Aarhus University Seal / Aarhus Universitets segl

Entertainment, Engagement and Education: Foundations and Developments in Digital and Physical Spaces to Support Learning through Making

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

  • Michail N. Giannakos, Norwegian University of Science and Technology (NTNU), Norge
  • Monica Divitini, Norwegian University of Science and Technology (NTNU), Norge
  • Ole Sejer Iversen
Making is a relatively new concept applied to describe the increasing attention on constructing activities to enable entertaining, engaging and efficient learning. Making focuses on the process that occurs in digital and/or physical spaces that is not always learning oriented, but enables qualities like problem solving, design thinking, collaboration, and innovation, to mention few. Contemporary technical and infrastructural developments, like Hackerspaces, Makerspaces, TechShops, FabLabs and the appearance of tools such as wearable computing, robotics, 3D printing, microprocessors, and intuitive programming languages; posit making as a very promising research area to support the learning processes, especially towards the acquisition of 21st Century learning competences. Collecting learning evidence via rigorous multidimensional and multidisciplinary case studies will allow us to better understand and improve the value of making and the role of the various digital and physical spaces. Drawing from our experience with the recent workshop of making as a pathway to foster joyful engagement and creativity in learning (Make2Learn), we present the state-of-the-art developments as well as the four selected contributions of this special issue. The paper further draws attention to the great potential and need for research in the area of making to enable entertaining, engaging and efficient learning.
OriginalsprogEngelsk
TidsskriftEntertainment Computing
Vol/bind21
Sider (fra-til)77-81
Antal sider5
ISSN1875-9521
DOI
StatusUdgivet - 2017

Se relationer på Aarhus Universitet Citationsformater

Projekter

ID: 108649921