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Technological Innovations on the Horizon

  • David J. Shernoff
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Part of the Advancing Responsible Adolescent Development book series (ARAD)

Abstract

Increasingly, newer generations of students will be technologically savvy and consumer minded regarding how they obtain information. In this chapter, online learning, Audience Response Systems, educational video games, and other new immersive educational technologies are discussed from the perspective of engagement in learning. Online learning is an increasingly popular mode for educational delivery. While online learning has some advantages in terms of flexibility and autonomous learning, which typically support engagement in learning, relative absence of feedback, social cues, and other ways that students typically self-regulate learning can potentially undermine engagement. Research suggests that overall Audience Response Systems (ARSs), or clickers, enhance most students’ interest in the course, understanding, depth of processing, and thereby bolster achievement. There is also some evidence that students are engaged when using them, although it is difficult to conclude that students are engaged in more than a temporal way due to the nature of the available research. Certain video games skillfully employed within a broader curriculum can engage youth significantly more than traditional teaching approaches, as evidenced by Coller and colleague’s quasi-experimental research on a video game approach to mechanical engineering instruction using the experience sampling method. Overall, studies suggested that a video game approach can be effectively implemented into instruction to simulate real-world professional practice and foster optimal engagement. Results also suggested that students who took a game-based approach learned more and developed more competencies than students who took the same course using the traditional approach.

Keywords

Video Game Intrinsic Motivation Online Learning Student Engagement Game Design 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media New York 2013

Authors and Affiliations

  • David J. Shernoff
    • 1
  1. 1.Department of Leadership, Educational Psychology and Foundations College of EducationNorthern Illinois UniversityDeKalbUSA

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