About this paper

Appears in:
Pages: 1333-1338
Publication year: 2015
ISBN: 978-84-608-2657-6
ISSN: 2340-1095

Conference name: 8th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2015
Location: Seville, Spain


M. Pivec, U. Lagger

FH JOANNEUM University of Applied Sciences (AUSTRIA)
This paper presents three different game-based approaches to activate students’ creative potential and to motivate them to more actively participate in the learning process. Approaches are based on introduction of virtual learning and game technology for experimentation purposes, and are blurred with Participatory Learning Approach (PLA). PLA engages students as active participants in the full life cycle of homework, projects, and examination. PLA’s core idea is that students design the questions or projects, execute them, and then assess and grade their peers’ solutions. Each stage can be performed by individuals or by teams. The case studies are from vocational training in tourism and hospitality, with focus on resource creation and up skilling for teachers.

Learning in 3D Virtual Worlds:
AVATAR project focuses on introduction of ICT for teaching and learning. Within the project an on-line course was developed, offering support for teachers at integration of ICT based pedagogy and includes approximately 100 hours of learning activities broken down into group activities, individual study, planning and carrying out the project work with students. The course is delivered through both an E-Learning and a V-Learning platform comprising a mix of tutorials, individual and group activities and practical tasks. Proof of the concept was carried out by means of V-Learning Project Work with students in the summer semester.
Higher motivation of students compensated for frustration early on by teachers caused by technical difficulties and obstacles at the beginning of the piloting. It was also observed that participating teachers had to make shift of their role within the class. In the experimentation phase they were facilitators, experimenting, exploring and working together with their students on the common task and related solutions.

Green Games developed an applied game, offering an immersive, manipulable environment for education, which allows for the tuning of the learning content to the relevant learning group. By meeting guest demands and managing their available resources, players can grow their hotel effectively, constantly improving its size, capacity and reputation. For further implementing education on sustainability, the developed game also provides training on the implementation of specific equipment, practices and opportunities related to food, water and waste management. This is facilitated through the provision of animated content in-game which is focused on the specific practice/ equipment being implemented (e.g.: swapping standard light bulbs in a bedroom for energy-efficient light bulbs, or training staff on the correct way to separate waste in the kitchen). Each of these educational animations also involves a series of assessment questions, which the player is required to answer to demonstrate learning.

The collective strength of multi-stakeholder JamToday approach – applied game jams, lies not only to use game design principles not just to create useful and meaningful games, but also to explicate and design the context (such as the classroom or curriculum) in which games can be most effectively implemented and used.
author = {Pivec, M. and Lagger, U.},
series = {8th International Conference of Education, Research and Innovation},
booktitle = {ICERI2015 Proceedings},
isbn = {978-84-608-2657-6},
issn = {2340-1095},
publisher = {IATED},
location = {Seville, Spain},
month = {18-20 November, 2015},
year = {2015},
pages = {1333-1338}}
AU - M. Pivec AU - U. Lagger
SN - 978-84-608-2657-6/2340-1095
PY - 2015
Y1 - 18-20 November, 2015
CI - Seville, Spain
JO - 8th International Conference of Education, Research and Innovation
JA - ICERI2015 Proceedings
SP - 1333
EP - 1338
ER -
M. Pivec, U. Lagger (2015) INCREASING STUDENT PARTICIPATION IN THE LEARNING PROCESS, ICERI2015 Proceedings, pp. 1333-1338.