Abstract: Computer science is continuously evolving during the past decades. This has also brought forth new knowledge that should be incorporated and new learning strategies must be adopted for the successful teaching of all sub‑domains. For example, com puter programming is a vital knowledge area within computer science with constantly changing curriculum and its teaching remains a difficult endeavour. On the other hand, students start from a very early age to interact with computers through games and ot her entertaining multimedia software. Therefore, they seem to be keen on environments with impressive special effects and graphical interfaces where they interact with the environments elements. In response, teachers are trying to connect computer progra mming learning with computer operations that students are familiar with, which does not include textual editors for programming lines of code with no other interaction. Educational games used in computer programming courses are considered to benefit learn ing, because they motivate students towards actively participating and interacting with the games activities. Thus, we have developed an educational multiplayer game that aims to further enhance computer programming education by addressing occurring prob lems. This process, however, requires proper planning during the design of educational games, and thus the availability of adequate guidelines that include all characteristics that should be incorporated in such games. This paper aims to introduce and ela borate on a holistic framework that has been constructed as a guide towards the development of this game. To this end, we study existing frameworks that have been proposed for the design of educational games and document features currently supported by ed ucational games that teach computer programming. We conclusively propose the framework we have constructed for the design of our game. This framework can be used for the design of other computer programming‑specific educational games and extended for othe r educational domains.

Abstract: Virtual collaboration continues to gain in significance and is attracting attention also as virtual collaborative learning (VCL) in education. This paper addresses aspects of VCL that we identified as critical in a series of courses named Net Economy: (1) technical infrastructure, (2) motivation and collaboration, and (3) assessment and evaluation. Net Economy is an international online setting, focusing on the business impact of new technologies and is highly notable for the divergent educational and cultural backgrounds of its participants. Having been subject to research from the onset in 2008, in which approximately 10 students were analysed and evaluated, the course has continued to gain significant success as a learning tool, wit h over 150 students currently enrolled throughout the various course cycles. In this paper we focus on how we implemented changes with regard to the above mentioned critical elements as part of canonical action research between the last course cycles. We outline the general learning scenario behind our VCL‑courses, describe problems that we identified with the help of evaluation results and explain solution approaches and the impact of their implementation. The paper aims to provide a comprehensive exampl e for virtual collaborative learning as well as explaining and exemplifying a systematic approach of improving complex e‑learning settings through a series of steps, developed to ease the transition between each stage.

Abstract: In 2010 1.1 million pupils took private lessons in Germany, with 25% of all German children by the age of 17 having attended paid private lessons at some point in their school career (Klemm & Klemm, 2010). The high demand for support for learn ing curricular content led us to consider an integrated solution that speeds up both the design of mobile learning games as well as their implementation and adaption. This paper describes the iterative development of a game development framework for touch ‑based mobile learning games. The framework focuses on touch‑controlled interaction due to the fact that in 2014 more than 87% of German teenagers possess a smart phone with touch input (Feierabend, Plankenhorn, Rathgeb, 2014) as well as the possibility to engage in short bursts of learning experiences during their idle time, e.g. when commuting. The framework consists of a conceptual component that specifies five different game modes for casual mobile learning games. The technical part of the framework builds on the Unity game engine and offers an architecture that mirrors the game modes and objects from the conceptual part as well as a layer of service building blocks that cover generic functionality like logging, high score management or social media integration. The development of the framework is iterative and cyclic in that each produced game enriches the framework, which in turn accelerates the prototyping and development of further games. Additionally the games themselves are developed and teste d iteratively … both concerning usability/user‑experience and transfer, which is described in this paper. developed game prototype as well as the results of our usability tests.

Abstract: In this paper we propose i‑SERF (integrated‑Self Evaluated and Regulated Framework) an integrated self‑evaluated and regulated framework, which facilitates synchronous and asynchronous education, focusing on teaching and learning in higher education. The i‑SERF framework is a two‑layered framework that takes into account various elements of existing frameworks, introducing though as a new element the means of a self‑evaluation, self‑feeding and regulation mechanism. This mechanism is based on the performance of students, on the students’ answers to appropriately structured questionnaires and on the online monitoring of the supporting platform’s parameters. The outcome derived from a “self‑evaluation” process is then feeding i‑SERF in order to obtain self‑regulation, for the next deployment. In this way, i‑SERF remains alive and progressing. The proposed framework aims to offer the needed background for designing Web 2.0 educational platforms that may exhibit continuous improvement functions, providing in that way considerable benefits to both students and tutors in various fields. A pilot implementation, using an education‑oriented suite with enriched interactive elements supporting a variety of terminal devices, combined with a thorough assessment that utilizes advanced statistical tools has revealed the potentials of the platform to successfully deploy the principles of the i‑SERF framework to yield powerful learning experiences and high quality interactions between students and teachers.

Concerned calls for more empirical research in the area of fully or blended online learning approaches have yet to be heeded. The concern is not unwarranted given that most higher learning institutions worldwide are moving increasingly to partial or complete online course offerings. Our own work in this area has been directed at uncovering challenges in Virtual Learning Environments (VLE’s), particularly those related to participatory issues that are being recognized in educational scholarship from a sociocultural perspective as the essence of successful learning, regardless of the field. The high stakes involved in learners´ proactive and critical participation in knowledge building through social interaction online, as opposed to passive assimilation, are closely connected to effective programs and their desired outcomes. We have argued that understanding the barriers that prevent these participatory practices involves a multifaceted perspective, including the voices of learners, and importantly, teaching practitioners. The significant quantitative and qualitative data we have generated in the different phases of our longitudinal inquiry using case study methodology have revealed disturbing challenges in the programs. These issues are primarily rooted in the degree of active participation on the part of many learners, especially in essential social interactive practices and this despite the commitment, enthusiasm and support of instructors for the VLE modality. Yet without significant student engagement and responsive participation not only are learning goals jeopardized, but so too is the underlying cost structure that often is assumed to support such programs. We are left with seeking a way forward. To do so, in this paper, we apply the investigative work we have done to emerging frameworks for evaluating these online programs. Our aim is to uncover a clear and evidenced‑based argument for solutions to offer to key stakeholders and concrete steps they can take for improving their blended modality program offerings. The results of this exercise we believe provide an accessible roadmap for action for the large‑scale online program in our investigation and new insight for online learning more broadly.

Educational games are now seen as effective learning tools. However, there is a gap in the literature regarding the core dimensions of Game‑based learning (GBL) for comprehensive design, analysis, and evaluation due to inconsistent use of elements. The literature on GBL reports an extensive diversity of elements used for the design and evaluation of GBL without any categorization of micro and macro‑level elements. Hardly any studies systematically decompose these aspects to derivate factors/sub‑factors, obstructing identification of any clear pattern. The problem is not the scarcity of GBL research but inconsistency in terminology, scope, definition, and usage of elements leading to the absence of a holistic view of GBL for effective design and evaluation. This study bridges the gap by outlining terminology and scope with four conceptual levels and then systematically categorizing GBL elements by scope, definition, and usage. The methodology used is directed content analysis of GBL literature collected through a previous systematic literature review. Dimensionalization of GBL and further decomposition into factor/sub‑factors based on theoretical constructs, has resulted in a consistent and clear pattern delineating the structure of the educational game design, analysis, and evaluation. Further codifying metrics and mapping the relationship among GBL dimensions deduce into a conceptual framework (called LEAGUÊ) that facilitates greater insight into the process of learning with educational games, where to focus and what to evaluate. The LEAGUÊ framework can be applied for the analysis, design and evaluation of learning games. The framework is put in practice by utilizing the framework components (dimensions, factors/sub‑factors and relations) to develop three items: 1) an analysis instrument, 2)a card‑based ideation and design toolkit, and 3) an evaluation guide that can assist educational game designers, researchers, educators and evaluators for the analysis, design and evaluation of learning games respectively. This paper exemplifies the application of framework for the analysis of learning games using the analysis instrument (developed using LEAGUÊ framework) with one case study as an example.

This paper describes the initial findings of a longitudinal case study that investigates the use of a virtual learning environment to enhance the placement experience for full time postgraduate certificate in education (PGCE) students. Geographically separated trainees can feel very isolated on placement. The purpose of the VLE was to try to alleviate this by offering a way for trainees to maintain contact and offer mutual support while on placement. A preliminary analysis of the results is used to offer some insight into how this type of support might be improved for future students, by the construction of minimum pedagogical framework for initial teacher training.

Abstract: This paper reports on the first two years of a Bring Your Own Device (BYOD) initiative in a New Zealand secondary school, using data derived from a series of surveys of teachers, parents and students, who are the main stakeholders in the trans formation to a BYOD school. In this paper we analyse data gathered from these surveys, which consists primarily of qualitative data from free text questions, but also includes some quantitative data from structured questions, giving insights into the chal lenges faced by teachers, students and parents in moving to a BYOD classroom, and the potential benefits for teaching and learning, and preparing students for a digital world. We frame our analysis from a sociocultural perspective that takes account of st ructures, agency and cultural practices and the interactions between these domains. Thematic analysis was performed by considering these domains from the responses of the three stakeholder groups. We found that there were some tensions in these domain rel ationships, with contexts and practices having to be renegotiated as the BYOD classroom and the structures within which it operates have evolved. On the surface, it appears that many of the changes to cultural practice are substitution or augmentation of previous activities, for example using one‑to‑one devices for researching and presenting material. However, when we look deeper, it is evident that apparently straightforward adoption of digital media is having a more profound impact on structure and agen cy within the classroom. While the structural impact of digital infrastructures does raise some concerns from all stakeholders, it is clear that it is the curricular structure that is the most contentious area of debate, given its impact on both agency an d cultural practice. While the majority of respondents reported positive changes in classroom management and learning, there were nevertheless some concerns about the radical nature of the change to BYOD, though very rarely from teachers. If there is an a rea where agency may be most problematic, it i