共查询到20条相似文献，搜索用时 156 毫秒
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一、mGBL项目简介
欧洲移动学习项目mGBL（moible Game-Based Learning）项目2005年10月启动,于2008年9月结束,历时3年,由英国、意大利、克罗地亚、澳大利亚、斯洛文尼亚5个国家的11个机构联合开展。总体目标是通过开发创新性的基于移动游戏的学习模式来提高学习效率,将学习内容融入到游戏中,以趣味性和情感性并重的方式呈现给学习者。具体方式是设计并开发出一个游戏平台,教师通过该平台能够快速、便捷地创建各种移动学习游戏, 相似文献
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李爽 《中国远程教育(综合版)》2006,(12)
欧洲移动游戏学习项目今年10月份,欧洲网络学习信息网介绍了欧盟信息社会技术的六个框架项目之一:“移动游戏学习项目”(mGBL)。该项目于2005年10月启动,计划在2008年9月结束,由英国、意大利、克罗地亚、澳大利亚、斯洛文尼亚五个国家的10个机构联合开展。项目的目标是开发将各类学习内容整合在游戏中的新型学习方式,开发能够有效开展移动学习游戏的游戏平台原型和至少两个游戏模板。项目的最大挑战是如何将这些领域的学习内容以一种让学习者能够投入兴趣和情感的方式提供给不同的学习群体。本次项目所要开发的学习游戏涉及职业指导、电子… 相似文献
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方少卿 《铜陵职业技术学院学报》2007,6(3):74-76
基于项目开发下的研究性学习,能使教学活动的主体--学生在项目开发中实现对课程学习的进一步深化。项目开发下的研究性学习具有学习目标明晰化、学习内容问题化、学习过程探究化和学习活动网络化的特点,教师在进行教学设计时要重视研究型学习课程开发,也要重视研究型学习教学模式设计,包括学习任务的设计(项目设计)、学习组织形式的设计、教学基本步骤的设计和教师指导策略的设计。 相似文献
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智能手机和平板电脑的普及,带火了移动游戏产业,移动互联网用户的逐年暴增,不仅吸引了游戏行业巨头公司们在移动端的争相角逐,也催生了一大批中小型开发团队甚至独立开发者。据工信部公布的2014年7月份通信业经济运行情况显示,我国移动互联网用户总数达到8.72亿户,这致使中国手游产业发展突飞猛进,但在手游产业快速发展的背后却呈现着另一番场景,数千家手游开发者中仅3%能做到盈利,其他手游开发者不是收支平衡就是亏损运营。移动游戏开发者未能在竞争激烈的游戏市场获得相应的成绩,都是哪些因素 相似文献
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对基于工作过程的网站项目开发课程进行了分析,给出了网站项目开发的工作过程和学习任务,在此基础上对典型学习任务——商品信息列表模块进行了设计与实现.在项目开发过程中,要准确把握用户意图,着力培养学生的综合开发能力. 相似文献
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项目教学法是高职教育中普遍采用的一种教学方法。在项目教学中采取什么样的教学模式才能有助于项目学习,是值得探究的一个问题。本文提出了一种基于CDIO理念的环形教学模式,从项目开发到项目实施,再到项目反馈,形成一个闭环,保证了项目开发的可持续渐进性。采用这种方法,项目质量得到了提高,课堂教学质量得到了改善,学生的学习兴趣得到了提高。 相似文献
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专业课项目式课例是对介于整个课程和某一课时之间的小型化学习项目的系统、立体、全景式的教学设计。专业课项目式课例开发要密切联系项目课程的特征,坚持典型性、系统性、规范性、创新性、适用性原则。专业课项目式课例开发,要求采取科学合理的操作策略,包括合理设计学习目标、有效创设教学情境、科学组织学习内容、有效开展教学评价。 相似文献
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针对高校ASP.NET项目实践课程中存在的问题,以学习支架理论为基础,对ASP.NET项目实践教学内容进行分析整理,并根据项目开发的不同阶段,设计相应的学习支架,引导学生积极进入学习情境,在探索认知与协作学习的过程中,穿越自身的“最近发展区”,完成自身知识的意义建构。教学实践结果表明,在ASP.NET项目实践课程中引入学习支架,能加强学生对项目开发过程的理解,有利于提高学生项目开发的实践能力及独立解决问题的能力。 相似文献
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项目学习作为改变学生学习方式、促进深度学习、实现育人方式转变的有效方式备受关注。通过对项目式教学内涵、构成要素及教学优势的阐述,提出开发项目学习的原则和路径图,提出项目主题的确定、项目学习目标的制定、项目规划与问题的设计、项目学习活动与学习支架的设计、项目学习评价方案的设计逻辑,对项目教学的设计与实践具有指导借鉴的价值。 相似文献
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Anuar Mohd Yusof Esther Gnanamalar Sarojini Daniel Wah Yun Low Kamarulzaman Ab. Aziz 《International Journal of Inclusive Education》2013,17(12):1237-1246
Study of Malaysian adoption of mobile learning (m-learning) is still in the early stages. However, there are numerous researchers in the country exploring the potential and application of m-learning in the Malaysian education system, including special education. A key question is whether teachers are prepared to incorporate mobile technology as part of their teaching tools or do teachers perceive mobile technology only as personal communication gadgets. This paper investigates teachers' perception of m-learning applications in special education classes. Interviews were conducted to collect related information on teachers' perceptions of m-learning in the selected schools. The teachers expressed that there are limited resources to cater to the attention of special needs learners and they believed edutainment technologies such as augmented reality, game-based educational software and animation projects could be the answer. The benefits and challenges of implementing blended learning for special education are also discussed. The paper concludes by summarising the current environment of m-learning in Malaysian special needs education, together with recommendations for future use of the technology. 相似文献
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Filippos Giannakas Georgios Kambourakis Andreas Papasalouros Stefanos Gritzalis 《Educational technology research and development : ETR & D》2018,66(2):341-384
With the increasing popularity of smartphones and tablets, game-based learning (GBL) is undergoing a rapid shift to mobile platforms. This transformation is driven by mobility, wireless interfaces, and built-in sensors that these smart devices offer in order to enable blended and context-sensitive mobile learning (m-Learning) activities. Thus, m-Learning is becoming more independent and ubiquitous (u-Learning). In order to identify and analyze the main trends and the future challenging issues involved in designing mGBL learning strategies, as well as to bring to the foreground important issues pertaining to mobile and context-aware ubiquitous GBL, the work at hand conducts a comprehensive survey of this particular area. Specifically, it introduces and applies a six-dimensional framework consisted of Spatio-temporal, Collaboration/Social, Session, Personalization, Data security & privacy, and Pedagogy, with the aim of scrutinizing the contributions in the field of mGBL published from 2004 to 2016. It was found that the transition to mGBL presents several difficulties, and therefore cannot be conceived as a simple and quick modification of existing GBL solutions. In this respect, this work is anticipated to foster the development of well-designed solutions that are intensive not only in their technological aspect, but in pedagogical qualities as well. 相似文献
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With the proliferation of paid mobile learning applications (m-learning apps), understanding how to assess their success has become an important issue for academics and practitioners. Based on the information systems (IS) success models and the value-based adoption model, this study developed and validated a multidimensional model for assessing paid m-learning app success. The proposed model describes the interrelationships among seven paid m-learning app success variables: system quality, information quality, perceived enjoyment, perceived fee, user satisfaction, intention to reuse, and learning effectiveness. Data collected from 160 paid m-learning app users were tested against the research model using structural equation modeling (SEM). The empirical findings provide evidence that learning effectiveness is affected by user satisfaction and intention to reuse, which, in turn, are determined by system quality, information quality, perceived enjoyment, and perceived fee. The findings of this study provide several important theoretical and practical implications for the development, implementation, and promotion of paid m-learning apps. 相似文献
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Investigating the determinants and age and gender differences in the acceptance of mobile learning 总被引：4，自引：0，他引：4
Yi-Shun Wang Ming-Cheng Wu Hsiu-Yuan Wang 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(1):92-118
With the proliferation of mobile computing technology, mobile learning (m-learning) will play a vital role in the rapidly growing electronic learning market. M-learning is the delivery of learning to students anytime and anywhere through the use of wireless Internet and mobile devices. However, acceptance of m-learning by individuals is critical to the successful implementation of m-learning systems. Thus, there is a need to research the factors that affect user intention to use m-learning. Based on the unified theory of acceptance and use of technology (UTAUT), which integrates elements across eight models of information technology use, this study was to investigate the determinants of m-learning acceptance and to discover if there exist either age or gender differences in the acceptance of m-learning, or both. Data collected from 330 respondents in Taiwan were tested against the research model using the structural equation modelling approach. The results indicate that performance expectancy, effort expectancy, social influence, perceived playfulness, and self-management of learning were all significant determinants of behavioural intention to use m-learning. We also found that age differences moderate the effects of effort expectancy and social influence on m-learning use intention, and that gender differences moderate the effects of social influence and self-management of learning on m-learning use intention. These findings provide several important implications for m-learning acceptance, in terms of both research and practice. 相似文献
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适合西部m-learning的教育形式和学习资源开发 总被引：1，自引：0，他引：1
随着移动互联技术和移动通信技术发展,m-learning已经成为教育信息化的一个重要方面。我国西部地区经济欠发达,如何发展适合西部的m-learning是非常重要的。文章简要介绍了欧美m-learning研究的现状,提出了适合西部m-learning发展的教育形式,研究了m-learning学习资源的开发问题。 相似文献
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Yen-Hui Wang 《Interactive Learning Environments》2017,25(3):397-411
The study integrated self-paced mobile learning (m-learning) into a language course, and examined what impacts were being produced on learners’ reading comprehension and student satisfaction resulting from the instruction with m-learning integration. The self-paced, learner-centered mobile learning integration instruction (MLI) was compared with group-oriented, teacher-centered instruction without m-learning integration. Six classes of students from three different departments participated in the study. One class from each department received MLI, while the other class from each department was involved in traditional learning instruction (TLI). Evaluation of the instruction was based upon data from the post-treatment reading test and one questionnaire related to learner satisfaction. The results revealed that the learners exposing to the MLI scored higher in the test than those with TLI, and they showed great satisfaction with the instruction integrating m-learning. Particularly, the students from the Department of Information Management receiving instruction supported by mobile technologies performed best in the reading test and gained the highest score on the satisfaction questionnaire. 相似文献
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Aubrey Statti 《Peabody Journal of Education》2020,95(2):139-147
ABSTRACT This article presents a literature review of mobile learning (m-learning) in the K–12 classroom and explores the impact of tablets in primary education. Additionally, it shows the impact of mobile learning on K–12 online learning as well as the need for professional development of educators utilizing mobile technologies. Further, the article reviews challenges with m-learning and provides potential recommendations and guidelines for utilizing mobile technologies in the future of educational curriculum development. 相似文献
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随着智能手机的普及,移动学习成为常规学习方式的有效补充,而情境感知技术的兴起则有效地解决了移动环境下时间碎片化的问题。在对移动学习和情境感知进行现状分析的基础上,设计并实现了基于情境感知的移动英语学习软件。对比试验表明,基于该软件的英语学习具有良好的效果,不仅能够切实帮助学生提高口语水平,同时也可以在日常生活中帮助使用者更好地使用英语交流。 相似文献
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移动学习是继数字化学习之后出现的一种新的学习方式,随着移动领域技术的发展,移动学习也应有新的学习模式相适应。分析移动学习现状,提出新时期网络环境下移动学习模式。 相似文献