Η παιχνιδοποιημένη μορφή αξιοποίησης του υπολογιστή στο τμήμα ένταξης

PDF
Δημοσιευμένα: Mar 28, 2018
DOI: https://doi.org/10.12681/jret.14316
Λέξεις-κλειδιά:
Παιδιά με ειδικές εκπαιδευτικές ανάγκες Παιχνιδοποίηση Τμήμα ένταξης Υπολογιστής
Ιωάννης Νοβάκος
Περίληψη

Τα τελευταία χρόνια διαπιστώνεται όλο και περισσότερο να αυξάνεται υπέρμετρα ο αριθμός των παιδιών που εμφανίζουν μαθησιακές δυσχέρειες και παρακολουθούν το Τμήμα Ένταξης. Η διδασκαλία των μαθητών αυτών στο Τμήμα Ένταξης, πρέπει να συντελείται μ’ έναν εναλλακτικό τρόπο και συνάμα συμπληρωματικό και επικουρικό της παραδοσιακής μεθόδου μάθησης. Υπό το φως της άνωθεν συλλογιστικής και πραγματικότητας, καθίσταται υπό διερεύνηση και μελέτη η συνεισφορά της παιχνιδοποιημένης μορφής του υπολογιστή στην εκπαίδευση της συγκεκριμένης ομάδας παιδιών, στην ενεργοποίηση των κινήτρων τους, στην αλλαγή της μαθησιακής τους «διάθεσης», στην αποκομίζουσα ικανοποίησή τους και στην ανάπτυξη των αδρανοποιημένων δεξιοτήτων τους.

Λεπτομέρειες άρθρου
  • Ενότητα
  • Άρθρα
Creative Commons License

Αυτή η εργασία είναι αδειοδοτημένη υπό το CC Αναφορά Δημιουργού – Μη Εμπορική Χρήση – Παρόμοια Διανομή 4.0.

Οι συγγραφείς που δημοσιεύουν σε αυτό το περιοδικό συμφωνούν στους παρακάτω όρους :

1. Οι συγγραφείς διατηρούν τα δικαιώματα πνευματικής ιδιοκτησίας επί των άρθρων τους, χορηγώντας στο περιοδικό το δικαίωμα της πρώτης δημοσίευσης. Άρθρα που δημοσιεύονται στο περιοδικό «Επιστημονική Επετηρίδα του Παιδαγωγικού Τμήματος Νηπιαγωγών της Σχολής Επιστημών Αγωγής του Πανεπιστημίου Ιωαννίνων»  διατίθενται με άδεια Creative Commons 4.0, σύμφωνα με την οποία μπορούν να χρησιμοποιούνται ελεύθερα, με αναφορά στο/στη συγγραφέα και στην πρώτη δημοσίευση για μη κερδοσκοπικούς σκοπούς.

2. Οι συγγραφείς μπορούν να συνάπτουν ξεχωριστές, πρόσθετες συμβάσεις και συμφωνίες για την μη αποκλειστική διανομή του δημοσιευμένου στο περιοδικό έργου (π.χ. κατάθεση σε ένα ιδρυματικό αποθετήριο ή δημοσίευση σε ένα βιβλίο), με την αναγνώριση της πρώτης δημοσίευσης σε αυτό περιοδικό.

3. Στους συγγραφείς επιτρέπεται να δημοσιεύσουν την εργασία τους online (κατά προτίμηση σε ιδρυματικά αποθετήρια ή στην ιστοσελίδα τους) πριν και κατά τη διάρκεια της διαδικασίας υποβολής, καθώς αυτό μπορεί να οδηγήσει σε παραγωγικές ανταλλαγές, όπως επίσης και παλαιότερες και ευρύτερες παραπομπές δημοσιευμένων εργασιών (The Effect of Open Access)

Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Αναφορές
Abramovich, S., Schunn, C., & Higashi, R. (2013). Are badges useful in education?: It depends upon the type of badge and expertise of learner. Educational Technology Research and Development, 61(2), 217-232.
Abt, C.C. (1970). Serious Games. NY: Viking Press.
Anderson, R.C., Wilson, P.T., & Fielding, L.G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23, 285-303.
Annetta, L., Minogue, J., Holmes, S., & Cheng, M. (2009). Investigating the impact of videogames on high school students' engagement and learning about genetics. Computers & Education, 53(1), 74-85.
Aγγελοπούλου, Δ. (2011). Παιδαγωγική αξιοποίηση των νέων τεχνολογιών και εκπαιδευτικά λογισμικά για μαθητές με ή χωρίς ειδικές εκπαιδευτικές ανάγκες. Στο Ε. Παπάνης, Π. Γιαβρίμης & Α. Βίκη (Επιμ.), Έρευνα και εκπαιδευτική πράξη στην ειδική αγωγή (σ. 187-214). Αθήνα: Σιδέρης.
Aλαχιώτης, Ν.Σ., & Καρατζιά-Σταυλιώτη, Ε. (2009). Διαθεματική και βιοπαιδαγωγική θεώρηση της μάθησης και της αξιολόγησης. Αθήνα: Λιβάνη.
Bachtold, M (2013). What do students construct according to constructivism in science education?. Research in Science Education, 43, 2477-2496.
Barab, S., Thomas, M., Dodge, T., Carteaux, R., & Tuzun, H. (2005). Making learning fun: Quest Atlantis, a game without guns. Educational Technology, Research & Development, 53(1), 86-107.
Barzilai, S., & Blau, I. (2014). Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences. Computers & Education, 70, 65-79.
Batson, L., & Feinberg, S. (2006). Game designs that enhance motivation and learning for teenagers. Electronic Journal for the Integration of Technology in Education, 5, 34-43.
Baynham, M. (2002). Πρακτικές Γραμματισμού (Μ. Αραποπούλου, Μετάφ.). Αθήνα: Μεταίχμιο.
Boticki, I., Baksa, J., Seow, P., & Looi, C.K. (2015). Usage of a mobile social learning platform with virtual badges in a primary school. Computers & Education, 86, 120-136.
Brewer, R., Anthony, L., Brown, Q., Irwin, G., Nias, J., & Tate, B. (2013). Using gamification to motivate children to complete empirical studies in lab environments. IDC, 388-391.
Caillois, R. & Barash, M. (1961). Man, play, and games. Illinois: University of Illinois Press.
Cameron, B., & Dwyer, F. (2005). The effect of online gaming, cognition and feedback type in facilitating delayed achievement of different learning objectives. Journal of Interactive Learning Research, 16(3), 243–258.
Charles, D., Charles, T., McNeill, M., Bustard, D., & Black, M. (2011). Game based feedback for educational multiuser virtual environments. British Journal of Educational Technology, 42(4), 638-654.
Chevtchenko, A. (2013). Gamified Education: Introducing game elements into the school environment to enhance student motivation and performance. Erasmus University, Rotterdam (pp. 1-33). Retrieved July 2017, from: http://docplayer.net/17673400-Alexandre-chevtchenko-student-number-370954-supervisor-dr-julia-muller.html.
Codish, D., & Ravid, G. (2014). Personality based gamification – educational gamification for extroverts and introverts. In Y. Eshet-Alkalai, A. Caspi, N. Geri, Y. Kalman, V. Silber-Varod & Y. Yair (Eds.), Proceedings of the 9th Chais Conference for the Study of Innovation and Learning Technologies (pp. 36-44). Learning in the Technological Era, Volume I.
Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J.M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2), 661-686.
Crook, C., & Joiner, R. (2010). CAL – Past, present and beyond. Special issue of Journal of Computer Assisted Learning, 26(1), 1-3.
de Freitas, S. (2006). Using games and simulations in learning. Learning, Media and Technology, 31(4), 343-358.
de Freitas, S., & Newmann, T. (2009). The use of exploratory learning for supporting immersive learning in virtual environments. Computers & Education, 52(2), 343-352.
Deci, E. L., & Ryan, R. M. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71(1), 1-27.
Deci, E. L., Vallerand, R. L., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3/4), 325-346.
del Blanco, Á., Torrente, J., Marchiori, E. J., Martínez-Ortiz, I., Moreno-Ger, P., & Fernández-Manjón, B. (2012). A Framework for Simplifying Educator Tasks Related to the Integration of Games in the Learning Flow. Educational Technology & Society, 15 (4), 305–318.
de-Marcos, L., Dominguez, A., Saenz-de-Navarrete, J., & Pages, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82-91.
de-Marcos, L., Garcia-Lopez, E., & Garcia-Cabot, A. (2016). On the effectiveness of game-like and social approaches in learning: Comparing educational gaming, gamification and social networking. Computers & Education, 95, 99-113.
Deterding, S. (2012). Gamification: Designing for motivation social mediator. Interactions, 19(4), 14-17.
Deterding, S. (2014). Eudaimonic design or six invitations to rethink gamification. In M. Fuchs, S. Fizek, P. Ruffino & N. Schrape (Eds.), Rethinking Gamification (pp. 305-331). Lüneburg, Germany: Publications Meson Press.
Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: a systematic mapping study. Educational Technology & Society, 18(3), 1-14.
Δημητρακοπούλου, Α. (2000). Διαστάσεις διδακτικής διαχείρισης των εκπαιδευτικών εφαρμογών των Τεχνολογιών της Πληροφορίας και της Επικοινωνίας: προς μια ολοκληρωμένη αξιοποίησή τους στην εκπαίδευση. Στο Χ. Κυνηγός & Ε.
Δημαράκη (Επιμ.), Νοητικά Εργαλεία και Πληροφοριακά Μέσα. Παιδαγωγική αξιοποίηση της σύγχρονης τεχνολογίας για τη μετεξέλιξη της εκπαιδευτικής πρακτικής. Αθήνα: Καστανιώτης.
DomíNguez, A., Saenz-De-Navarrete, J., De-Marcos, L., FernáNdez-Sanz, L., PagéS, C., & MartíNez-HerráIz, J.J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392.
Egenfeldt-Nielsen, S. (2005). Beyond edutainment: Exploring the educational potential of computers games. Copenhagen: Unpublished Dissertation, IT-University of Copenhagen.
Erenli, K. (2011). Gamify your teaching: Using location-based games for educational purposes. International Journal of Advanced Corporate Learning, 6(2), 22-27.
Erenli, K. (2013). The impact of Gamification - Recommending education scenarios. International Journal of Emerging Technologies in Learning, 8, 15-21.
Faiola, A., Newlon, C., Pfaff, M., & Smyslova, O. (2013). Correlating the effects of flow and telepresence in virtual worlds: Enhancing our understanding of user behavior in game-based learning. Computers in Human Behavior, 29(3), 1113-1121.
Filsecker, M., & Hickey, D. T. (2014). A multilevel analysis of the effects of external rewards on elementary students’ motivation, engagement and learning in an educational game. Computers & Education, 75, 136-148.
Gladwell, M. (2000). The tipping point: How little things can make a big difference. New York: Little, Brown & Company.
Gordon, A.K. (1970). Games for growth. Palo Alto, California: Science Research Associate Inc.
Green, C.S., & Bavelier, D. (2006). Enumeration versus multiple object tracking: The case of action video game players. Cognition, 101(1), 217-245.
Groff, J., Howells, C., & Cranmer, S. (2010). The impact of games in the classroom: Evidence from schools in Scotland. Bristol: Futurelab.
Gros, B. (2007). Digital games in education: The design of games-based learning environments. Journal of Research on Technology in Education, 40(1), 23 - 38.
Gunter, G. A., Kenny, R. F., & Vick, E. H. (2006). A case for a formal design paradigm for serious games. The Journal of the International Digital Media and Arts Association, 3(1), 93-105.
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161.
Hoffmann, R. (2008). A wiki for the life sciences where authorship matters. Nature Genetics, 40, 1047-1051.
Huang, W., & Soman, D. (2013). A practitioner’s guide to gamification of education. Technical report, Toronto, Canada: Rotman School of Management University of Toronto.
Huizenga, J., Admiraal, W., Akkerman, S., & Dam, G. T. (2009). Mobile game‐based learning in secondary education: engagement, motivation and learning in a mobile city game. Journal of Computer Assisted Learning, 25(4), 332-344.
Hung, C. M., Huang, I., & Hwang, G. J. (2014). Effects of digital game-based learning on students’ self-efficacy, motivation, anxiety, and achievements in learning mathematics. Journal of Computers in Education, 1(2-3), 151-166.
Huotari, K., & Hamari, J. (2012). Defining gamification: a service marketing perspective. Mind Trek, 17-22.
Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588-600.
Jennett, C., Cox, A. L., Cairns, P., Dhoparee, S., Epps, A., Tijs, T., & Walton, A. (2008). Measuring and defining the experience of immersion in games. International Journal of Human-Computer Studies, 66(9), 641-661.
Jenson, J., & De Casttell, S. (2003). Serious play: Challenges of educational game design. Journal of Curriculum Studies, 35(6), 649-665.
Johnston, J., Killion, J., & Oomen, J. (2005). Student satisfaction in the virtual classroom. Internet Journal of Allied Health Sciences and Practice, 3(2), 6.
Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. New York: John Wiley & Sons.
Ke, F. (2008). A case study of computer gaming for math: Engaged from gameplay?. Computers & Education, 51, 1609-1620.
Ke, F. (2009). A qualitative meta-analysis of computer games as learning tools. In R.E. Ferdig (Ed.), Handbook of research on effective electronic gaming in education (pp. 1-32). New York: IGI Global.
Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern Mathematics computer games on Mathematics achievement and class motivation. Computers & Education, 55(2), 427-443.
Kessler, G. (2009). Student-initiated attention to form in wiki-based collaborative writing. Language Learning and Technology, 13(1), 79-95.
Ketelhut, D. J., & Schifter, C. C. (2011). Teachers and game-based learning: Improving understanding of how to increase efficacy of adoption. Computers & Education, 56(2), 539-546.
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and Higher Education, 8(1), 13-24.
Kirkland, K. (2010). Games-based learning experiences: Workshop report. Bristol: Futurelab.
Kirriemuir, J., & McFarlane, A. (2004). Literature review in games and learning. Bristol: Futurelab.
Klopfer, E., Osterweil, S., & Salen, K. (2009). Moving learning games forward. Cambridge, MA: The Education Arcade.
Kost, C. (2011). Investigating writing strategies and revision behavior in collaborative wiki projects. CALICO Journal, 28(3), 606-620.
Koutsogiannis, D. (2001). Computer literacy in its cultural context. Paper presented in the Eighth International Literacy and Education Research Network Conference on Learning. Spetses, July 4-8 2001.
Lee, J. J., & Hammer, J. (2011). Gamification in education: what, how, Why Bother? Definitions and uses. Exchange Organizational Behavior Teaching Journal, 15(2), 1-5.
Lipponen, L. (2002). Exploring foundations for computer-supported collaborative learning. In G. Stahl (Ed.), Computer Support for Collaborative Learning: Foundations for a CSCL Community (pp. 72-81). Hillsdale, NJ: Lawrence Erlbaum.
Liu, M., Rosenblum, J., Horton, L., & Kang, J. (2014). Designing science learning with game-based approaches. Computers in the Schools, 31(1/2), 84-102.
Lucero, A., Karapanos, E., Arrasvuori, J., & Korhonen, H. (2014). Playful or gameful?: Creating delightful user experiences. Interactions, 21(3), 34-39.
Marshall, G., & Katz, Y. (2003). Learning in school, home and community. ICT for early and elementary education. Massachusetts, USA: Kluwer Academic Publishers.
Mayer, R., & Johnson, C. (2010). Adding instructional features that promote learning in a game-like environment. Journal of Educational Computing Research, 42(3), 241-265.
McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. London: Penguin.
Moreno, J. (2012). Digital competition game to improve programming skills. Educational Technology & Society, 15(3), 288-297.
Mαραγκός, Κ., & Γρηγοριάδου, Μ. (2006). Διδασκαλία εννοιών Πληροφορικής με εκπαιδευτικά ηλεκτρονικά παιχνίδια. 5ο Πανελλήνιο Συνέδριο με Διεθνή Συμμετοχή «Οι Τεχνολογίες της Πληροφορίας και Επικοινωνίας στην Εκπαίδευση». Θεσσαλονίκη, Οκτώβριος 2006.
Mπούσιου, Δ., Γιουβανάκης, Θ., Σαμαρά, Χ., & Ταχματζίδου, Κ. (2003). Θέματα Μάθησης και Διδακτικής. Θεσσαλονίκη: Εκδόσεις Πανεπιστημίου Μακεδονίας.
Nikolopoulou, K., & Cox, M. (2003). Using computer simulations in science: a study in electricity. Themes in Education, 4(2), 9-121.
Norman, D.A. (2004). Emotional design: Why we love (or hate) everyday things. New York: Basic Books.
OECD, (2009). Creating effective teaching and learning environments: First results from TALIS. OECD: Paris.
Ohler, J. (2006). The world of digital storytelling. Educational Leadership, 63(4), 44-47.
Page, M. (2002). Technology-Enhanced Classrooms. Effects of students of low socio-economic status. Journal of Research on Technology in Education, 34, 389-409.
Papastergiou, M. (2009). Digital game-based learning in high-school computer science education: Impact on educational effectiveness and student motivation. Computers and Education, 52 (1), 1-12.
Pelgrum, W.J. (2001). Obstacles to the integration of ICT in education: results from a worldwide educational assessment. Computers & Education, 37, 163-178.
Prensky, M. (2001). Digital-game based learning. London: McGraw-Hill.
Prince, J.D. (2013). Gamification. Journal of Electronic Resources in Medical Libraries, 10(3), 162-169.
Pετάλης, Σ., Αβούρης, Ν., & Αναστασιάδης, Π. (2005). Οι προηγμένες τεχνολογίες διαδικτύου στην υπηρεσία της μάθησης. Αθήνα: Καστανιώτης.
Ravenscroft, A. (2009). Social software, Web 2.0 and learning: status and implications of an evolving paradigm. Journal of Computer Assisted Learning, 25, 1-5.
Rosas, R., Nussbaum, M., Cumsille, P., Marianov, V., Correa, M., Flores, P., & Rodriguez, P. (2003). Beyond Nintendo: design and assessment of educational video games for first and second grade students. Computers & Education, 40(1), 71-94.
Roth, W.M., & Jornet, A. (2013). Toward a theory of experience. Science Education, 98(1), 106-126.
Roussinos, D., & Jimoyiannis, A. (2011). Blended collaborative learning through a wiki-based project: A case study on students perceptions. International Journal of Digital Literacy and Digital Competence, 2(3), 15-30.
Simões, J., Redondo, R., & Vilas, A. (2013). A social gamification framework for a K-6 learning platform. Computers in Human Behavior, 29(2), 345–353.
Stephanidis, C. (2003). Universal Access in HCI. Inclusive Design in the Information Society. Mahwah, NJ: Lawrence Erlbaum Associates.
Stevenson, O. (2008). Ubiquitous presence, partial use: the everyday interaction of children and their families with ICT. Technology Pedagogy and Education, 17(2), 115-130.
Su, C. H., & Cheng, C.H. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268-286.
Turner, C., Dierksheide, J., & Anderson, P. (2014). Learn2Mine: Data science practice and education through gameful experiences. International Journal of e-Education, e-Business, e-Management, and e-Learning, 4(3), 243 - 248.
Tüzün, H. (2007). Blending video games with learning: Issues and challenges with classroom implementations in the Turkish context. British Journal of Educational Technology, 38(3), 465-477.
TY MCCORMIC, (2013, June 24). Gamification: A short history. Retrieved July 2017, from: http://foreignpolicy.com/2013/06/24/gamification-a-short-history.
Tσικολάτας, Α. (2011). Οι ΤΠΕ ως εκπαιδευτικό εργαλείο στην Ειδική Αγωγή. Πρακτικά 2ου Πανελλήνιου Συνεδρίου «Ένταξη και χρήση των ΤΠΕ στην εκπαιδευτική διαδικασία» (σ. 1229-1232). Πάτρα.
Ulicsak, M., & Wright, M. (2010). Games in education: Serious games. Bristol: Futurelab.
Van Eck, R. (2006). Digital game based learning: It’s not just the digital native who are restless. Educause Review, 41, 16-30.
Venkatesh, V. (2003). Determinants of perceived ease of use: Integrating control, intrinsic motivation, and emotion into the technology acceptance model. Information Systems Research, 11(4), 342-365.
Vogel, J. F., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K., & Wright, M. (2006). Computer gaming and interactive simulations for learning: A meta-analysis. Journal of Educational Computing Research, 34(3), 229-243.
Watson, W. R., Mong, C. J., & Harris, C. A. (2011). A case study of the in-class use of a video game for teaching high school history. Computers & Education, 56(2), 466-474.
Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton, Pennsylvania: Wharton Digital Press.
Whitton, N. (2012). The place of game-based learning in an age of austerity. Electronic Journal of e-Learning, 10(2), 249-256.
Wild, M. (1996). Technology refusal: Rationalising the future of student and beginning teachers to use computers. British Journal of Educational Technology, 27(2), 134-143.
Williams, P., Jamali, H. R., & Nicholas, D. (2006). Using ICT with people with special education needs: What the literature tell us. Aslib Proceedings, 58(4), 330-345.
Windschitl, M., & Andre, T. (1998). Using computer simulations to enhance conceptual change: The roles of constructivist instruction and student epistemological beliefs. Journal of Research in Science Teaching, 35(2), 145-160.
Yang, Y. T. C. (2012). Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation. Computers & Education, 59(2), 365-377.
Yelland, N. (2005). The future is now: A review of the literature on the use of computers in early childhood education (1994-2004). AACE Journal, 13(3), 201-232.
Yildirim, S. (2007). Current Utilization of ICT in Turkish Basic Education Schools: A Review of Teacher’s ICT Use and Barriers to Integration. International Journal of Instructional Media, 34(2), 171-186.
Young, M. F., Slota, S., Cutter, A. B., Jalette, G., Mullin, G., Lai, B., Simeoni, Z., Tran, M., & Yukhymenko, M. (2012). Our princess is in another castle a review of trends in serious gaming for education. Review of Educational Research, 82(1), 61-89.
Zheng, D., Young, M. F., Wagner, M., & Brewer, R. A. (2009). Negotiation for action: English language learning in game‐based virtual worlds. The Modern Language Journal, 93(4), 489-511.
Ziajka, A. (1983). Microcomputers in early childhood education? A first look. Young Children, 38(5), 11-19.
Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in Web and Mobile Apps. Massachusetts: O’ Reilly Media.