He attempts to connect the neurology of emotion to the neurology of consciousness and extends this to the existence of a sense of self. In his second book, The Feeling of What Happens: Body and Emotion in the Making of Consciousness (1999), Damásio further explores the role of emotion. The Portuguese born neuroscientist António Damásio developed a theory of emotion that has evolved from his first book, Descartes’ Error: Emotion, Reason and the Human Brain (1994), which explains how feelings are entangled in the cogitations of the brain and the circumstances of the body.
There is a growing body of evidence from the neurosciences and the cognitive sciences that recognizes the importance of emotions in cognitive processes and memory operations.
In addition, it is now recognized that student emotional expressions are a part of the learning process and also an essential component of basic education, a fact that continues to be a minor concern in schools and higher education. Furthermore, evidence indicates that a new model of education is emerging, one that is student-centered, networked, customized and collaborative, leading to the creation of mechanisms through which infusion experiences and other rich learning contexts may support activity in novel situations (Shaffer, 2004). It is set against evidence that shows how students learn more by collaborating with their teacher and with each other in the context of educational narratives (Pachler & Daly, 2009). The current model of pedagogy in conventional schools and universities is essentially teacher focused and one-way communication. In this context, the AIDLET model was set out and verified against a taxonomy representing the main categories and genres of games, and the article concludes with implications for how teachers, instructional designers and technologists might best capitalize on the affordances of mobile devices when designing for blended learning and e-learning courses.
#Hyperspaces augmented reality trial#
Furthermore, whereas traditional learning is based on knowledge memorization and the completion of carefully graded assignments, today, games, simulations and virtual environments turn out to be safe platforms for trial and error experimentation, i.e. It is apparent that these devices for learning are valued by students and teachers alike, and that they may be used as personalized devices for amplifying learning, specifically through amplifying access to information, social networks, and ability to participate in the world. After analyzing the different approaches to the use of digital technology and games in education, and discussing their benefits and shortcomings, a framework was developed to facilitate the selection, repurposing, design and implementation of games, simulations and augmented reality, with focus on the practical aspects of the processes used in mobile learning. This article discusses the selection and potential use of electronic games, simulations and augmented reality in mobile learning supported by an operational model called AIDLET. Applications from games to augmented reality are thriving in research settings, and in some cases schools and universities, but relatively little is known about how such devices may be used for effective learning. AbstractSmartphones and other mobile devices like the iPhone, Android, Kindle Fire, and iPad have boosted educators' interest in using mobile media for education.
0 kommentar(er)
