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- Online gamification devices as extensions of the educational printed bookPublication . Bidarra, José; Rocio, VitorIn recent years there have been several commercial products designated as "augmented books". These use gamification and augmented reality technologies to provide the reader with more layers of information, thereby fostering the use of the book in new ways. So, in this article we describe part of the research and outcomes of the Portuguese project CHIC – C3, aimed at designing and developing a platform for managing the production of digital content connected with printed books. Furthermore, we developed a model for the gamification of digital content based on the printed book, mainly aimed at educational purposes. A proof of concept for the model was built in the form of a companion platform, supported by the Moodle LMS, fully integrated with the main CHIC website. Readers were able to access the platform, engage in several content related games, and interact with other readers.
- Game design and the gamification of content : assessing a project for learning sign languagePublication . Bidarra, José; Escudeiro, Paula; Escudeiro, Nuno; Reis, Rosa; Baltazar, Ana Bela; Rodrigues, Pedro; Lopes, Jorge; Norberto, Marcelo; Barbosa, MacielThis paper discusses the concepts of game design and gamification of content, based on the development of a serious game aimed at making the process of learning sign language enjoyable and interactive. In this game the player controls a character that interacts with various objects and non- player characters, with the aim of collecting several gestures from the Portuguese Sign Language corpus. The learning model used pushes forward the concept of gamification as a learning process valued by students and teachers alike, and illustrates how it may be used as a personalized device for amplifying learning. Our goal is to provide a new methodology to involve students and general public in learning specific subjects using a ludic, participatory and interactive approach supported by ICT- based tools. Thus, in this paper we argue that perhaps some education processes could be improved by adding the gaming factor through technologies that are able to involve students in a way that is more physical (e.g. using Kinect and sensor gloves), so learning becomes more intense and memorable.
- Towards a pedagogical model for science education: bridging educational contexts through a blended learning approachPublication . Bidarra, José; Rusman, EllenThis paper proposes a design framework to support science education through blended learning, based on a participatory and interactive approach supported by ICT-based tools, called Science Learning Activities Model (SLAM). The development of this design framework started as a response to complex changes in society and education (e.g. high turnover rate of knowledge, changing labour market), which require a more creative response of learners to the world problems that surround them. Many of these challenges are related to science and it would be expected that students are attracted to science, however the contrary is the case. One of the origins of this disinterest can be found in the way science is taught. Therefore, after reviewing the relevant literature we propose the SLAM framework as a tool to aid the design of science courses with high motivational impact on students. The framework is concerned with the assumption that science learning activities should be applicable and relevant to contemporary life and transferable to ‘real-world’ situations. The design framework proposes three design dimensions: context, technology and pedagogy, and aims at integrating learning in formal and informal contexts through blended learning scenarios by using today’s flexible, interactive and immersive technologies (e.g. mobile, augmented reality, virtual reality).
- Once upon a tip... : a story of MOOCs and gamificationPublication . Bidarra, José; Coelho, JoséThis paper discusses the future of MOOCs based on recent research and acknowledged affordances of videogame’s design. The interest in MOOCS for educational purposes has increased over the last few years, with researchers identifying key pedagogical features that make the success of these inherently powerful learning tools. However, low student motivation and high dropout rates have somehow changed the original expectations of many researchers, despite the MOOC user base doubling in 2015. So, in this study we survey recent literature looking for answers, and discuss the evidence gathered from specific MOOCs with over one thousand participants, namely, pioneering iMOOC courses at Universidade Aberta (the Portuguese Open University). Finally, we look at the gaming world and discuss some findings that may benefit the learning design of MOOCs, considering that, besides the huge appeal of these (free) courses, there are recurring shortcomings that we have to alleviate. We follow up on the tip that gamification, and other emerging strategies, such as social networking and digital storytelling, may be vital to assure a sustainable future for open education and MOOCs.
- A pedagogical model for science education through blended learningPublication . Bidarra, José; Rusman, EllenThis paper proposes a framework to support science education through blended learning, based on a participatory and interactive approach supported by ICT-based tools, called Science Learning Activities Model (SLAM). The study constitutes a work in progress and started as a response to complex societal developments such as a changing labour market, high turnover rate of knowledge, and use of technology as a natural part of daily life activities. Another concern was the emergence of new challenges in education, like learning in various authentic contexts and in collaboration with others, in ways that influence the circumstances learners live in. Many of these challenges are related to science and it would be expected that students were interested in science, however the contrary is the case. So, after reviewing the relevant literature and the current trend towards a learner-centred approach, we contend that there is a need to provide a model with which teachers can design science courses with high motivational impact on students. By using today’s flexible, interactive and immersive technologies (mobile, AR, VR) combined with the appropriate pedagogies, we believe it is possible to have students more motivated in science areas (STEM), and expect a more creative response to the world problems that surround them.
- Projeto “Flappy Crab”: um jogo educacional para o ensino da músicaPublication . Gomes, Cristina; Figueiredo, Mauro; Bidarra, José; Gomes, JoséEste artigo apresenta um jogo educacional, o projeto “Flappy Crab”, destinado ao ensino de conteúdos programáticos relacionados com a disciplina de Educação Musical. Fazendo uso de processos tais como a gamification e o remix, pretende avaliar os possíveis impactos que a sua utilização porventura possa ter na aprendizagem e desenvolvimento de competências relacionadas com a memória auditiva, a discriminação qualitativa de alturas de sons musicais (em uma tessitura de uma oitava com ponto central nos 440 Hz), a identificação visual dos símbolos da notação musical e respetiva organização segundo as regras gramaticais da grafia sonora. O jogo está a ser introduzido junto de um grupo de cerca de 30 adolescentes, durante um período de, aproximadamente, 6 meses, ao longo dos quais serão recolhidos dados; todavia, no presente artigo, far-se-á já a resenha dos dados preliminares até à data recolhidos. Neste artigo falaremos igualmente, ainda que de forma sucinta, do motor de jogo utilizado no desenvolvimento desta aplicação educativa, o UNITY.
- Project "Flappy Crab": an edu-game for music learningPublication . Gomes, Cristina; Figueiredo, Mauro; Bidarra, José; Gomes, JoséThis paper discusses some possibilities of gamification and remixing process for music education. Analyses also the concepts of gamification, mashup, remix and presents its possible usage in education – music teaching - through the development of the project/educational game “Flappy Crab”. The article begins with a brief introduction to the concepts of education, gamification, remix and mashup and software development. After that, we will make the summary presentation of the music edu-game “Flappy Crab”, a clone of the GEARS Studios Flappy Bird, developed for mobiles devices with the Unity3D game-engine.
- Ebooks interativos e multimédia no ensino a distânciaPublication . Bidarra, José; Lima, EduardoNeste capítulo procuramos contextualizar a emergência de ebooks interatvos e multmédia no Ensino a Distância, com o objetvo de selecionar e desenvolver aplicações que proporcionem boas prátcas, e com a possibilidade de melhorar as aprendizagens em determinados contextos. As experiências que aqui relatamos, ocorridas em Portugal e no Brasil, mostram que os ebooks apresentam várias vantagens, comparatvamente com o livro em papel, mas as suas virtualidades têm de ser realizadas em termos de aplicação efcaz num determinado domínio, com objetvos bem defnidos e apoio numa estratégia pedagógica adequada. A literatura cientfca estudada e as experiências no terreno mostram que estratégias como “content gamifcaton” e “digital storytelling”, apoiadas na realização de projetos multmédia interatvos, podem ter grande sucesso.
- Project Flappy Crab : an edugame for music learningPublication . Gomes, Cristina; Figueiredo, Mauro; Bidarra, José; Gomes, JoséThis chapter discusses some possibilities of gamification and remixing processes for music education. It also analyzes the concepts of gamification, mashup/remix and presents its possible usage in education—music teaching—through the development of the project/educational game FLAPPY CRAB. The chapter begins with a brief introduction to the concepts listed above, trying to consider them in the school context. After that, we will make the summary presentation of the music educational game FLAPPY CRAB, a clone of the GEARS Studios Flappy Bird, developed for mobile devices and other platforms with the UNITY 3D© game engine. In this chapter we’ll talk yet, albeit briefly, about the game engine used in the development of this educational application. This educational game aims to assess the possible impacts that its use has on learning and skill development related to auditory memory, qualitative discrimination of musical sound height (pitch—in the range of an octave with a central point in 440 Hz), visual identification of musical notation symbols and its relative organization according to the grammar rules of traditional music spelling. The game has been tested by a group of approximately 30 teenagers over a period of about 6 months, over which data was collected. In this chapter, we will present a review of the preliminary data collected to date.
- Promoting autonomous work of students with the MILAGE Learn+ appPublication . Figueiredo, Mauro; Bidarra, José; González-Perez, Alicia; Godejord, BeataIn this paper, we present the MILAGE Learn+ app, developed for smartphones and tablets in order to promote autonomous work of students in the process of learning mathematics. With this app students solve mathematics activities and get help by playing videos with problem resolutions. Autonomous learning and effective self-regulatory strategies are very important in learning; without these, students might not be able to exploit learning opportunities outside classrooms. For that, an important way of supporting learning autonomy is to promote student-centered learning approaches. Students can use mobile devices to implement a blended learning model and use the MILAGE Learn+ app that allows the implementation of student-centered learning approaches involving students with different skills. For this purpose, the app accommodates gaming mechanics dealing with complexity and detail. It has three different levels of problems complexity: beginners, intermediate and advanced. On the other hand, each problem can have two levels of explanations/resolutions: detailed and concise. These features provide the same opportunities to all students. So, low-achieving students that may struggle to learn the materials covered in class can watch the video resolution as many times as they want until they understand the subject. But students have also access to complex maths problems that may provide additional stimulation for top performers. In this way, we provide a platform where students can work autonomously, and the app is also capable of accommodating students with different mathematic skills.