Abstract

The use of mobile learning spaces is an opportunity to break the boundaries of the classroom and to prepare teacher educators and pre-service teachers for future school classes. The purpose of this study is to examine the implementation of mobile technology and usage patterns in the mobile technology space among lecturers in a teacher education college and to examine the role of pedagogical support and guidance in relation to the methods applied and the attitudes of the lecturers toward teaching and learning in the mobile learning space. The paradigm of the present study is the mixed research model combining quantitative and qualitative research. The research population consisted of the faculty members teaching in the last 2^nd years in this learning space and eight pedagogical tutors and their mentors who got a tablet and were trained throughout the year to support and enhance their professional practice. The findings show that in the 1^st year, most of the lecturers did not use hybrid computers in the learning space. In the 2^nd year, when many of the technical difficulties were solved, more lecturers got pedagogical assistance, there were various uses of the hybrid computers for various activities. As for the pedagogical tutors, this study emphasized the significance of owning a personal and improved device, as well as providing the needed tools and assistance.

Abstract

This study utilized 33 students taking creative communication design 3 in the third year of the graphic design and multimedia program, using an Anderson's model in teaching art appreciation. The quantitative research design and procedures were employed in this study. An experimental research using the quasi-experimental design, a single-group interrupted time series-design was used to examine a group of students' achievement. The research was conducted at the researcher's university, a private higher learning institution. In collecting the data, two instruments were used, namely the new teaching module and three sets questions of tests. The descriptive statistics made use of means and standard deviations to determine students' achievements and inferential statistics, Pearson correlation coefficient to study the relationship between the students' three sets questions of test scores and studio art production scores. The findings exhibited that the 33 students tested have exhibited a moderate developmental progression in their three sets questions of tests. In terms of studio art production, students were able to make the appreciation of artwork with a better understanding. Generally, the correlation between students' test scores and studio art production scores exhibited students have gained a reasonable amount of knowledge through the new teaching module. The effectiveness of the teaching module using Anderson's model exhibited students' good understanding and its ability to foster implementation in cognitive knowledge both in their tests and studio art production.

Abstract

Video gaming has become a multi-billion dollar industry that continues to capture the hearts, minds and pocketbooks of millions of gamers who span all ages. Narrative and interactive games form part of this market. The popularity of tablet computers and the technological advances of video games have led to a renaissance in the genre for both youth and adult audiences. Understanding the resurgence in this aspect of the market would be the topic for a useful academic endeavor, but exploring the bases for the interest in this aspect of technology can not only satisfy academic curiosity, but also lead to expansion of the overall industry. The goal of the research is to provide an explanation and framework of what makes some interactive narratives more successful than others. This was done by identifying the common story elements and writing strategies that are used to make digital interactive stories enjoyable and satisfying to participants. This research can potentially be a valuable tool for studios entering the interactive storytelling space because it will provide writers with a general outline of the key success factors required to design a compelling game and story.

The paper analyzes selected interactive narrative video games in order to provide an explanation and framework of what makes them successful. The research questions addressed are: (1) What are the common storytelling elements present in successful games? (2) Why do these help to ensure a satisfying experience?

Abstract

Educational technology is now widely used in education and offers a great support in distance education. This research paper is a second part of the study which analysed the types and levels of cognitive engagement; this paper has identified the factors that affected on the cognitive engagement in the online discussion forums, within undergraduate nursing students of post basic nursing curriculum, in the course of Professional development Leadership and Management. Moreover, this was one of the subsidiary questions, focusing on possible contributing factors for variation in the interaction pattern. The study was of retrospective qualitative paradigm utilizing discourse analysis to understand the student's cognitive engagement in the online discussion forum, 24 students provided written consent to participate. The data were collected by online posts and focus group discussion. The analysis was done by utilizing Zhu (2006) framework of cognitive engagement and it was revealed that there was a low level of engagement. The Focus Group Discussion (FGD) reported that due to new mode of teaching, being very flexible, technology shutdown and less facilitation of faculty are the contributing factors. Thus, it was recommended that, more awareness is needed for students using online interaction, informing course expectations and feed forward for more effective participation.

Abstract

This article is an attempt to explore why the efforts of universities fall short of accomplishing their objectives, and fail to improve the caliber of their graduates, as large numbers of them are unable to encounter real-life problems. It also probes the relations between four independent demographic variables (gender, age, experience, and specialization) and four dependent variables (role of faculty members, learning experiences focused upon, measures principally administered to achieve learning experiences, and the skills necessary to create synergy and momentum). A relevant online questionnaire is devised to survey the views of a sample of (176) faculty members, comprising (60.5%) of the faculty society at Philadelphia University/Jordan in 2015-2016. SPSS program is utilized for data processing. The article concludes that faculty members focus upon facilitating provision of information instead of achieving self-actualization. The farther objectives of learning experiences are from that, the more learners are subject to become incompetent.