| Title: |
Virtual Worlds and Gamification to Increase Integration of International Students in Higher Education: An Inclusive Design Approach |
| Language: |
English |
| Authors: |
Zhang, Bo; Robb, Nigel; Eyerman, Joe; Goodman, Lizbeth |
| Source: |
International Journal of E-Learning & Distance Education. 2017 32(2). |
| Availability: |
Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: journalofde@gmail.com; Web site: http://www.ijede.ca/index.php/jde |
| Peer Reviewed: |
Y |
| Page Count: |
21 |
| Publication Date: |
2017 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education |
| Descriptors: |
Educational Technology; Technology Uses in Education; Computer Simulation; Educational Games; Foreign Students; College Students; Design; Student Participation; Foreign Countries; Questionnaires; Empathy; Student Attitudes; Teaching Methods; Cooperative Learning; Interpersonal Relationship; English Language Learners; Cooperative Planning |
| Geographic Terms: |
Ireland (Dublin); China |
| ISSN: |
2292-8588 |
| Abstract: |
In response to the growing trend of internationalisation in education, it is important to consider approaches to help international students integrate in their new settings. One possible approach involves the use of e-Learning tools, such as virtual worlds and gamification. To maximise the potential effectiveness of such tools, it may be beneficial to involve international students in a technological codesign process. This paper develops an inclusive design process based on the definitions of Inclusive Design outlined by the SMARTlab and IDRC teams, as part of a co-design specification in practice, gathering specific information about the needs of Chinese students in Ireland at University College Dublin (UCD) through a questionnaire and an empathy-driven design approach. From the responses of questionnaire, we found that students would find beneficial many features that virtual environments can provide (e.g., 3D campus tours and virtual lectures). We also found that collaborative, social activities were a more popular way to potentially increase language and cultural understanding than structured courses. Finally, we learned that the incorporation of game-like elements in virtual environments requires careful planning: while this may be effective in increasing user engagement with information, users do not want to have to be successful in games in order to gain access to essential resources or information. Based on these specific needs provided by these Chinese students themselves, a virtual campus (VC) which was created in a unique virtual platform called Terf® has been constructed. |
| Abstractor: |
As Provided |
| Number of References: |
28 |
| Entry Date: |
2017 |
| Accession Number: |
EJ1164422 |
| Database: |
ERIC |