ARTICLE | doi:10.20944/preprints201901.0187.v1
Subject: Social Sciences, Tourism, Leisure, Sport And Hospitality Keywords: Serious game; free play; hybrid game
Online: 18 January 2019 (12:15:17 CET)
Considering Games with the broad definition proposed by Juul (Juul, 2010), consequences outside of the magic circle can be negotiated. This definition opens up the possibility to define serious games, games developed with an utilitarian goal in mind, in addition to fun. The entertaining and utilitarian objectives may however be contradictory, leading serious games to be, more often than not, less than optimal in at least one of the two dimensions. Another way to play with the boundaries of games is to consider pervasive games, which include alternate reality games, and crossmedia games (Montola, 2005). We question here the limit between game, play and toy in the context of a mixed reality serious game. ‘Pangu’ is a game designed for bachelor students, with biochemistry as the utilitarian objective, and the origin of life as a game theme. The students are asked to play the game on their smartphone, which in turn ask them to build molecules with a tangible balls-and-sticks model typically used in chemistry classes. Pictures taken from the models allow users to ‘scan’ these models and progress in the game. The use of the game was observed in four opportunities. An unanticipated observation is that, in addition to expected behaviors, some students used briefly the models like a toy rather than in the context of the game. It is therefore tempting to speculate that the pervasive nature of the game is blurring the game/non game boundary and, in the context of this serious game, opens a door for fun.
REVIEW | doi:10.20944/preprints202007.0030.v3
Subject: Biology And Life Sciences, Biochemistry And Molecular Biology Keywords: Teaching; Flipped classroom
Online: 24 May 2022 (11:29:14 CEST)
The way flipped classrooms are perceived and even practised by teachers is sometimes approximative. For example, while the Covid-19 pandemic has pushed many universities to adopt distance learning, flipped classrooms have often been mentioned as a solution in that context. This inducement maintains a confusion between flipped classrooms and distance learning that might be detrimental for both students and teachers. Moreover, embarking on a new pedagogical practice such as flipped classroom could be intimidating and time-consuming. For these reasons, this article aims to share some tips for implementing a flipped classroom, with examples from biology and biochemistry. Based on our own experiences but also on the current scientific literature, we propose to structure the advises around three phases: Preparation, Implementation, and Follow-up. In the preparation phase it is advised to not only plan to invert time but also say it, as well as to identify (or create) resources for learning in autonomy. In the Implementation phase it is suggested to i) Be explicit in the acquisition of knowledge, and foster students' autonomy; ii) Explore active learning in class; iii) Develop skills of cooperation and sharing; and iv) Differentiate. In the follow-up phase it is proposed to i) Evaluate; ii) Take care of the logistics and your posture; iii) Document your flipped classroom and iv) Share.