AmbiLearn: enhancing the learning environment for Primary School education

J Hyndman, TF Lunney, P McKevitt

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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Abstract

Technology is at a stage where it has infiltrated the education system with the potential to enhance teaching and learning. In Northern Ireland a Virtual Learning Environment (VLE) infrastructure is in place. However, statistics and government reports suggest that VLE use amongst the primary school sector is quite limited. In an attempt to redress the limited use of VLEs in the primary school sector this research investigates the potential of serious games and how they may compliment the National Curriculum with the development of AmbiLearn, an enhanced learning environment with a content neutral game-based approach and content creation and reporting modules. This paper presents the design and implementation of AmbiLearn. Preliminary analysis of data from evaluation of AmbiLearn shows promising results and directions for future work are discussed.
Original languageEnglish
Title of host publicationUnknown Host Publication
EditorsM Ma, MF Oliveira, JB Hauge, H Duin, K-D Thoben
Place of PublicationHeidelberg, Germany
PublisherSpringer
Pages231-242
Number of pages12
Volume7528
ISBN (Print)978-3-642-33686-7 (Print) / 978-3-642-33687-4 (Online)
DOIs
Publication statusPublished - 23 Aug 2012
EventSerious Games Development and Applications: Third International Conference, SGDA 2012, Bremen, Germany, September 26-29, 2012. Proceedings - Bremen, Germany
Duration: 23 Aug 2012 → …

Conference

ConferenceSerious Games Development and Applications: Third International Conference, SGDA 2012, Bremen, Germany, September 26-29, 2012. Proceedings
Period23/08/12 → …

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  • Cite this

    Hyndman, J., Lunney, TF., & McKevitt, P. (2012). AmbiLearn: enhancing the learning environment for Primary School education. In M. Ma, MF. Oliveira, JB. Hauge, H. Duin, & K-D. Thoben (Eds.), Unknown Host Publication (Vol. 7528, pp. 231-242). Heidelberg, Germany: Springer. https://doi.org/10.1007/978-3-642-33687-4_20