Frequency 1550: Optimal Experience through Social Learning

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1. Frequency 1550 Learning the Story of Medieval Amsterdam through Social Connectivism 2. Getting With The Flow 3. Frequency 1550 Teams of 4 students 2 Students man the control center 2 Students work around the town1x Video phone 1x Game Phone 4. Assignments Three component assignments: 1.Orientation 2.Imagination 3.Symbolic Followed by questions requiring CT and HQT to combine their knowledge. 5. Quantitative Results Measures supposedly describing flow were systematically recorded. These measures correlated across groups and tasks, and were generally high. But: there was no control group. And no evidence of the reliability of the test. 6. Qualitative Results Generally, the student teams showed ow with the game play they were distracted by activities that were focused on solving problems with technology and navigation in the cityThe qualitative assessment showed higher engagement in the HQT, although this was not represented in the qualitative data. 7. Inter- and intra- team flow Inter-team flowIntra-team flowTeam ow appears to be related to the group performance in the game, but not with student learning outcome.the less groups of student were distracted from game play by solving technology problems and the more they were engaged with competition with other student groups, the more students appeared to learn about the medieval history of AmsterdamBoys with toysWholesome competition 8. So Overall? KISS PrincipleFrequency 1550 was too complicated to harness flow. 9. The observations show that during the introductionof the game most students paid attention to the procedures and the technology of the game and did not take the story (of earning citizenship of Amsterdam) too seriously. One of the reasons might be that students were often just told to gather as much points as possible, with no reference to earning civil rights. 10. References Admiraal, W., Huizenga, J., Akkerman, S., & Dam, G. T. (2011). The concept of flow in collaborative game-based learning. Computers in Human Behavior, 27(3), 1185-1194. See also http://freq1550.waag.orgQuestion time!