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Technology enhanced education has been recently established as a new approach for all stages of education in developing countries, especially in Macedonia. Although computer games are often given little attention we believe that within the vast amount of technologies and instruments used to achieve the needed improvements it is computer games that are playing the central role in delivering the desired...
Traumatic brain injury (TBI) is a leading cause of disability and has a devastating impact on all family members. The goal of our project is to design, develop, and evaluate a pedagogical interactive drama to support uninjured youths aged 12 to 19 years who have a parent or sibling with a TBI. We used IDtension, a highly interactive drama engine, to develop a text-based interactive game, in which...
With the evolution of technology, social media and mobile devices, digital games have become a frequent form of entertainment for many people. As games can provide a fun environment, where students can actively learn content through actions and decisions, there are high hopes that game-based learning can be used both in and outside the classroom and yield positive learning outcomes. The aim of this...
In order to facilitate the use of online serious games in schools, a team from the Centre for expertise and research in lifelong learning (SAVIE), under the supervision of professor and researcher Louise Sauvé, focused on developing and experimenting on the Generic Serious Game Shell (GSGS). This is done in order to equip teachers with the ability to easily develop online educational games which are...
Autism is a complex developmental disability that typically appears during the first three years of life. This is the result of a neurological disorder that affects the functioning of human brain. Children diagnosed with autism often are self-absorbed and seem to exist in a private world where they are unable to successfully communicate and interact with others. Sometimes they have difficulties in...
In engineering, we are often faced with the problem of how to teach complex theoretical material to students who are mainly interested in solving practical problems. This gap between the application-oriented expectation of the learner and the theory-focused material chosen by the lecturer may end up causing high barriers for the learning performance of the students. This becomes obvious if we recall...
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