Drawing on a comprehensive theoretical foundation encompassing socio-constructivism, social learning, and motivation, this book offers a new theoretical contribution and sheds light on the transformative power of acumenous game-based learning to reengage learners with Mathematics and Statistics Education.
Drawing on a comprehensive theoretical foundation encompassing socio-constructivism, social learning, and motivation, this book offers a new theoretical contribution and sheds light on the transformative power of acumenous game-based learning to reengage learners with Mathematics and Statistics Education.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Souad Slyman is a senior lecturer who served as interim Deputy Head of MOSI (Marketing, Operations, Supply Chain, and Innovation) cluster group, University of Roehampton, UK, as well as a highly experienced business computing educator and researcher.
Inhaltsangabe
Part I: Math Dread, Self-Efficacy Empowerment and Negative Emotions through Game-Based Learning 1. Introduction: The Mathematics Dilemma: Overcoming Negative Emotions through Game-Based Learning. 2. Understanding the Power of Theory: Learning, Self-Efficacy, and Games in Education. 3. Exploring The Potential of Game-Based Learning: Theoretical Foundations and Case Studies. Part II: Game Design in Simulation Games and the Transformation of Learning in Statistics 4. Exploring the Power of Game Design: Mechanics, Interactions, and Evaluation Heuristics. 5. Understanding the Power of Statistics: Integrating Simulation Games for Transformative Learning. Part III: Acumenous Game-Based Learning in Simulation Games and Mathematics and Statistics 6. Exploring the Essence of Simulation Games: Game Players' Experiences and Design Attributes for Game-Based Learning. 7. Exploring the Student Experience through a New Theoretical Lens in Mathematics and Game-Based Learning. 8. Exploring the Dynamics of Inquisitional and Acumenous GBL in Students' Experiences with Mathematics and Statistics. 9. Unravelling the Interconnectedness of Empirical Investigations: Acumenous GBL in Mathematics and Statistics Education. 10. Acumenous and Inquisitional Theory.
Part I: Math Dread, Self-Efficacy Empowerment and Negative Emotions through Game-Based Learning 1. Introduction: The Mathematics Dilemma: Overcoming Negative Emotions through Game-Based Learning. 2. Understanding the Power of Theory: Learning, Self-Efficacy, and Games in Education. 3. Exploring The Potential of Game-Based Learning: Theoretical Foundations and Case Studies. Part II: Game Design in Simulation Games and the Transformation of Learning in Statistics 4. Exploring the Power of Game Design: Mechanics, Interactions, and Evaluation Heuristics. 5. Understanding the Power of Statistics: Integrating Simulation Games for Transformative Learning. Part III: Acumenous Game-Based Learning in Simulation Games and Mathematics and Statistics 6. Exploring the Essence of Simulation Games: Game Players' Experiences and Design Attributes for Game-Based Learning. 7. Exploring the Student Experience through a New Theoretical Lens in Mathematics and Game-Based Learning. 8. Exploring the Dynamics of Inquisitional and Acumenous GBL in Students' Experiences with Mathematics and Statistics. 9. Unravelling the Interconnectedness of Empirical Investigations: Acumenous GBL in Mathematics and Statistics Education. 10. Acumenous and Inquisitional Theory.
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