Dec 072019
 

Call for Articles: Special issue of Simulation & Gaming on Facilitation

Background
Simulations and games come in many forms –e.g. roleplay and face to face activities, boardgames, computer-based simulations, military exercises and technical (e.g. flight) simulators. Facilitation skills are acknowledged as vital components of successful use of all such activities; however, this has not led to extensive analysis of the skills involved in successfully enacting the role. This special issue of Simulation and Gaming intends to address this gap in the literature by providing a balanced perspective – drawing on both theory and practice to
_guide novice facilitators in developing their capabilities towards expertise
_assist expert facilitators to better understand the theoretical roots of their capabilities
_help those who commission simulations and games for learning – but do not direct facilitate them – understand the complex web of issues that contribute to achieving learning outcomes
_provide to the wider simulation community a framework for understanding and valuing the facilitator’s role, and the skills required of its occupants

Combining elements of theory with exposition of relevant practical skills, articles should explore aspects of what is/can be expected of a facilitator when a simulation/simulation game is in action. A tentative set of topics is listed below and this call for expressions of interest is intended to reach the widest possible range of potential authors, so please share it widely.

Content – possible questions and themes
We anticipate that articles may address such topics as those listed below. However, this is not a comprehensive list and we welcome responses from anyone interested in contributing to this vital aspect of the simulations and gaming body of knowledge.

What makes simulation and games a ‘special case’ when considering the task of facilitation?
What are the discernable differences between what was understood about the task and role of facilitation circa 1969 and what is now understood about its parameters in 2020? What are/might be the implications of such changes in understanding?
What existing work on the facilitator role, such as that done by the IAF (2019) and Kortman and Peters (2017), is relevant to developing expert simulation/games facilitation capabilities?
How do people acquire the skills required to work effectively in simulation contexts?
What do participants/commissioning agents need to know, to assess a facilitator’s capability?
How do 21st-century concepts such as ‘complexity’, ‘complex adaptive systems’, uncertainty, differing domains of knowledge, etc. impact on the work of the facilitator?
What is the scope of facilitation in the specific context of the ‘life cycle’ simulations and games from beginning (briefing) to end (debriefing) and beyond?
Stories from the trenches –this is envisaged as a collaborative effort. Authors are invited to contribute shorter case-study style reports of experiences anywhere on the spectrum from -“Excellent/Outstanding”…to…“Oh dear! Never Again, please!” (and places between)
The special edition team will add a commentary guiding readers through the ‘trenches’
Facilitation through the phases of simulations/games – briefing/action/debriefing. How does a novice facilitator decide what behaviour is relevant for each phase?
“It’s a poor workman who blames the tools” – exploring how things may go wrong and why the activity itself is seldom to blame but is scapegoated to avoid loss of face.
“What can go wrong? How to recover – when all seems lost?” – an exploration of recovery options after things have ‘gone wrong’
Exploration of theories/concepts helping to shape and inform facilitators’ capabilities including education, group dynamics, psychology, understanding of complexity as a factor in managing an activity, impact of personal learning preferences, etc.
What is needed to improve understanding of how facilitation skills are acquired and developed?
Case studies/stories from expert individuals outlining their paths to expertise, including pitfalls / learning points along the way
A meta-analysis of skills and knowledge involved in being an expert facilitator, perhaps including results of a survey of individuals considered by their peers to be experts
What do facilitators need to know about theories of learning (e.g. pedagogy, andragogy, heutagogy, constructivism and so on)?
How might better understanding of the role influence design and management of simulations and games and shape (and re-shape) the role of the facilitator?
Timeframe
We anticipate that this special issue may take up to twelve months to complete and invite abstracts from interested authors and writing teams to submit an abstract outlining your topic/theme and approach to addressing one or more of the questions and issues noted above.

This is the anticipated time frame for completion – it may change in accord with the journal requirements

November 2019 – Call for articles
February 2020 – Submission of abstracts
March 2020 – Notification of acceptance of abstract
May 2020 – First drafts of accepted papers –
July 2020 – Review of first drafts – peer review using journal procedures via SAGE website
September 2020 – Revisions and re-submissions in accord with journal requirements
November 2020 – Finalisation of issue requirements
Initial submission process
To facilitate the submission process, please use the following link to post your initial proposal.

https://drive.google.com/open?id=1BPN37faS4dJzHut3LuYlBpi-ub64D7CT

Items posted here will be transferred to a secure site, as they arrive.

Email for communication: elyssebeth@gmail.com

In your initial proposal please include:
1. Author names, email and affiliations, indicating the author of ‘primary contact’
2. Draft title (we accept this may change as your work is developed, so this is to give us an indication of possible themes)
3. Abstract – up to 500 words
a. at this first step we are looking for concepts and themes you will explore, referencing is optional, however we recommend that you check the links below for final submission guidelines as these will be rigorously applied once articles receive initial acceptance.
4. A note (i.e. text not be included in the word count) about your ability/willingness to help with reviewing.

Guidelines
Please visit the journal website at – https://journals.sagepub.com/home/sag

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Dec 072019
 

Game-based learning is the scientific area that focuses on the development of games that are designed over specific learning objectives. From thoroughly crafted educational games to the use of gamification, the new era of the school will be digital. However, we should not forget tangential learning with the use of entertainment games.

Mobile games are also leveraging a large community of gamers that relies on the specifics of mobile technology, such as ubiquity and pervasiveness. The solutions can leverage informal learning, literacy, science communication, and citizenship, among a vast area of applications.

The aim of this Special Issue is to disclose the new advances in game-based learning and mobile games that can enhance the effectiveness and outreach of learning objects.

Topics of interest include but are not limited to the following:
Game-based learning;
Serious games;
Mobile games;
Pervasive games;
Learning models and practices with the use of games;
New technologies for game-based learning:
_Virtual and augmented reality;
_New interaction devices, toys, and playthings;
_Simulations;
_3D rendering technologies;
_Game engines and development tools;
_Location-based games;
_Artificial intelligence;
_Educational games analytics;
Assessment and evaluation of educational games;
User experience design;
The psychology of educational games;
Gender and age issues;
Social and collaborative games;
Security and confidentiality in educational games;
Case studies in educational games;
Game development for mobile devices.

+infos(oficial): https://www.mdpi.com/journal/information/special_issues/MobileGaming_Gamesbased_Learning

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Sep 052019
 

procuro aceder ao livro/i seek access to the book:

Historia Ludens: The Playing Historian editado por: Alexander von Lünen, Katherine J. Lewis, Benjamin Litherland, Pat Cullum

“This book aims to further a debate about aspects of “playing” and “gaming” in connection with history. Reaching out to academics, professionals and students alike, it pursues a dedicated interdisciplinary approach. Rather than only focusing on how professionals could learn from academics in history, the book also ponders the question of what academics can learn from gaming and playing for their own practice, such as gamification for teaching, or using “play” as a paradigm for novel approaches into historical scholarship. “Playing” and “gaming” are thus understood as a broad cultural phenomenon that cross-pollinates the theory and practice of history and gaming alike.”

+infos(preview): LINK

 

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Jun 252019
 

procuro aceder ao paper/i would like to have access to this article:

Super Mario Seriality: Nintendo’s Narratives and Audience Targeting within the Video Game Console Industry

“At the conclusion of Super Mario Bros. (1986), the archetypal side-scrolling platform game, the player-character Mario confronts his arch-nemesis Bowser for the first time. The demonic monster Bowser — King of the Koopa — awaits Mario upon a drawbridge spanning a lava sea. The player’s game-long narrative goal is Mario’s freeing of Princess Peach by defeating Bowser, her captor;1 the player must guide Mario beneath the Koopa King, who hops up and down hurling axes, having him then leap upon a larger glowing axe hovering at the opposite end of the drawbridge. Successful completion of this task results in the disintegration of the drawbridge and Bowser’s descent into the lava below upon which Mario enters an adjacent room where Peach awaits. Screen text conveys her highness’ gratitude — ‘Thank you Mario!’, confirming that the hero’s ‘quest is over’.”

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Jun 022019
 

procuro aceder ao paper/i would like to have access to this article:
Developing the STEM Experience for In-Service Primary Teachers through Micro-controlling Hardware and Coding

“This paper presents the design and implementation of a technological literacy course in professional development training for a diverse group of in-service primary teachers in Hong Kong. A set of micro-controlling hardware was chosen such that not only the controlling and coding barriers are acceptable to the teachers but that their pupils can also adopt the easy-to-use hardware and software to create STEM projects in primary schools. The hands-on training seeks to broaden their technological experiences in various interfacing and sensing activities. The coding challenge is reduced by introducing visual programming, thereby allowing the learners to focus on real- world problems in the STEM disciplines. Details of the course are provided and the assessment projects by Engineering Design Process are illustrated in this paper. The quantitative evaluation of teachers in their micro-controlling experience is provided.”

Teachers’ Expectations and Experience in Physical Computing

In recent years, physical computing has grown in popularity for school education. Children and teenagers learn basic concepts of embedded systems in a creative and motivating manner. We investigate teachers’ expectations towards and first experiences with physical computing to gain a better understanding of their needs in professional development. We developed, conducted and evaluated a qualitative interview study, identified typical benefits (e.g. motivation, direct feedback and tangibility), topics (e.g. algorithms and data structures) and challenges (e.g. acquisition of suitable hardware and necessary preparations) that teachers associate with physical computing and derive recommendations for professional development and supporting measures.

Robotics in Education (livro/book)

This proceedings volume showcases the latest achievements in research and development in Educational Robotics presented at the 7th International Conference on Robotics in Education (RiE) held in Vienna, Austria, during April 14-15, 2016. The book offers a range of methodologies for teaching robotics and presents various educational robotics curricula. It includes dedicated chapters for the design and analysis of learning environments as well as evaluation means for measuring the impact of robotics on the students’ learning success. Moreover, the book presents interesting programming approaches as well as new applications, the latest tools, systems and components for using robotics. The presented applications cover the whole educative range, from elementary school to high school, college, university and beyond, for continuing education and possibly outreach and workforce development. The book provides a framework involving two complementary kinds of contributions: on the one hand on technical aspects and on the other hand on matters of didactic.

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May 292019
 

procuro aceder ao paper/i would like to have access to this article:
Game Based Learning Using Unreal Engine

“In order for students to be better served; a system that can be designed to adapt education delivery to students’ needs as well as give students an immersive education experience is needed. Classes are often comprised of students with diverse learning styles and differing proficiency backgrounds and as a result, the traditional education system often under-serves many students. Game Based Learning (GBL) includes applications and software used to train, teach, or facilitate the learning of a subject. We proposed a game called Ecomerica, to show how a GBL system can lead to better learning of introductory topics on economics.”

 

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Jan 072019
 

Gostava de ter acesso/access to your article,

Sylvia IV J.J. (2018) Code/Art Approaches to Data Visualization. In: levenberg ., Neilson T., Rheams D. (eds) Research Methods for the Digital Humanities. Palgrave Macmillan, Cham
https://link.springer.com/chapter/10.1007/978-3-319-96713-4_12

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Aug 182018
 

Artigos “livres” de serem consultados na área da educação e uso de computadores

https://www.sciencedirect.com/journal/computers-and-education

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Aug 182018
 

eu gostava de ter acesso/I would like to have access to your article..
Bases for Summative Evaluation of Educational Digital Games and Their Implications in School ScenarioLINK

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Jun 032017
 

eu gostava de ter acesso/I would like to have access to your article..

Fighting exclusion: a multimedia mobile app with zombies and maps as a medium for civic engagement and design – LINK

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