A Card Game for Designing Activities for Technology-Enhanced Learning in Higher Education

Autor/inn/en	Mavroudi, Anna; Almeida, Teresa; Frennert, Susanne; Laaksolahti, Jarmo; Viberg, Olga
Titel	A Card Game for Designing Activities for Technology-Enhanced Learning in Higher Education
Quelle	In: Education and Information Technologies, 27 (2022) 2, S.2367-2383 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mavroudi, Anna) ORCID (Frennert, Susanne) ORCID (Laaksolahti, Jarmo) ORCID (Viberg, Olga)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-021-10668-z
Schlagwörter	Game Based Learning; Technology Uses in Education; Educational Games; Instructional Design; Higher Education; Educational Benefits + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Educational game; Lernspiel; Lesson concept; Lessonplan; Unterrichtsentwurf; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsertrag
Abstract	The importance of providing mechanisms and tools that effectively support the transition from implicit to explicit representations of Learning Design has been emphasised by previous research in the field of Technology-Enhanced Learning (TEL). In addition, the benefits of Game-based learning approaches have been long documented in the educational research literature. The paper presents the design, implementation and evaluation of a card game that aims to support the design process of TEL activities in higher education. The game was tested by a group of 36 students and tutors (n = 36) in higher education during an interactive workshop. Feedback was asked by the participants using an anonymous survey. The results reveal that the participants a) are satisfied with the game process, b) appreciate the groupwork and interaction taking place, and c) believe that they used their communication and collaboration skills. The paper includes the description of the outputs of a group (i.e., the cards selected for their TEL scenario and their actual TEL scenario) to exemplify that it is possible to use the game in order to elicit or diagnose existing LD knowledge from the game participants. The paper concludes on the usefulness of the approach suggested, limitations, and plans for future work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01