The Mini Tracks for ECGBL
- Games Promoting Critical Thinking, Scientific Communication and Literacy in STEM
- Educational Escape Rooms
- Design and Use of Educational Board Games
- Metaverse technologies in GBL-context
Games Promoting Critical Thinking, Scientific Communication and Literacy in STEM
Mini-Track Chair: Stavroula Andreopoulos University of Toronto, Canada
ECGBL23-MT-critical_thinking_scientific_communication-Andreopoulos.pdf (25 downloads)
The development of science literacy and communication skills are highly valued by academia and industry, in particular for career preparedness. In fact, there is a need to progress to a more sophisticated grasp of English communication in post secondary education. This progress should be based on simultaneously addressing the modalities of scholarly reading, speaking/presentation and analytical writing. As such, we are looking for games that can enhance communication, oral and written skills, reflective abilities, critical thinking and the overall learning experience in science education.
Suggested topics include but are not limited to:
- Interactive instruction and individualized practice in scientific communication
- Course transformation using educational media/games aimed at improving scientific literacy
- Interactive games aimed at developing critical thinking and analytical skills needed for scholarly readings
- Experimental studies examining the effects of interactive/educational media on the development of science literacy and communication
- Scientific communication
- Life Sciences
- Reflection
- Critical Thinking
- English Language
- Scientific Literacy
Educational Escape Rooms
Mini-Track Chair: Dr Panagiotis Fotaris, University of Brighton, UK
ECGBL-23-Mini-track-Escape-Room-PFotaris.pdf (25 downloads)
The development of science literacy and communication skills are highly valued by academia and industry, in particular for career preparedness. In fact, there is a need to progress to a more sophisticated grasp of English communication in post secondary education. This progress should be based on simultaneously addressing the modalities of scholarly reading, speaking/presentation and analytical writing. As such, we are looking for games that can enhance communication, oral and written skills, reflective abilities, critical thinking and the overall learning experience in science education.
Suggested topics include but are not limited to:
- Interactive instruction and individualized practice in scientific communication
- Course transformation using educational media/games aimed at improving scientific literacy
- Interactive games aimed at developing critical thinking and analytical skills needed for scholarly readings
- Experimental studies examining the effects of interactive/educational media on the development of science literacy and communication
- Scientific communication
- Life Sciences
- Reflection
- Critical Thinking
- English Language
- Scientific Literacy
Design and Use of Educational Board Games
Mini-Track Chair: Thorkild Hanghøj, Aalborg University, Denmark
ECGBL-23-Mini-track-Design-and-Use-of-Educational-Board-Games-T-Hanghoj.pdf (23 downloads)
Board games have been used in educational settings for hundreds of years to enhance motivation, problem-solving, collaboration and numerous other competencies. In spite of the increasing interest in board games both inside and outside educational contexts, there is still relatively limited research on how board games are used and facilitated in the classroom. Moreover, we lack knowledge on how teachers and students are able to design (or redesign) board games for educational purposes. Thus, the aim of this mini track is to generate academic discussion on different ways of studying and enhancing learning through the design and use of board games.
Suggested topics include but are not limited to:
- Theoretical frameworks for conceptualising game-based teaching with board games
- Pedagogical approaches to facilitating learning and dialogue in relation to board games
- Design approaches that enable educators and/or students to create or modify existing board games
- How the affordances of different board game elements may support (or constrain) learning
- Empirical studies that explore or assess learning in relation to board game activities
Metaverse technologies in GBL-context
Mini-Track Chair: Dr Gunver Majgaard, University of Southern Denmark
ECGBL23-MT-Metaverse-GBL-Majgaard.pdf (1 download)
Metaverse technologies offer novel immersive experiences for both gamers and learners by incorporating Augmented Reality (AR), Virtual Reality (VR), sensor technology, and social media. AR blends virtual content with the physical world through a camera, as seen in the popular game Pokémon GO. In contrast, VR completely encloses users in a virtual environment, typically experienced through a specialized headset, and can also have a remote form such as Google Maps' Street View. Sensor technology, such as heart rate, temperature, and sweat sensors, can provide input for both AR and VR experiences. Social media also incorporates AR features.
Hardware platforms for Metaverse technologies are increasingly accessible through smartphones and tablets, and development of games, learning designs, and simulations often occurs within widely-used game engine environments such as Unity. This accessibility and development ease has led to a surge of new Metaverse applications.
The primary focus of this mini track is theoretical and empirical research that explores the possibilities of Metaverse technologies. Suggested topics include but are not limited to:
- Analysis for existing Metaverse applications
- Game-based learning with Metaverse elements such as AR, VR, sensor technology or social media
- Design cases including prototyping in and for Metaverses.
- Social perspectives of metaverses
- Collaborative learning environments in the Metaverse
- Interaction design and user experience and acceptance of Metaverse(s)