Skip to main content
Fachgebiete
Automobil + Motoren Bauwesen + Immobilien Business IT + Informatik Elektrotechnik + Elektronik Energie + Nachhaltigkeit Finance + Banking Management + Führung Marketing + Vertrieb Maschinenbau + Werkstoffe Versicherung + Risiko
DE
EN
Bücher
Zeitschriften
Themenseiten
Organisationspsychologie Projektmanagement Marketing Smart Manufacturing
Weitere Formate
Podcasts Webinare Technik Webinare Wirtschaft Kongresse Veranstaltungskalender Awards
Jetzt Einzelzugang starten
Zugang für Unternehmen
Referenzkunden
SLX-Digitalkonferenz: Zukunftswerkstatt 2024

Mehr Umsatz mit Top-Kontakten

Am 7. Mai erfahren Sie, wie Vertriebsteams Leadgenerierung, Leadnurturing und Leadstrategien effizient steuern können.
Erweiterte Suche
Anmelden
nach oben
Erschienen in:
The Views of Greek Mountain Travelers on Mountain Tourism During Summertime: A Questionnaire Web-Based Analysis Kapitel lesen Erstes Kapitel lesen

2015 | OriginalPaper | Buchkapitel

Game-Based Learning and Lifelong Learning for Tourist Operators

verfasst von : R. Pace, A. Dipace

Erschienen in: Cultural Tourism in a Digital Era

Verlag: Springer International Publishing

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config
loading …

Abstract

Today’s workplace challenges are based on the belief that the group can face current challenges better using collaboration than any individual can by yourself. This belief has prompted social solutions, such as communities of practice or knowledge and social peer-learning.
Learning by playing a game is a very old method that is still applied in various contexts. Mainly in social-learning activities, the learner’s motivation is crucial to program success. Games are fun and immersive by nature. By using games in lifelong learning contexts, it is possible to deliver continuous high attention and engagement for substantial learning.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe




 

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

Jetzt informieren
Vorheriges Kapitel Motivations and Experiences of Museum Visitors: The Case of the Imperial War Museum, United Kingdom
Nächstes Kapitel The Effectiveness and Impact of Intellectual Property Rights: The Case of Digital Content Industry of Taiwan
Fußnoten
1
Acquiring the several claims about the three different classifications of learning from the Memorandum about education and lifelong learning since 2000 until today, we could synthesize in this way: “formal learning is a structured and organized learning for educational purposes. It takes place at school or similar educational structures; it is voluntary from the point of view of the learner and provides for certificates.” On the other hand, “the non-formal learning can be defined as a semi-structured learning with planned activities in relation to an organized context; it takes place outside the school and similar structures; it is voluntary from the point of view of the learner and usually does not provide for certificates”. In the end, “the informal learning” takes place during the everyday actions connected with work, family and free-time; it is not voluntary, it’s unstructured and unorganized for educational purposes and, of course, it does not provide for certificates” (Marconi, 2008, pp. 51–52).
 
2
ERID Lab is the laboratory for “Educational Research and Interaction Design” of the University of Foggia—Department of Humanities—with specific skills in educational research and interaction design. The interdisciplinary research group works for the implementation of prototypes and educational design solutions, mainly for school settings, museums, and training settings and investigates social learning processes, participatory design experiences and e-learning paths.
 
Literatur
Baert, H., De Witte, K., & Sterck, G. (2000). Vorming, training en opleiding. Handboek voor een kwaliteitsvol VTO-beleid in welzijnsvoorzieningen, (Instruction, Training and Education (ITE)). Handbook for a High Quality ITE-policy in Welfare Services). Leuven: Garant.
Bista, S. K., Nepal, S., Colineau, N., & Paris, C. (2012). Using gamification in an online community. Collaborative Computing: Networking, Applications and Worksharing (CollaborateCom), 2012 8th International Conference on. IEEE, 2012.
Bonaiuti, C. (2006). E-Learning 2.0. Il futuro dell’apprendimento in rete, tra formale e informale. I quaderni di Form@re n.6. Trento: Edizioni Erickson.
Boyd, D., & Ellison, N. B. (2008). Social network sites: Definition, history and scholarship. Journal of Computer-Mediated Communication, 13, 210–230.CrossRef
Buckingham, D. (2013). Beyond technology: Children’s learning in the age of digital culture. London: John Wiley & Sons.
Cook, J., & Pachler, N. (2012). Online people tagging: social (mobile) network(ing) services and work-based learning. British Journal of Educational Technology, 43(5), 711–725.CrossRef
Cross, J. (2007). Informal learning. Rediscovering the natural pathways that inspire innovation and performance. San Francisco: Wiley.
deMarcos, L., Dominques, A., Saenz de Navarrete, J., & Pages, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82–91.CrossRef
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: Defining gamification. Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments. ACM (pp. 9–15).
Eraut, M. (1994). Developing professional knowledge and competence. London: Farmer Press.
Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247–273.CrossRef
Gee, J. P. (2004). Learning by design: Games as learning machines. Interactive Educational Multimedia, 8, 15–23.
Gee, J. P. (2007). What video games have to teach us about learning and literacy. Revised and Updated Edition. New York: Macmillan.
Gray, C., & Smyth, K. (2012). Collaboration creation: Lessons learned from establishing an online professional learning community. The Electronic Journal of e-Learning, 10(1), 60–75.
Greenfield, P. M. (2004). Developmental considerations for determining appropriate Internet use guidelines for children and adolescents. Applied Developmental Psychology, 25, 751–762.CrossRef
Heo, G. M., & Lee, R. (2013). Blogs and social network sites as activity systems: Exploring adult informal learning process through activity theory framework. Educational Technology & Society, 16(4), 133–145.
Huotari, K., & Hamari, J. (2012). Defining gamification: A service marketing perspective. Proceeding of the 16th International Academic MindTrek Conference (pp. 17–22), ACM.
Kelle, S., Sigurðarson, S. E., Westera, W., & Specht, M. (2011). Game based lifelong learning. E-Infrastructures and technologies for lifelong learning: Next generation environments. p. 337.
Kyndt, E., Dochy, F., & Nijs, H. (2009). Learning conditions for non-formal and informal workplace learning. Journal of Workplace Learning, 21(5), 369–383.CrossRef
Limone, P. (2014). Il design dell’ambiente di apprendimento SONETTO e la progettazione delle risorse didattiche. In I. Loiodice (Ed.), Turismo culturale sostenibile e formazione degli operatori turistici (pp. 83–97).
Marconi, A. (Ed.). (2008). Il cantiere delle competenze. Formazione e lavoro nella società della conoscenza. Roma: Armando Editore.
McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. New York: The Penguin Press.
Merchant, G. (2012). Unravelling the social network: Theory and research. Learning, Media and Technology, 37(1), 4–19.CrossRef
Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press.
Scribner, S., & Cole, M. (1973). Cognitive consequences of formal and informal education: New accommodations are needed between school-based learning and learning experiences of everyday life. Science, 182(4112), 553–559.CrossRef
Squire, K. D. (2008). Video game–based learning: An emerging paradigm for instruction. Performance Improvement Quarterly, 21(2), 7–36.CrossRef
Squire, K., & Patterson, N. (2010). Games and simulations in informal science education (Learning science: Computer games, simulations, and education). Washington, DC: National Research Council.
Thompson, D., Baranowski, T., Buday, R., Baranowski, J., Thompson, V., Jago, R., et al. (2010). Serious video games for health: How behavioral science guided the development of a serious video game. Simulation & gaming, 41(4), 587–606.CrossRef
Metadaten
Titel
Game-Based Learning and Lifelong Learning for Tourist Operators
verfasst von
R. Pace
A. Dipace
Copyright-Jahr
2015
Buch
Cultural Tourism in a Digital Era

Print ISBN: 978-3-319-15858-7

Electronic ISBN: 978-3-319-15859-4

Copyright-Jahr: 2015

DOI
https://doi.org/10.1007/978-3-319-15859-4_16