Maja Pivec

Editorial: Play and learn: potentials of game-based learning

Many of us have grown up playing games, and in primary education games have a high presence in nonformal and informal segments of our learning. Unfortunately, in formal education, games are still often seen just as an unserious activity, and the potentials of games for learning often stay undiscovered. Digital game-based learning is a novel approach in the area of universities and lifelong learning, and the search for new positioning of the universities in the changing setting of education; gaming is becoming a new form of interactive content, worthy of exploration. (http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2007.00722.x/abstract)

Differences in examination characteristics of pigmented skin lesions: Results of an eye tracking study

OBJECTIVE To use computer-based eye tracking technology to record and evaluate examination characteristics of the diagnosis of pigmented skin lesions. METHODOLOGY 16 study participants with varying levels of diagnostic expertise (little, intermediate, superior) were recorded while diagnosing a series of 28 digital images of pigmented skin lesions, obtained by non-invasive digital dermatoscopy, on a computer screen. Eye tracking hardware recorded the gaze track and fixations of the physicians while they examined the lesion images. Analysis of variance was used to test for differences in examination characteristics between physicians grouped according to expertise. RESULTS There were no significant differences between physicians with little and intermediate levels of expertise in terms of average time until diagnosis (6.61 vs. 6.19s), gaze track length (6.65 vs. 6.15 kilopixels), number of fixations (23.1 vs. 19.1), and time in fixations (4.91 vs. 4.17s). The experts were significantly different with 3.17s time until diagnosis, 4.53 kilopixels gaze track length, 9.9 fixations, and 1.74s in fixations, respectively. Differentiation between benign and malignant lesions had no effect on examination measurements. CONCLUSION The results show that experience level has a significant impact on the way in which lesion images are examined. This finding can be used to construct decision support systems that employ important diagnostic features identified by experts, and to optimize teaching for less experienced physicians.

Using the 3D Virtual Environments for Teaching: Report from the Field

Using the 3D Virtual Environments for Teaching: Report from the Field Virtual worlds represent a powerful media for instruction, offering a wide scope of tools for social interaction and innovation in learning that encourages student participation. Supported by the AVATAR course, teachers were able to productively create teaching and learning environments that support the needs of learners of diverse linguistic, cultural and economic backgrounds, all within a safe virtual environment. This paper outlines the AVATAR course structure, delivery, experiences, and post course reflections on teaching within a 3D virtual world.

Informationsdidaktik: E-Learning

Wikis, Podcasts, Videocasts, Smartphones, Virtual Environments – das sind E-Learning-Losungen, die nur darauf warten, eingesetzt zu werden. Doch meistens findet E-Learning noch in klassischen Lernumgebungen statt. Der Beitrag blickt zuruck zu den Anfangen von E-Learning, fragt nach dem Mehrwert von »E«-Learning im Vergleich zum konventionellen Face-to-Face-Unterricht, gibt Beispiele fur E-Learning-Plattformen und Lernen mit Hypermedia, erklart adaptives E-Learning und zeigt auf, was Spielen mit Lernen zu tun hat.

Serious sports: Game-based learning in sports

In this short paper we present research results from the ongoing project Serious Sports. The research work was carried out in the area of assessing 33 commercial of the shelf games (COTS) and 5 main game peripherals with regard to their usage, value and possible application for sports and fitness. Methodology and assessment results are outlined in the paper.

AVATAR course: Teacher training for teaching in 3D virtual worlds

In this paper we outline a global course for teachers, which was delivered remotely over a period of four months. The course was created in English language, however to support the learning curve of multilingual and international groups, several modules were moderated in national groups. The course has nine modules, distributed via e-learning and v-learning platform. Last module supports creation of new teaching material by course participants and its piloting with their students. Teachers created interdisciplinary lesson plans with activities in the 3D virtual worlds. Recommendations and experience from trials are tabled in conclusions.