Essential features of serious games design in higher education:linking learning attributes to game mechanics

This paper consolidates evidence and material from a range of specialist and disciplinary fields to provide an evidence-based review and synthesis on the design and use of serious games in higher education. Search terms identified 165 papers reporting conceptual and empirical evidence on how learning attributes and game mechanics may be planned, designed and implemented by university teachers interested in using games, which are integrated into lesson plans and orchestrated as part of a learning sequence at any scale. The findings outline the potential of classifying the links between learning attributes and game mechanics as a means to scaffold teachers’ understanding of how to perpetuate learning in optimal ways while enhancing the in-game learning experience. The findings of this paper provide a foundation for describing methods, frames and discourse around experiences of design and use of serious games, linked to methodological limitations and recommendations for further research in this area.

A year with wildlife /

You will find scientific names used in this activity book. The scientific name will be in italics and will immediately follow the animal's common name. For example, the woodchuck's scientific name is Marmota monax. Your scientific name is Homo sapiens. Scientific names are used so that scientists from different parts of the world can communicate with one another and know that they are talking about the same species. These names are based on a Latin system.

Alas, aguijones y cosas zanquilargas : insectos de Illinois

Introduces Illinois insects including the house fly, mosquito, grasshopper, dragonfly, praying mantis, monarch butterfly, firefly, honey bee, water strider, and ladybug.

Criaturas de la noche.

The information in this booklet may be useful to educators when teaching about animal and plant adaptations. Illinois Learning Standards and Benchmarks: 12.B.1a, 12.B.1b, 12B.2a, 12B.2b.

Creatures of the night.

The information in this booklet may be useful to educators when teaching about animal and plant adaptations. Illinois Learning Standards Benchmarks: 12.B.1a, 12.B.1b, 12B.2a, 12B.2b.

Los a rboles de Illinois : libro de identificacio n y actividades.

This activity book is designed to supplement the information provided in the Illinois Trees poster from the Illinois Department of Natural Resources (IDNR). When using this book, students will become familiar with identification characteristics of leaves (page 2) and will be able to identify tree species by using a dichotomous key to these leaves (page 5). Students will also become familiar with traits of the tree species and key vocabulary words.

Masters of the air.

"Illustrated by Clinton Johnston"--p. [2] of cover.

Mammals from Illinois' past /

The mammals from Illinois' Past activity book from the Illinois Department of Natural Resources (IDNR) is designed to supplement your curriculum in a variety of ways. The information and activities contained in this publication are targeted to grades kindergarten through three and can help you meet the following Illinois Learning Standards: 12.A.1a; 12.A.1b; 12.B.1a; 12.E.1b; 16.A.1a; 16.B.1b; 16.E.1; 17.A.1a; 17.B.1b; 17.D.1.

Mammals from Illinois' past /

The mammals from Illinois' Past activity book from the Illinois Department of Natural Resources (IDNR) is designed to supplement your curriculum in a variety of ways. The information and activities contained in this publication are targeted to grades kindergarten through three and can help you meet the following Illinois Learning Standards: 12.A.1a; 12.A.1b; 12.B.1a; 12.E.1b; 16.A.1a; 16.B.1b; 16.E.1; 17.A.1a; 17.B.1b; 17.D.1.

Mucosa, escamas y colas de necturus

In Spanish.

Recursos acua ticos de Illinois /

When using this book, students will become familiar with the aquatic resources of Illinois. The information and activities can help you meet the following Illinois learning standards: Mathematics 6.A.2, 6.B.1, 6.B.2, 6.B.3a, 6.C.1a, 6.C.2a, 6.C.3a; Science 11.A.1a, 11.A.1c, 11.A.1d, 11.A.2b, 11.A.2d, 11.A.3a, 11.A.3b, 11.A.3c, 11.A.3f; Social science 16.E.2a, 16.E.2c, 17.A.1a, 17.A.1b, 17.A.2a, 17.A.2b, 17.B.1a, 17.B.1b, 17.C.1a, 17.C.2b, 17.D.2b. For part of the activities an Illinois road map is needed.

Slime, scales & mudpuppy tails

"12/05"--Colophon.

Vanishing plant & animal species of Illinois.

"5/99"--Colophon.

Wings, stings and leggy things : insects of Illinois.

Introduces Illinois insects including the house fly, mosquito, grasshopper, dragonfly, praying mantis, monarch butterfly, firefly, honey bee, water strider, and ladybug.

Variations in acculturation and Australian physical education teacher education students' receptiveness to an alternative pedagogical approach to games teaching

Background The development of intelligent, thinking performers as a central theme in Physical Education curriculum documents worldwide has highlighted the need for an evolution of teaching styles from the dominant reproductive approach. This has prompted an Australian university to change the content and delivery of a games unit within their Physical Education Teacher Education (PETE) course and adopt a productive student centred approach that is compatible with current curriculum directives. The significance of prospective physical educators’ biographies on their receptiveness to this pedagogical innovation was studied to help recognise and understand potential differences and subsequently guide programme development to help improve the impact of teacher education. Purpose To investigate whether past school and sporting experiences are powerful influences on Australian PETE recruits’ initial perspectives about effective physical education teaching practice and their receptiveness to an alternative pedagogical approach. Participants and Setting 49 first year pre-service PETE students (53% male; 47% female; mean age 18.88 ± 1.57 years) undertaking a compulsory unit on games teaching at an Australian university volunteered to take part in the study and were grouped according to their highest level of representation in games, either school/club (n=13), regional (n=20), or state/national (n=16). Students experienced the constraints-led approach as learners and teachers during an 8-week games unit informed by nonlinear pedagogy and underpinned by motor learning theory. Data collection and Analysis Prior to the commencement of the unit participants completed part A of a two part mixed response questionnaire aimed at gathering data about their physical education and sporting background. The data were summarised using descriptive statistics. Pre and post intervention, participants completed part B responding, via Likert Scale with their opinion of the importance of each sub-component of the traditional reproductive style for an effective games teaching session. This resulted in a traditional reproductive games teaching belief score. For each sub-component, participants were invited to respond in more detail to justify their opinions. A one-way between groups analysis of variance (ANOVA), Tukey’s HSD Post Hoc Test and a two - tailed, paired samples t test were used to analyse the quantitative data. Content analysis was used to analyse the qualitative data. Findings The traditional, reproductive approach was the most frequently reported teaching approach used by the physical education teachers and sports coaches of participants in all groups. Prior to the commencement of the alternate games unit, participants in each representative level group held very strong custodial traditional reproductive games teaching beliefs. After experiencing the alternative games unit there were statistically significant differences in the traditional reproductive games teaching belief mean scores for each group, This combined with participants’ qualitative responses indicated a receptiveness to the alternative pedagogy. Conclusions The results of this present study show that, contrary to previous research undertaken in North America, in Australia, it is possible for PETE educators to change beliefs in order to overcome the constraint of acculturation and provide PETE students with the knowledge, understanding and belief in an alternate approach to teaching games in physical education compatible with curriculum documents.