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Journal Issue
Volume 14 Issue 2, ECGBL 2015 / May 2016  pp81‑149

Editor: Robin Munkvold

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Editorial for EJEL Volume 14 issue 2 following ECGBL 2015  pp81‑82

Editor Robin Munkvold

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Copycat or Creative Innovator? Reproduction as a Pedagogical Strategy in Schools  pp83‑93

Stine Ejsing-Duun, Helle Marie Skovbjerg

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Climbing Up the Leaderboard: An Empirical Study of Applying Gamification Techniques to a Computer Programming Class  pp94‑110

Panagiotis Fotaris, Theodoros Mastoras, Richard Leinfellner, Yasmine Rosunally

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Exploring Media Literacy and Computational Thinking: A Game Maker Curriculum Study  pp111‑121

Jennifer Jenson, Milena Droumeva

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Educational Games in Practice: The challenges involved in conducting a game‑based curriculum  pp122‑135

Björn Berg Marklund, Anna-Sofia Alklind Taylor

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E‑Learning Sudan, Formal Learning for Out‑of‑School Children  pp136‑149

Hester Stubbé, Aiman Badri, Rebecca Telford, Anja van der Hulst, Wouter van Joolingen

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Abstract

Abstract: E‑Learning Sudan (ELS) is a custom‑built computer/tablet game that provides alternative learning opportunities to Sudanese children who are excluded from education. Unique in ELS is that children can learn mathematics, in their own remote vill age, without a teacher. This research study assessed the effectiveness of ELS in two pilots through a pretest…posttest control group quasi‑experimental design. In Pilot I, 67 children in three remote villages, aged used the game for a period of six weeks, five days a week, 45 minutes a day; the control group did not receive any education.. In Pilot II, 591 children in 19 remote villages, played the game for six months, for a maximum of five times a week, 45 minutes a day; the control group received inform al education in out‑of‑school centers. The results of the analysis on the pretest…posttest data revealed that ELS increased mathematics knowledge acquisition in numeracy and adding significantly and maintained student motivation to learn. Analyses of cont rol group data and EGMA (internationally validates Early Grade Mathematics Assessment) showed that the children in the experimental group learned more than children who received no education at all, informal or formal education. These findings suggest t hat the implementation of ELS can greatly benefit learning for out‑of‑school children like in Sudan. 

 

Keywords: Keywords: game-based learning, autonomous learning, primary education, mathematics, developing countries, evaluation

 

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