<p>"" is an international journal, which publishes refereed articles dealing with research into theoretical or practical aspects related to the learning of adolescents, adults and elderly, in formal or informal educational settings. The use of information and communication technologies in general in these settings is a vital field of interest for the journal.</p> en-US <div><p> is a fully open access journal, which means that all articles are available on the internet to all users immediately upon publication. Non-commercial use and distribution in any medium is permitted, provided the author and the journal are properly credited. T<span style="background: white none repeat scroll 0% 0%;">he journal allow reuse and remixing of content in accordance with a Creative Commons license CC BY</span></p><ul><li>The journal allows the author(s) to hold the copyright without restrictions.</li><li>The journal allows the author(s) to retain publishing rights without restrictions.</li><li> does not charge authors for publishing with us.</li></ul></div> (Yngve Troye Nordkvelle) (Yngve Troye Nordkvelle) Thu, 05 Jul 2018 11:42:38 +0200 OJS 60 Introducing Virtual Reality Technologies to Design Education <p><iframe src=";source=embed&amp;photo%5fid=28013604&amp;endOn=thumbnail" scrolling="no" width="560" height="315" frameborder="0"></iframe></p> <p class="Seminar-abstract"><span lang="EN-US">In this paper, we address the introduction of Virtual Reality (VR) tools to the education of industrial design (ID) university students. We present three cases of how we have introduced VR technology in different courses of the industrial design curriculum at the University of Lapland, Finland. As the first example (Case I), we introduced a VR simulation as an empathetic design tool to simulate visual disabilities. The second example (Case II) is reported from a course where students created concepts for a head mounted display (HMD) AR application in smart buildings, and tried out interaction with a HMD VR application. In the third example (Case III), VR was used as a display environment to exhibit students’ 3D industrial design concept models. We report our experiences and lessons learnt, as well as recorded student feedback from the trials. As salient findings, we report the general positive feedback, successful integration with the taught themes especially when connected to physical 3D models, as well as suggested improvements. Hindering the adoption of the technology from the teaching point of view, we report on the lack of infrastructure for multi-user groups in classrooms, the additional effort required to set up the technical system, and limited features supporting multimodality.</span></p> Jonna Häkkilä, Ashley Colley, Jani Väyrynen, Antti-Jussi Yliharju ##submission.copyrightStatement## Thu, 28 Jun 2018 10:33:48 +0200 Enhancing engagement, enjoyment and learning experiences through gamification on an English course for health care students <p><iframe src=";source=embed&amp;photo%5fid=28013605&amp;endOn=thumbnail" scrolling="no" width="560" height="315" frameborder="0"></iframe></p> <p class="Seminar-abstract"><span lang="EN-US">Student engagement in traditional learning environments is in decline resulting in decreased learning results and lack of engagement. Gamification is one option to trigger interest and enhance engagement in learning activities. Aim of this study was to investigate the potential of gamified course design in language learning from students’ perspective. Particularly, we explored students’ experiences of engagement, enjoyability and language learning. Theoretical framework consists of process of interest and engagement, and gamification in language learning. Language learning is understood through socio-cultural and ecological approaches. </span></p> <p class="Seminar-abstract"><span lang="EN-US">The research was conducted and data were collected at a 3-credit field-specific English course. The participants (N = 23) were 1st-year healthcare students conducting their studies with a blended learning approach. The used applications were Seppo, Kahoot, Padlet and Quizlet. The data includes students’ learning diaries and a post-course on-line questionnaire. The diaries and the open questions of the questionnaire were analysed according to content analysis method.</span></p> <p class="Seminar-abstract"><span lang="EN-US">The results suggest that gamified course design and related applications can enhance student engagement, foster language learning, and offer positive learning experiences. &nbsp;However, there are differences between gamified applications. Supporting collaboration and creating positive atmosphere are important in gamified learning process. Implications for teachers are discussed.&nbsp;&nbsp;</span></p> Kirsi Korkealehto, Pirkko Siklander ##submission.copyrightStatement## Thu, 28 Jun 2018 10:35:56 +0200 Transcultural perspectives in Teaching Children's Horror Films <p><iframe src=";source=embed&amp;photo%5fid=28013502&amp;endOn=thumbnail" scrolling="no" width="560" height="315" frameborder="0"></iframe></p> <p>Transcultural perspective has recently raised more academic attention due to the internationalization of higher education and migration all over the globe. Thus the objective of the paper is to open the discussion on film education, especially teaching children’s horror films from the transcultural perspectives through an empirical case study among university students in media education. We concentrate on students attitudes and perception on children´s horror from the perspective of film education. Our question is, how to increase the students understanding of children´s horror culture and pedagogies related to it? The paper consists of the first research results based on the course including lecturers’ research diaries, students' interviews, their film life studies and practical assignments such as films made during the two-week workshop.</p> <p>&nbsp;</p> <p>The preliminary results show that the perceptions and attitudes vary a lot depending on cultural backgrounds. Students’ pre-understandings of film culture and film literacy as a pedagogical practice mostly were professional-oriented and colored with the aesthetic perception on film. The most visible impact of the course was the minds-opening for wider understanding of film as education and uses of film in teaching. Taking up the aspects of children´s horror in the course was surprising, even irrelevant to students: they didn´t expect this kind of perspective at all. As a result the course was able to create open, safe spaces for reflection and changing students’ mindsets. Based on the results, situated approaches to film education is suggested to reinforce multiliteracy model with creation of safe space for discussion and supplementing emotional skills.</p> Marjo Kovanen, Sirkku Kotilainen ##submission.copyrightStatement## Thu, 28 Jun 2018 10:39:22 +0200 A long way? Introducing digitized historical newspapers in school, a case study from Finland <p><iframe src=";source=embed&amp;photo%5fid=28013518&amp;endOn=thumbnail" scrolling="no" width="560" height="315" frameborder="0"></iframe></p> <p>Newspapers help teachers to connect their classes with the real world. Their role in education is widely researched, but the use of historical newspapers has attracted little attention. Using social practice theory, this article examines the practices they enable, and how such practices relate to the skills and knowledge upper-secondary students are expected to acquire in school. These questions are pertinent today, as the digitization of newspaper heritage is generalizing access to materials traditionally considered for scholarly research. My approach is ethnographic, involving in-depth interviews, focus-group discussion, and participant observation. The teachers’ accounts motivated me to consider the tradition of using newspapers in school. The class projects demonstrated that historical newspapers reflect attributes that make present-day newspapers popular. Closer examination of students’ work demonstrated that the digital library that houses historical newspapers facilitated and constrained the students’ freedom and capacity to go deep when conducting research. The main finding is that historical documents can support the students’ digital skills. By considering digitization and preservation processes of media heritage, the scope of media education can be widened from its focus on production and consumption. In practice, a better understanding of these materials, will help educators give adequate guidelines to their students.</p> Inés Matres García del Pino ##submission.copyrightStatement## Thu, 28 Jun 2018 11:00:42 +0200 How to trigger students’ interest in digital learning environments: A systematic literature review <p><iframe src=";source=embed&amp;photo%5fid=28013593&amp;endOn=thumbnail" scrolling="no" width="560" height="315" frameborder="0"></iframe></p> <p><span lang="EN-US"><span style="font-family: Georgia; font-size: small;">The digital revolution and globalization have a deep influence on education at all levels. Various digital devices do not only provide students’ Internet connections, but also create more opportunities for them to get inspired, motivated, and engaged in learning activities. Recent research shows that triggering interest can enhance students’ self-regulation, collaboration, problem-solving, and joy of learning. Previous studies show that the pedagogical use of information and communication technology (ICT) can support student-centered and collaborative learning, and develop thinking skills and creativity. However, little is known about the relevance of digital technologies for triggering interest. The aim of this study is to review existing literature in the field of the learning sciences, and provide answers for the following two research questions: 1) Which factors trigger students’ interest in ICT-based learning environments? 2) Which methods have been used for exploring triggers? </span></span><span lang="EN-US"><span style="font-family: Georgia; font-size: small;">The systematic literature review (SLR) methodology will be used in this study. </span></span><span lang="EN-US"><span style="font-family: Georgia; font-size: small;">The results will be used for developing new research for exploring triggers that can awaken students’ interest in learning. The findings will be useful for researchers and teachers to discover appropriate methods and approaches in successful integration of ICT in learning environments and the teaching process.</span></span></p> Liping P. Sun, Pirkko Siklander, Heli Ruokamo ##submission.copyrightStatement## Thu, 28 Jun 2018 10:49:44 +0200 Preschoolers Learning with the Internet of Toys: From Toy-Based Edutainment to Transmedia Literacy <p><iframe src=";source=embed&amp;photo%5fid=28013564&amp;endOn=thumbnail" scrolling="no" width="560" height="315" frameborder="0"></iframe></p> <p>The Internet of Toys (IoToys) as an emerging type of edutainment presents a new research area, especially in the context of learning. This study investigates four connected toys played with in the preschool context. By turning to preschool-aged children and their educators observed and interviewed during and after a play test and group interview session, we study how the educational value of IoToys is actualized in a play situation in an early learning environment. In order for IoToys to work as tools in toy-based learning in the preschool context, we suggest that educators acknowledge the engagement with these toys as a form of transmedia play which demands transmedia literacy skills.</p> Katriina Heljakka, Pirita Ihamäki ##submission.copyrightStatement## Thu, 28 Jun 2018 11:14:52 +0200