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For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 2, see ED546878.]

For the thirty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the national AECT Convention in Louisville, Kentucky. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 1, see ED546875.]

For the thirty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the national AECT Convention in Louisville, Kentucky. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 2, see ED546876.]

For the thirty-first year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers were presented at the annual AECT Convention in Orlando, Florida. This year's Proceedings has two sections--Section 1 includes research and development papers and Section 2 includes papers on the practice of educational communications and technology. (Individual papers contain references, figures, and tables.) [For Volume 1 of the 30th (2007) Proceedings, see ED499889. For Volume 2, see ED499896.]

For the twenty-eighth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Orlando, Florida. The Proceedings of AECT's Convention are published in two volumes. Volume 2 contains over 100 papers dealing with instruction and training issues. (Individual papers contain references, figures, and tables.) [For Volume 1, see ED499958.]

This paper discusses the "Just Keep Solving" apps that are designed based on deliberate practice model for developing mathematical skills. Features of deliberate practice include well-defined goals involving areas of weakness as determined by a knowledgeable other such as a teacher. The integration of game design features provides a positive environment wherein the learning goals critical in a deliberate practice model are emphasized. Possible strategies for integrating the apps in a classroom are also discussed using Hughes, Thomas and Scharber's RAT (Replacement, Amplification, Transformation) framework. The games can replace traditional pen-and-paper classroom activities, amplify learning by personalizing a student's experience and providing opportunities for deliberate practice, and transform instruction from being teacher-centered to student-centered. [For the full proceedings, see ED639391.]

Recruiting tomorrow's information technology students is getting to be a challenging job even though there are a variety of many good-paying jobs in the field when they graduate. This is not just an issue for our department, Computer and Information Technology (CIT). According to experts, with declining birthrates, students determining there are alternate career paths besides college AND COVID may be an issue for years to come. At Purdue Polytechnic in Columbus, we continue to do the traditional types of recruiting. However, we feel we need to be more creative in an effort to beat our competition. In this paper, we will share some of the strategies and focus on the activities we have developed. We would like a dialogue with our audience, so bring activities that work for you! [For the full proceedings, see ED629410.]

In this document, available literature is identified and reviewed in order to determine whether there are substantiated cognitive effects associated with the use of games in the mathematics classroom. Three criteria were used for selection of the literature: the treatment was identified as a game; cognitive measures were obtained; and the dependent variables included mathematical variables. The paper observes that the study of games as an instruction-learning process in mathematics has so far been neither thorough nor systematic and no definite conclusions can be made about the use of games in teaching mathematics. (MP)

Selected through a refereed process from presentations given by speakers at the "1987 Outdoor Education across America: Weaving the Web" Conference, the content represents philosophy, ideas, program activities, and research of outdoor practitioners and leaders across America. The 25 presentations/workshops are summarized under the broad headings of: philosophy and foundations for education in the outdoors (2 papers), program administration and leadership (5), research implications (8), communication techniques for outdoor programs (3), environmental concerns and concepts (1), and selected outdoor education activities (6). Each citation gives the author's name, address, and telephone number; a summary of the workshops or presentation; main ideas presented in the workshop; and references pertaining to the topic presented. Examples of presentations/workshops included in this conference booklet are: American Environmentalism: Our Artistic/Literary Heritage; Outdoor Education Programs for Older Adults; So You Want To Be a Licensed Outdoor Guide?; Research Issues for Wilderness and Adventure Education Programs; Soft Skills and Outdoor Adventure; The Effects of a Two-Week Adventure Program on Group Cohesion in the Physically Handicapped; Spider Web and Other Educational Initiatives and Games; The Beaver: History, Habitat, Lifestyle; Canoe Basics; and Outdoor Photography for the Practicing Photographer. An alphabetical index of presenters is appended. (ERB/JMM)

This theoretical paper examines views about the role of language and mathematical discourse in learning mathematics. Current research is still addressing what constitutes a mathematical discourse. As new conceptions of the purpose of language use in mathematics are explored, and associated ontological and epistemic positions are revealed, one might ask: how are we able to reframe our view of language to support a social participation perspective? This paper proposes the consideration of Wittgenstein's philosophy of language games to shift our conception of classroom language use in mathematics to encompass broader contextual features such as participation, patterns of exchange and social norms.

Problem Situation and Purpose: The literature shows that the home environment is effective on the child in various aspects. Revealing the relationship between the variables in the home environment and the self-regulation skills of children can be a guide for families. In addition, it is thought that it will contribute to the literature by considering self-regulation skills in terms of different factors related to the home environment. It is aimed to examine the self-regulation skills of preschoolers in terms of various variables related to the home environment. Method: Relational screening model was used. The study group consists of 218 children from the 5-6 age group attending kindergarten in Ankara in the 2021-2022 academic year. In the study, "General Information Form" and "Self-Regulation Skills Scale for 4-6 Years Old Children (Mother Form)" were used. The ANOVA test was used to determine whether there was a relationship between variables related to the home environment and self-regulation skills. Findings of the Study: It was seen that the duration of children's play with family members, the type of games they played with family members the most, the time spent with technological devices, the daily book reading time of parents to the child, the number of books in the children's home were related to self-regulation skills. It was found that the self-regulation levels of the children did not constitute a significant difference according to the time spent outdoors. Research Results and Recommendations: It was seen that the variables related to the home environment were related to self-regulation skills. Families may be guided to create a home environment that will support their self-regulation skills. With the early age of preschool schooling, the negativities that may arise from the home environment can be prevented. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 41-56.]

Due to the advance of technologies and the increase of their use around the world, it shows a need to include them in education, as tools that could help the current teaching methods. Taking into account that most English classes in Brazilian public schools have been happening in the same way for many years, and considering the importance of learning a foreign language in this new technological world scenario, the objective of this study, that is part of a Master Degree dissertation, is to understand the perception of Brazilian English teachers in relation to the use of games and digital technologies, in the practice of face to face and remote language teaching classes, in different educational environments. Based on the participation of English teachers in the research stages, it is possible to explore their experiences and points of view, directly related to the English teaching and the use of technologies and digital games. This research collected information through a focus group research method. In this way, it was possible to verify that teachers, together with technologies and digital games, are very important in the classroom and those are extremely important tools to be used in teaching, including English. It was also noticed that keeping learning and qualifications are very important for the updating and practice of teaching. In addition, it was possible to conclude that, through the planning of activities, visualizing the right moment to insert digital games and technologies in their classes, teachers have support tools in these, which will help to engage and motivate students in learning a new language. [For the full proceedings, see ED639391.]

A wide variety of modern chess software products is available to the modern professional and amateur chess players alike, helping them improve their chess skills and prepare for online and traditional tournaments. These products include chess user interfaces (UIs), traditional Alpha-Beta (AB) and emergent Neural Network (NN) chess engines, game databases, opening databases and electronic books, chess-specific cloud services, tournament broadcast tools, online tutorials, tactical problem collections, and endgame tablebases (EGTBs). All of these tools except the last two categories can be used to work on opening preparation, an important component of chess training. In this paper, the author presents his computer-based approach to opening preparation tested in chess classes at the Russian School of Indiana for advanced beginner players. The materials used to develop the approach included game openings from the games played in the Free Open-Source Chess Engine Contest (FOSCEC) broadcast online by the author's CIT students at Purdue Polytechnic Columbus. We will discuss the choices of tools and equipment, how the more popular and/or promising opening variations were identified and analyzed, the lessons learned, and the future work. [For the full proceedings, see ED617389.]

A critical issue in using fine-grained gameplay data to measure learning processes is the development of indicators and the algorithms used to derive such indicators. Successful development--that is, developing traceable, interpretable, and sensitive-to-learning indicators--requires understanding the underlying theory, how the theory is instantiated under different game conditions, and programming that considers these exigencies using fine-grained gameplay data. This study examines preliminary validity evidence on various game-based indicators (GBIs) developed from theoretical frameworks and not from unsupervised feature extraction methods. Examples of indicators are presented that represent three types of indicators: Common indicators, distance-based indicators, and games-specific indicators. For each example, the theoretical background is presented briefly, followed by a description of how the indicator design flows from the theory. Correlational analyses show how the GBIs relate to external criterion measures. Limitations and next steps are discussed.

In the paper we present a software platform for applying gamification to the Unified State Examination (USE) preparation activities in the Russian Federation. The USE is a final examination at school as well as a university entrance examination. Students' preparing for the examination takes a long time and is accompanied by solving a large number of similar tasks. Over time students' interest in these activities is reducing, which leads to unsatisfactory results. We developed a mobile learning tool for the USE preparation which uses game mechanics to increase the involvement of students in the process of preparing for the USE. These mechanics are based on our model of implementing the gamification in the educational process and include the particular properties of the Unified State Examination. We've implemented the model in a platform consisting of mobile applications (iOS, Android) for students and a web-application for a teacher. The platform provides a support for the USE preparation activities at school and outside it. It lets students execute different types of the USE tasks as a training and simulate the examination with a complete set of tasks and a time limit. The processes are accompanied by visualization of user's progress, competition in a form of other students' success rating, receiving badges for special sets of actions, etc. Detail description of the game mechanics and capabilities of the platform are presented in the paper. This is a follow up paper to the preliminary report (Khasianov and Shakhova, 2017). [For the complete proceedings, see ED590271.]

ePortfolios are emerging as an alternative to the paper based CV in the employment recruitment process. This paper reports on the findings of research project that was designed to explore the perceptions of adult jobseekers on the use of an ePortfolio as a jobseeking tool. The research project utilised a qualitative exploratory case study to investigate the jobseekers perceptions over the course of a six week online ePortfolio development programme. The perceptions of jobseekers were investigated in the context of three questions; what was the learner's perception of the ePortfolio as a potential job seeking tool, what was the learner's perception of the ePortfolio development programme and what was the learner's perception of the ePortfolio system. Data was collected through structured online questionnaire, virtual focus groups and observations from the researcher during the programme. The research findings were discussed in the context of a number of themes that emerged from previous research including the importance of a programmatic approach to ePortfolio development, the challenges with institutional ePortfolio systems and the barriers to the use of an ePortfolio as a jobseeking tool. The research project built on a number of existing research themes while also positioning new concepts such as the role of eMentoring and gamification design principles in ePortfolio development. [For the complete proceedings, see ED579335.]

Chess programming is an old and venerable branch of game development. In the modern computing environment, it encompasses the development of chess engines, chess user interfaces (UIs), chess tournament broadcast tools, chess databases, endgame tablebases (EGTBs) and opening books. In this paper, the author shares his multi-year experience of utilizing most of these components of chess programming in teaching undergraduate courses in computer science (CS) and computer and information technology (CIT). The courses at different levels were taught at Edinboro University of Pennsylvania and, most recently, at Purdue Polytechnic Columbus, formerly called Purdue College of Technology Columbus. They involved teaching programming in C, C++ and Java, as well as system administration. We will discuss the courses' structure and learning outcomes, the choices of tools and equipment, how the courses progressed, individual assignments and team projects, the lessons learned, the specifics of getting the students engaged, and the author's plans for the future work aimed at improvement of programming and computer networking skills of Purdue Polytechnic students via their involvement in different aspects of chess programming. [For the full proceedings, see ED592847.]

This paper reports on a study into pre-school children's self-regulated learning. Analysis is provided through findings taken from a larger study, the core aim of which was to contribute to developing and strengthening self-regulated learning competencies through merging Traditional African music and mathematics. An Action-Research-embedded-in-Design-Research approach was employed to design and implement this new mode of learning. Enactivism, the basic assumptions of which are shared understanding and joint action through engagement, provided the theoretical framework. Findings suggested that the intervention contributed to an increased ability to attend to tasks through watching, listening and self-initiation of the relevant actions.

The aim of this investigation is to explore the preservice teachers' reasoning about variation (variability or spread) when they analyze data in situations that involve risk. In particular, in this communication the responses to two problems of a questionnaire administered to 96 preservice teachers are reported. The problems are of comparing groups of data in situations of risk: stakes in games and the life expected after medical treatments. The questionnaire was applied before the preservice teachers began a course of statistical information processing and the results showed the difficulty found by students to interpret variation in this type of contexts. For these results it is necessary to reflect on the instruction of future teachers about the meanings of measures of center dispersion and dispersion to contribute to an improvement in their academic training. [This paper is written in both Spanish and English. For complete proceedings, see ED581294.]

This paper argues that the emergence of design thinking and design-research provide a renewed opportunity for expansive learning, and proposes a model for educational design using concepts drawn from Activity Theory, Ecological Cognition, and other systems-based understandings of learning. The model is argued in the context of a design project involving the "gamification" of workplace learning. The use of games and game mechanics has become a popular approach to workplace learning due to the apparent capacity of the approach to increase collaborative problem solving and "user" buy-in. This paper, however, discusses a workplace learning game that, in prototype, has lead to significant transformation or workplace practice, particularly in relation to information and knowledge sharing within the company. Through a design-research process, we use the proposed model to examine the game and identify its successful features. The paper concludes with a discussion of how the model can inform understandings of the value created through learning in workplaces and other settings.