1 - 79

Look inside Download PDF (free)

Abstract

The emergence of social media has forced educators to think differently about the way learning occurs. Students and practitioners alike are using new technologies to connect with peers/colleagues, share ideas, resources and experiences for extracurricular activities. The social business gaming platform considered in this study leverages the social networking concept (an activity that all students actively participate in) in an academic environment. The primary objective of this technology is to foster a sense of ‘thinking outside the box’ and analytical ability through a medium that is widely accepted by students and graduates who have entered the workplace. Both the environment and problems are developed to adapt to suit any academic course from conducting research to proposing business solutions. This study was undertaken in order to develop information systems security (ISS) skillsets through the creation and facilitation of social business gaming, which allowed students to measure their performances of understanding as part of their on‑going learning. The online business game required students to apply what they have learned to problem situations and to further develop their understanding of ISS topics. The problems posed required that the learners had to prove that they understood the material being taught in the traditional lecture and could apply what they had learned in an online environment. The on‑going assessment component of the gaming network was used not just as an assessment for grades but also as a learning tool. This research focuses on a group of final year undergraduate students completing Bachelor of Science in Information Systems (IS). The online social game was utilised as part of the continual assessment process to evaluate group interaction, role‑playing, competition and learning in an ISS assignment.

 

Keywords: social media technology, social business gaming, digital game-based learning, DGBL, information systems, IS, information systems security, ISS, and student assessment and learning

 

Share |

Journal Article

Content and Language Integrated Learning through an online Game in Primary School: A case study  pp243-258

Kyriaki Dourda, Tharrenos Bratitsis, Eleni Griva, Penelope Papadopoulou

© Jun 2014 Volume 12 Issue 3, Special Edition for ECGBL 2013, Editor: Carlos Vaz de Carvalho and Paula Escudeiro, pp227 - 311

Look inside Download PDF (free)

Abstract

Abstract: In this paper an educational design proposal is presented which combines two well established teaching approaches, that of Game‑based Learning (GBL) and Content and Language Integrated Learning (CLIL). The context of the proposal was the des ign of an educational geography computer game, utilizing QR Codes and Google Earth for teaching English Language to Greek Primary School students. This integration provides a motivational and cognitive basis for language learning, since it represents a me aningful, contextualized activity and on the other hand, gives students the chance to expand their cognitive skills and use more sophisticated language. The proposed game immersed 11 to 12‑year‑old students in problem solving challenges regarding the use of geography in realistic contexts. While attempting to solve these problems, students were engaged in eight‑week collaborative work, involving six levels of gameplay by following hints, provided by QR codes images. The findings of this case study suggest how foreign language learning can successfully take place within a geography game‑based learning environment, and they underscore the efficacy of approaching GBL in terms of performance. Students performance was evaluated through knowledge tests and var ious complex tasks throughout the game play, involving writing and reading skills. In general, students showed positive attitudes towards the game and the post‑test results have significant differences compared to those of the pre‑test, in terms of vocabu lary acquisition and reading skills in the foreign language and geography knowledge. The results also showed that the collaboration required by this game, allowed the students to interact in a controlled environment, where they undertook roles and respons ibilities. To this end, the findings will make an important contribution to the empirical evidence of GBL particularly with regards to its application in primary education.

 

Keywords: Keywords: QR Codes, Google Earth, CLIL, Language learning, GBL

 

Share |

Journal Issue

Volume 11 Issue 1, ECGBL / Feb 2013  pp1‑79

Editor: Patrick Felicia

View Contents Download PDF (free)

Editorial

Special ECGBL 2012 issue of EJEL

 

The papers in this special issue of The Electronic Journal of eLearning have been selected from the papers presented at The 6th European Conference on Games Based Learning, Cork, Ireland 4‑5th October 2012.

 

This special issue has been edited by Patrick Felicia, Waterford Institute of Technology, Ireland.

 

patrick_felicia 

 

Keywords: blended game-based learning, physically interactive digital games, hero's journey, innovation and change management training, teaching game-based learning, citizenship education, game-based learning, dialogic pedagogy, new media, learning outcomes, social media technology, social business gaming, digital game-based learning (DGBL), information systems (IS), information systems security (ISS) and student assessment and learning, language learning, game-based learning, design for preschool learning, expertise-reversal effect, redundancy effect, fading, adaptable, serious game, fine-tuning system, problem-based learning, scaffolding, ZPD, peer-tutoring, game technology model, platform independent game technology model, serious games engineering, model driven engineering, games based learning, model driven serious games development

 

Share |