Browsing by Subject "mobiilioppiminen"
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(2015)Many international organizations have defined the so called 21st century learning skills that students should have in order to be successful in today's society. Digital literary is one of those skills. Experts say that schools do not really have the concrete tools to teach these skills. Research shows that digital storytelling is one way to develop many of the important 21st century skills. The purpose of this study is to analyze how students could develop their digital literacy by creating digital stories. More precisely, what kind of media content production, editing, and sharing skills will they learn by making their own video stories. This study is based on Digital Storytelling Project by the University of Helsinki. The project was a part of Finnable 2020 research funded by Tekes. This study involves all the 6th graders that participated to the Digital storytelling project from Finland, a total of five classes. The research material consists of student and teacher interviews and video stories made by the students. The research material was analyzed with content analysis. The framework for the analysis was based on research on digital literacy, digital storytelling and film narrative. The results of this study show that the students learned many digital literacy skills involving media content production by creating video stories. By making their stories the students learned to plan their own content, to search for relevant information and material to their stories, and to use mobile devices for filming. They also learned about filming, and how to deliver their own message through the video stories. By editing their stories the students practiced how to edit and remix pictures and videos with different video editing tools. By sharing their video stories with others the students learned how to share information, how to evaluate their own work and the work of others, how to consider the audience, and how to interact and influence through video stories.
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(2019)Goals. Previous research has shown that games and gamification have potential in education. Games and gamification are also mentioned In Finnish Core Curriculum (2014), but still games have not become mainstream in Finnish schools. It can be difficult for teachers to find learning games that are suitable for their students, and because of that, it is suggested that teachers could act as game designers. In recent years, it has become possible to design games without programming skills by using digital platforms. There are only few studies focusing on teachers designing games on digital platforms. The target of this study is to understand how teachers experience gamification on a digital platform. In this study, teachers use Seppo platform to design learning games for their students. The study aims to find out what kind of Seppo games teachers create, and how they experience designing and implementing Seppo games. Method. 14 basic education teachers participated in the study. The data consisted of semi-structured theme interviews and games made by the teachers. The data was analyzed using data-oriented content analysis. Results and conclusion. Results showed that Seppo is an easy-to-use teaching tool that can be used for many purposes in basic education. Most of the games were linked to different school subjects and, in addition, many games focused on practicing transversal competences. Gamification was an important goal for a few teachers, but many of the teachers considered Seppo as a functional way of studying or an e-learning platform more than a game. In many cases, Seppo games changed practices of teaching and made studying more versatile, for instance, by extending learning environment outside the classroom. Teachers felt that designing Seppo games was technically easy. However, teachers may need support in content design, since some of the teachers considered difficult to combine gamefulness and learning goals in meaningful ways. Teachers experienced that students mostly achieved the learning goals by playing Seppo games. According to the teachers, almost all their students participated in Seppo games actively and liked playing the game. In conclusion, Seppo games made by teachers have potential to support learning that is based on curriculum.
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