Buchumschlag

Learning by gaming, coding and making with EDUMING: A new approach to utilising atypical digital games for learning

Fuente: arXiv

Gespeichert in:

Bibliographische Detailangaben
1. Verfasser:	Pietrusky, Stefan
Format:	Preprint
Veröffentlicht:	2025
Schlagworte:	Human-Computer Interaction Computers and Society
Online-Zugang:	Acceder al recurso
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

Ähnliche Einträge

Promoting AI Literacy in Higher Education: Evaluating the IEC-V1 Chatbot for Personalized Learning and Educational Equity
von: Pietrusky, Stefan
Veröffentlicht: (2024)

Gender in video games: Creativity for inclusivity
von: Ginel, Maria Isabel Rivas, et al.
Veröffentlicht: (2024)

Reducing students' misconceptions about video game development. A mixed-method study
von: Sikorski, Łukasz, et al.
Veröffentlicht: (2025)

Malinowski in the Age of AI: Can large language models create a text game based on an anthropological classic?
von: Hoffmann, Michael Peter, et al.
Veröffentlicht: (2024)

Children's expressed emotions during playful learning games
von: Volden, Thomas Vase Schultz, et al.
Veröffentlicht: (2024)

Who ruins the game?: unveiling cheating players in the "Battlefield" game
von: Kim, Dong Young, et al.
Veröffentlicht: (2024)

CyberMoraba: A game-based approach enhancing cybersecurity awareness
von: Nkongolo, Mike
Veröffentlicht: (2024)

Visualizing the genealogy of video game specifications of video game genres -- through a case study of the raising up game genre
von: Inoue, Akito, et al.
Veröffentlicht: (2024)

"That's our game!" : Reflections on co-designing a robotic game with neurodiverse children
von: Piedade, Patricia, et al.
Veröffentlicht: (2024)

Assessing novice programmers' perception of ChatGPT:performance, risk, decision-making, and intentions
von: Miranda, John Paul P., et al.
Veröffentlicht: (2025)

TAMIGO: Empowering Teaching Assistants using LLM-assisted viva and code assessment in an Advanced Computing Class
von: IIITD, Anishka, et al.
Veröffentlicht: (2024)

Designing an intelligent computer game for predicting dysgraphia
von: Nevisi, Zahra, et al.
Veröffentlicht: (2025)

Finnish primary school students' conceptions of machine learning
von: Mertala, Pekka, et al.
Veröffentlicht: (2024)

AI and personalized learning: bridging the gap with modern educational goals
von: Laak, Kristjan-Julius, et al.
Veröffentlicht: (2024)

Urban to Rural Migration in Eastern Europe: Unpacking digital ruralities through TikTok video analysis
von: Horvath, Anca-Simona, et al.
Veröffentlicht: (2026)

Influence of anthropomorphic agent on human empathy through games
von: Tsumura, Takahiro, et al.
Veröffentlicht: (2022)

Biased AI improves human decision-making but reduces trust
von: Lai, Shiyang, et al.
Veröffentlicht: (2025)

"It depends on where AI is used": Players' attitude patterns and evaluative logics toward different AI applications in digital games
von: Hsu, Ting-Chen, et al.
Veröffentlicht: (2026)

How to check in continually over 4,000 days on an online learning platform? An empirical experience and a practical solution
von: Lin, Jialiang
Veröffentlicht: (2026)

Large Language Models in Architecture Studio: A Framework for Learning Outcomes
von: Rodriguez, Juan David Salazar, et al.
Veröffentlicht: (2025)

When Are Two Lists Better than One?: Benefits and Harms in Joint Decision-making
von: Donahue, Kate, et al.
Veröffentlicht: (2023)

Do They Understand What They Are Using? -- Assessing Perception and Usage of Biometrics
von: Mecke, Lukas, et al.
Veröffentlicht: (2024)

Towards Narrative Medical Visualization
von: Meuschke, Monique, et al.
Veröffentlicht: (2021)

Economic and Financial Learning with Artificial Intelligence: A Mixed-Methods Study on ChatGPT
von: Arndt, Holger
Veröffentlicht: (2024)

Student-AI Interaction in an LLM-Empowered Learning Environment: A Cluster Analysis of Engagement Profiles
von: Hao, Zhanxin, et al.
Veröffentlicht: (2025)

Critical Thinking in the Age of Artificial Intelligence: A Survey-Based Study with Machine Learning Insights
von: Bari, M Murshidul, et al.
Veröffentlicht: (2026)

Sycophantic AI makes human interaction feel more effortful and less satisfying over time
von: Ibrahim, Lujain, et al.
Veröffentlicht: (2026)

PALM: PAnoramic Learning Map Integrating Learning Analytics and Curriculum Map for Scalable Insights Across Courses
von: Ozaki, Mahiro, et al.
Veröffentlicht: (2025)

FATE in MMLA: A Student-Centred Exploration of Fairness, Accountability, Transparency, and Ethics in Multimodal Learning Analytics
von: Jin, Yueqiao, et al.
Veröffentlicht: (2024)

Tool-Assisted Learning of Computational Reductions
von: Kneisel, Tristan, et al.
Veröffentlicht: (2024)

Toward Trait-Aware Learning Analytics
von: Borchers, Conrad, et al.
Veröffentlicht: (2026)

Perceptions of the Fairness Impacts of Multiplicity in Machine Learning
von: Meyer, Anna P., et al.
Veröffentlicht: (2024)

Progressive Sentences: Combining the Benefits of Word and Sentence Learning
von: Janaka, Nuwan, et al.
Veröffentlicht: (2025)

Beyond the AI Tutor: Social Learning with LLM Agents
von: Kumar, Harsh, et al.
Veröffentlicht: (2026)

Immersive Virtual Reality Environments for Embodied Learning of Engineering Students
von: Padilla, Rafael, et al.
Veröffentlicht: (2025)

Speculating for Epiplexity: How to Learn the Most from Speculative Design?
von: Hu, Botao Amber
Veröffentlicht: (2026)

The Future of Learning: Large Language Models through the Lens of Students
von: Zhang, He, et al.
Veröffentlicht: (2024)

Educational Twin: The Influence of Artificial XR Expert Duplicates on Future Learning
von: Sayffaerth, Clara
Veröffentlicht: (2025)

Assessment of Personalized Learning in Immersive and Intelligent Virtual Classroom on Student Engagement
von: Weng, Ying, et al.
Veröffentlicht: (2025)

Tapping into the Natural Language System with Artificial Languages when Learning Programming
von: Hartmann, Elisa Madeleine, et al.
Veröffentlicht: (2024)