Search results for author:"Thomas M. Connolly"
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An alternate reality game for language learning: ARGuing for multilingual motivation
Thomas M. Connolly; Mark Stansfield; Thomas Hainey
Computers & Education Vol. 57, No. 1 (August 2011) pp. 1389–1415
Over the last decade, Alternate Reality Games (ARGs), a form of narrative often involving multiple media and gaming elements to tell a story that might be affected by participants’ actions, have been used in the marketing and promotion of a number...
Language: English
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Learning style analysis in adaptive GBL application to teach SQL
Mario Soflano; Thomas M. Connolly; Thomas Hainey
Computers & Education Vol. 86, No. 1 (August 2015) pp. 105–119
The benefits derived from delivering learning content in ways that match the student's learning style have been identified in classroom learning and eLearning. Although there is limited empirical evidence in adaptive Games-Based Learning (GBL),...
Language: English
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An application of adaptive games-based learning based on learning style to teach SQL
Mario Soflano; Thomas M. Connolly; Thomas Hainey
Computers & Education Vol. 86, No. 1 (August 2015) pp. 192–211
The fact that each student has a different way of learning and processing information has long been recognised by educationalists. In the classroom, the benefits derived from delivering learning content in ways that match the student's learning...
Language: English
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Evaluation of a game to teach requirements collection and analysis in software engineering at tertiary education level
Thomas Hainey; Thomas M. Connolly; Mark Stansfield; Elizabeth A. Boyle
Computers & Education Vol. 56, No. 1 (January 2011) pp. 21–35
A highly important part of software engineering education is requirements collection and analysis which is one of the initial stages of the Database Application Lifecycle and arguably the most important stage of the Software Development Lifecycle....
Language: English
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A systematic literature review of empirical evidence on computer games and serious games
Thomas M. Connolly; Elizabeth A. Boyle; Ewan MacArthur; Thomas Hainey; James M. Boyle
Computers & Education Vol. 59, No. 2 (September 2012) pp. 661–686
This paper examines the literature on computer games and serious games in regard to the potential positive impacts of gaming on users aged 14 years or above, especially with respect to learning, skill enhancement and engagement. Search terms...
Language: English
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A systematic literature review of games-based learning empirical evidence in primary education
Thomas Hainey; Thomas M. Connolly; Elizabeth A. Boyle; Amanda Wilson; Aisya Razak
Computers & Education Vol. 102, No. 1 (November 2016) pp. 202–223
Games-based Learning (GBL) has developed a reputation with educationalists it is perceived as a potentially engaging form of supplementary learning that could enhance the educational process and has been used at all levels of education including...
Language: English
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Students' attitudes toward playing games and using games in education: Comparing Scotland and the Netherlands
Thomas Hainey; Wim Westera; Thomas M. Connolly; Liz Boyle; Gavin Baxter; Richard B. Beeby; Mario Soflano
Computers & Education Vol. 69, No. 1 (November 2013) pp. 474–484
Games-based learning has captured the interest of educationalists and industrialists who seek to exploit the characteristics of computer games as they are perceived by some to be a potentially effective approach for teaching and learning. Despite...
Language: English
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A narrative literature review of games, animations and simulations to teach research methods and statistics
Elizabeth A. Boyle; Ewan W. MacArthur; Thomas M. Connolly; Thomas Hainey; Madalina Manea; Anne Kärki; Peter van Rosmalen
Computers & Education Vol. 74, No. 1 (May 2014) pp. 1–14
Basic competence in research methods and statistics is core for many undergraduates but many students experience difficulties in acquiring knowledge and skills in this area. Interest has recently turned to serious games as providing engaging ways of ...
Language: English
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An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games
Elizabeth A. Boyle; Thomas Hainey; Thomas M. Connolly; Grant Gray; Jeffrey Earp; Michela Ott; Theodore Lim; Manuel Ninaus; Claudia Ribeiro; João Pereira
Computers & Education Vol. 94, No. 1 (March 2016) pp. 178–192
Continuing interest in digital games indicated that it would be useful to update Connolly et al.'s (2012) systematic literature review of empirical evidence about the positive impacts and outcomes of games. Since a large number of papers was...
Language: English