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Journal Issue
Volume 7 Issue 2 / Jun 2009  pp85‑190

Editor: Shirley Williams

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Mobile City and Language Guides — New Links Between Formal and Informal Learning Environments  pp85‑92

Mads Bo-Kristensen, Niels Ole Ankerstjerne, Chresteria Neutzsky-Wulff, Herluf Schelde

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Some Factors to Consider When Designing Semi‑Autonomous Learning Environments  pp93‑100

Paul Bouchard

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Game Inspired Tool Support for e‑Learning Processes  pp101‑110

Marie-Thérèse Charles, David Bustard, Michaela Black

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Abstract

Student engagement is crucial to the success of e‑learning but is often difficult to achieve in practice. One significant factor is the quality of the learning content; also important, however, is the suitability of the process through which that material is studied. In recent years much research has been devoted to improving e‑ learning content but considerably less attention given to enhancing the associated e‑learning process. This paper focuses on that process, considering in particular how student engagement might be improved using techniques common in digital games. The work is motivated by a belief that, with careful design, e‑learning systems may be able to achieve the levels of engagement expected of digital games. In general, such games succeed by entertaining players, building on their natural curiosity and competitiveness to encourage them to continue to play. This paper supports a belief that by adopting some of the engagement techniques used in games, e‑ learning can become equally successful. In particular, the paper considers how the learning process might become a form of game that helps sustain continued study. Factors affecting engagement and elements of digital games that make them engaging are identified. A proposal for improving engagement is then outlined. The approach is to encourage student involvement by rewarding desirable behaviour, including the completion of optional challenges, and giving regular feedback on performance, measured against others in the same class. Feedback is provided through a web‑based tool. The paper describes an exploratory assessment of both the tool and approach through action research. Results for two linked university modules teaching software development are presented. The results so far are very encouraging in that student engagement and performance have increased, especially at the weaker end of the class. Limitations of the approach are also outlined, together with an indication of future research plans. 

 

Keywords: e-learning, digital games, engagement, feedback, action research

 

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Web 2.0‑Mediated Competence — Implicit Educational Demands on Learners  pp111‑118

Nina Bonderup Dohn

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Listening to the Learners' Voices in HE: how do Students Reflect on their use of Technology for Learning?  pp119‑126

Amanda Jefferies, Ruth Hyde

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Learning Objects and Virtual Learning Environments Technical Evaluation Criteria  pp127‑136

Eugenijus Kurilovas, Valentina Dagiene

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The Enhancement of Reusability of Course Content and Scenarios in Unified e‑Learning Environment for Schools  pp137‑146

Virginija Limanauskiene, Vytautas Stuikys

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Strategies for Embedding e‑Learning in Traditional Universities: Drivers and Barriers  pp147‑154

Kay MacKeogh, Seamus Fox

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The Identification of Key Issues in the Development of Sustainable e‑Learning and Virtual Campus Initiatives  pp155‑164

Mark Stansfield, Thomas Connolly, Antonio Cartelli, Athanassios Jimoyiannis, Hugo Magalhães, Katherine Maillet

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Adoption of Web 2.0 Technologies in Education for Health Professionals in the UK: Where are we and why?  pp165‑172

Rod Ward, Pam Moule, Lesley Lockyer

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How Reproducible Research Leads to Non‑Rote Learning Within Socially Constructivist Statistics Education  pp173‑182

Patrick Wessa

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The Implications of SCORM Conformance for Workplace e‑Learning  pp183‑190

Gabrielle Witthaus

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