A5088923646- Educational Games and Gamification
- Visual and Cognitive Learning Processes
- Creativity in Education and Neuroscience
- Innovative Teaching and Learning Methods
- Motivation and Self-Concept in Sports
- Education, Psychology, and Social Research
- Child Development and Digital Technology
- Color perception and design
- Online and Blended Learning
- Misinformation and Its Impacts
- Digital Games and Media
- Gaze Tracking and Assistive Technology
- Impact of Technology on Adolescents
- Transport and Logistics Innovations
- Listeria monocytogenes in Food Safety
- Operations Management Techniques
- Gender and Technology in Education
- Viral gastroenteritis research and epidemiology
- Multisensory perception and integration
- Escherichia coli research studies
- Virtual Reality Applications and Impacts
- Psychological and Temporal Perspectives Research
National Institute of Public Health
2024
Charles University
2016-2023
Despite the increased interest in gamification approaches, there is a lack of comparative studies that shed light on applicability these approaches educational contexts. In this explorative study, with an experimental design, university learners ( N = 98) studied complex process (i.e., how to brew beer) 2-hour-long computerized simulation. condition, simulation featured following game design elements: goals, freedom choice, points, virtual currency, and praise gamified simulation). These...
Abstract Anthropomorphizing graphical elements in multimedia learning materials improves outcomes. The reasons for enhanced are unclear. We extended a seminal anthropomorphism study order to examine whether the effect of anthropomorphisms on outcomes, both immediate and delayed, is caused by anthropomorphized elements' effects attention distribution or elevated positive affective–motivational states. had partial 3 × 2 design (the materials' graphics: schematic vs. black‐and‐white colourful...
Abstract Little is known about what design elements in digital learning games enhance learning; especially the case of child audiences. This study examines effects a game’s visual on perceived attractiveness and outcomes. We developed two designs for game: one with supposedly high esthetic value another low value. Participants (children between 9 11 years age, N = 53) were randomly divided into groups. Each group interacted their assigned version 20 minutes then evaluated its without knowing...
Game-based learning is supposed to motivate learners. However, what degree does motivation driven by interest in playing an instructional game affect outcomes compared the very process? This not known. In this study with a unique design and intervention, young adults (N = 128; heterogeneous sample) learned how control electro-mechanical device 40-minute-long session integrated into 2-hour-long educational live action role-playing (edu-LARP). Edu-LARPs are supposedly engaging games where...
Abstract Little is known about the instructional effects of narrative framing elements in child learning games. In this study, second and third graders ( M age = 8.24) played one two versions a successful, commercial mathematical game at home for 2 weeks N 95; between‐subject design). The differed presence/absence background story conveyed through comic cutscenes beginning end game. Results showed that children intensively both conditions: despite not being forced to do so. Plus, they also...
Adding anthropomorphic graphical elements to computerized learning materials has been shown enhance learning. We have prepared an experimental study, in which we will investigate if is enhanced because of the elevated positive affect learners or due attention-capturing effect anthropomorphisms. Here, present a pilot study asking eye tracking might help answering this question. Participants (N = 23) studied from one three versions (schematic, black-and-white, with color) instructional slides...
Abstract The present study investigates affective‐motivational, attention, and learning effects of unexplored emotional design manipulation: Contextual animation (animation contextual elements) in multimedia game (MLGs) for children. Participants ( N = 134; M age 9.25; Grades 3 4) learned either from an experimental version the MLG with a high amount or identical no (control). Children strongly preferred χ 2 87.04, p < .001) found more attractive .001, d −1.11). No significant differences...
Many eight-year-olds use mobile devices. These devices can be attacked by computer viruses, with possible, serious consequences for device owners. Eight-year-olds do not always learn in schools about the concepts of viruses and protection against them, but they may still have everyday conceptions these concepts: acquired outside schools. However, little is known whether or children conceptions, if so, how elaborate are. This study explores among 58 second graders from Czech Republic, who...
Despite increased interest in gamification approaches, there is a dearth of comparative studies shedding light on the applicability these approaches educational contexts. This explorative study, with experimental design, sought to explore net effects an added game goal, freedom choice, points, virtual currency and praise (all combined) several affective-motivational variables, subjective evaluation learning outcomes university learners studying complex process from two-hour-long computerized...
Enteroaggregative Escherichia coli (EAEC) strains including those of serogroup O111 are important causes diarrhea in children. In the Czech Republic, no information is available on etiological role EAEC pediatric due to lack their targeted surveillance. To fill this gap, we determined proportion among E. isolates from children with gastrointestinal disorders ≤ 2 years age submitted National Reference Laboratory for and Shigella during 2013-2022. accounted 177 384 (46.1%) isolates, being...