International Journal of Innovation in Education http://www.inderscience.com/browse/index.php?journalID=334&year=2011&vol=1&issue=3 Inderscience Publishers Ltd en-uk International Journal of Innovation in Education 1755-151X 1755-1528 © 2011 Inderscience Publishers Ltd editor@inderscience.com https://www.inderscience.com/images/files/coverImgs/ijiie_scoverijiie.jpg http://www.inderscience.com/browse/index.php?journalID=334&year=2011&vol=1&issue=3 http://www.inderscience.com/link.php?id=45083 This paper investigates simulation and gaming technologies in relation to the 'interactivity' and 'learning interaction' concepts. This paper reviews literature in the fields of educational simulation and gaming (ESG) and human-computer interaction. It particularly focuses on the commonalities between ESG and the interactivity notion. It explores the rationale behind using simulation and gaming for education and looks at different factors that may affect the planning and design decisions including, learning goals and levels, types and modes of learning interactions, levels of interactivity and guidelines, individual differences and pedagogical aspects. The investigation shows close linkage between ESG and core interactivity factors in relation to interactive learning systems design. This paper concludes with recommendations and reflection on future research in the area of ESG. Educational simulation and gaming: interactivity perspective
Khaled Sabry
International Journal of Innovation in Education, Vol. 1, No. 3 (2011) pp. 229 - 245
This paper investigates simulation and gaming technologies in relation to the 'interactivity' and 'learning interaction' concepts. This paper reviews literature in the fields of educational simulation and gaming (ESG) and human-computer interaction. It particularly focuses on the commonalities between ESG and the interactivity notion. It explores the rationale behind using simulation and gaming for education and looks at different factors that may affect the planning and design decisions including, learning goals and levels, types and modes of learning interactions, levels of interactivity and guidelines, individual differences and pedagogical aspects. The investigation shows close linkage between ESG and core interactivity factors in relation to interactive learning systems design. This paper concludes with recommendations and reflection on future research in the area of ESG.

]]> 10.1504/IJIIE.2011.045083 International Journal of Innovation in Education, Vol. 1, No. 3 (2011) pp. 229 - 245 Khaled Sabry Hamdan Bin Mohammed e-University, P.O. Box 71400, Dubai, UAE educational simulation gaming technologies interactivity learning interactions design principles human-computer interaction planning decisions design decisions learning goals learning levels guidelines individual differences pedagogical factors pedagogy interactive learning innovation education. 2012-01-24T23:20:50-05:00 1 3 229 245 2012-01-24T23:20:50-05:00 http://www.inderscience.com/link.php?id=45086 A great quantity of subjects taught in engineering studies seems to be difficult and immaterial from students' perspective. On the contrary these core courses are highly vital to get a clear insight of the essentials in engineering discipline. Unfortunately, in many places and especially in developing countries like India, the ratio of teacher to student is not maintained. As is proved by studies, students prefer to collaborate and use internet for managing difficult course work. The impact of teacher is smaller than expected. This paper suggests a methodology which can generate awareness and importance for a given course, besides increasing confidence for a given subject, in students' community. The method when implemented was also found to improve exam performance of students by 12–15%. Moreover, the method was also observed to reduce the work load of teaching faculty, without compromising with the students' knowledge imparting goal of the teaching institute or teacher. It also enhanced conviction of students towards evaluation technique, in addition to raising their interest in concerned subject. Besides the teacher was also contended as it helped to carry out the evaluation process more smoothly. An effective pedagogical practice for teaching and assessing in engineering studies
Nikita Desai
International Journal of Innovation in Education, Vol. 1, No. 3 (2011) pp. 246 - 252
A great quantity of subjects taught in engineering studies seems to be difficult and immaterial from students' perspective. On the contrary these core courses are highly vital to get a clear insight of the essentials in engineering discipline. Unfortunately, in many places and especially in developing countries like India, the ratio of teacher to student is not maintained. As is proved by studies, students prefer to collaborate and use internet for managing difficult course work. The impact of teacher is smaller than expected. This paper suggests a methodology which can generate awareness and importance for a given course, besides increasing confidence for a given subject, in students' community. The method when implemented was also found to improve exam performance of students by 12–15%. Moreover, the method was also observed to reduce the work load of teaching faculty, without compromising with the students' knowledge imparting goal of the teaching institute or teacher. It also enhanced conviction of students towards evaluation technique, in addition to raising their interest in concerned subject. Besides the teacher was also contended as it helped to carry out the evaluation process more smoothly.

]]> 10.1504/IJIIE.2011.045086 International Journal of Innovation in Education, Vol. 1, No. 3 (2011) pp. 246 - 252 Nikita Desai Information Technology Department, Dharmsinh Desai University, Nadiad 387 001, Gujarat, India stress free evaluation unbiased evaluation useful learning evaluation methodologies pedagogical practices pedagogy assessment engineering studies student perspectives core courses developing countries India teacher-student ratios student collaboration world wide web internet course work course awareness student confidence examinations performance improvement student performance workloads teaching faculties higher education universities innovation. 2012-01-24T23:20:50-05:00 1 3 246 252 2012-01-24T23:20:50-05:00 http://www.inderscience.com/link.php?id=45087 This paper presents the results of a research into how school middle leaders in Singapore understand and practise 'innovation in education'. According to the research findings, these middle leaders felt that while 'innovation in education' was hard to define, it should appeal to the 'common-sense' of educators and have real educational value. They also indicated that the practice of 'innovation in education' should be mainly targeted at curriculum, teaching and learning, and involved them 'leading by example'. The challenges of 'innovation in education' involved a balance between educational ideals and school realities, which was not easy to achieve. How school middle leaders in Singapore understand and practise 'innovation in education'
Pak Tee Ng
International Journal of Innovation in Education, Vol. 1, No. 3 (2011) pp. 253 - 262
This paper presents the results of a research into how school middle leaders in Singapore understand and practise 'innovation in education'. According to the research findings, these middle leaders felt that while 'innovation in education' was hard to define, it should appeal to the 'common-sense' of educators and have real educational value. They also indicated that the practice of 'innovation in education' should be mainly targeted at curriculum, teaching and learning, and involved them 'leading by example'. The challenges of 'innovation in education' involved a balance between educational ideals and school realities, which was not easy to achieve.

]]> 10.1504/IJIIE.2011.045087 International Journal of Innovation in Education, Vol. 1, No. 3 (2011) pp. 253 - 262 Pak Tee Ng National Institute of Education, Nanyang Technological University, 1, Nanyang Walk, Singapore 637616, Republic of Singapore Singapore school leadership middle leaders curriculum pedagogy change common sense educators educational value teaching learning leading by example educational ideals school realities innovation education. 2012-01-24T23:20:50-05:00 1 3 253 262 2012-01-24T23:20:50-05:00 http://www.inderscience.com/link.php?id=45088 Web 2.0 has increasingly been adopted in education, but the varying approaches of girls and boys towards new technologies have found little consideration in pedagogical contexts. The research project 'female' is devoted to this theme: fe/male places Web 2.0 technologies in education at centre stage. These technologies are analysed under the aspect of gender and also in relationship to their didactical deployment. This is based on the assumption that Web 2.0 technologies, which comprises core ideas of the web (user-friendliness, standardisation, participation and reutilisation) will increasingly gain importance and function as the 'passage point' for technology–gender–discourses. Within the fe/male project nine Web 2.0 school projects (covering fields such as mathematics, biology, chemistry, physics and history) were implemented in schools and evaluated. The main results display that between the girls and boys who participated in the evaluations much more similarities were observable than differences. Furthermore, a tendency is observable, that girls even profit more from Web 2.0 school projects than boys who need more support than their counterparts. In addition, we have detected some significant country-specific differences with regard to self-organisation or forms of assistance. In summary, the fe/male project sheds light on important didactical and gender effects that can evolve from Web 2.0 e-learning tools. Interactive learning projects for schools with Web 2.0 tools
Andreas Wiesner-Steiner; Heike Wiesner; Sabine Zauchner
International Journal of Innovation in Education, Vol. 1, No. 3 (2011) pp. 263 - 279
Web 2.0 has increasingly been adopted in education, but the varying approaches of girls and boys towards new technologies have found little consideration in pedagogical contexts. The research project 'female' is devoted to this theme: fe/male places Web 2.0 technologies in education at centre stage. These technologies are analysed under the aspect of gender and also in relationship to their didactical deployment. This is based on the assumption that Web 2.0 technologies, which comprises core ideas of the web (user-friendliness, standardisation, participation and reutilisation) will increasingly gain importance and function as the 'passage point' for technology–gender–discourses. Within the fe/male project nine Web 2.0 school projects (covering fields such as mathematics, biology, chemistry, physics and history) were implemented in schools and evaluated. The main results display that between the girls and boys who participated in the evaluations much more similarities were observable than differences. Furthermore, a tendency is observable, that girls even profit more from Web 2.0 school projects than boys who need more support than their counterparts. In addition, we have detected some significant country-specific differences with regard to self-organisation or forms of assistance. In summary, the fe/male project sheds light on important didactical and gender effects that can evolve from Web 2.0 e-learning tools.

]]> 10.1504/IJIIE.2011.045088 International Journal of Innovation in Education, Vol. 1, No. 3 (2011) pp. 263 - 279 Andreas Wiesner-Steiner; Heike Wiesner; Sabine Zauchner Hochschule für Wirtschaft und Recht Berlin, Badensche Straße 50 51, 10825 Berlin, Germany ' Hochschule für Wirtschaft und Recht Berlin, Badensche Straße 50 51, 10825 Berlin, Germany ' Donau-Universität Krems, Department für Interaktive Medien und Bildungstechnologien, Dr.-Karl-Dorrek-Straße 30, A 3500 Krems, Austria technology-supported learning participatory design interactive media Web 2.0 social media interactive learning internet world wide web social networking networks interactivity collaboration collaborative media girls boys new technologies pedagogical factors pedagogy females males didactical deployment user-friendliness standardisation participation reutilisation passage points technology discourses gender discourses school projects mathematics biology chemistry physics history schools educational evaluation country-specific differences self-organisation assistance didactical effects gender effects Austria Germany innovation secondary education. 2012-01-24T23:20:50-05:00 1 3 263 279 2012-01-24T23:20:50-05:00 http://www.inderscience.com/link.php?id=45089 Purpose – The aim of this research is to innovate a new quality assessment and assurance techniques based on a holistic and multifunctional perspective, to examine the major factors affecting students' perception of cumulative satisfaction and to address the question whether students in Sweden and Egypt evaluate quality of higher education similarly or differently. Design/methodology/approach – From the literature review, a draft questionnaire was constructed and tested to ensure that the instrument solicit information that is appropriate to internal and external quality assurance. The final draft questionnaire containing five quality constructs (5Qs) was distributed among university students in Sweden and Egypt. The collected data was analysed. Findings – In this research, we describe a study involving a new instrument, i.e. the 5Qs model. We modelled the student satisfaction as a function of the 5Q dimensions based on total relationship management (TRM) philosophy. To the extent possible, we draw upon scales which had been used in management, sociological, medical and pedagogical literature. Practical implications – The TRM strategy and 5Qs tool should be implemented to inspire all employees at the university, faculty and department to understand its main philosophy and approach. Originality/value – This study presents an innovative quality evaluation and assurance model. The new 5Qs model, methodology, together with its implementation, has proved beneficial in terms of structure for designing a higher education quality measurement instrument and a framework for prioritising results and findings. Innovation in higher education quality assurance: an empirical study of Sweden and Egypt
Mosad Zineldin; Valentina Vasicheva; Mohamed Belal
International Journal of Innovation in Education, Vol. 1, No. 3 (2011) pp. 280 - 299
Purpose – The aim of this research is to innovate a new quality assessment and assurance techniques based on a holistic and multifunctional perspective, to examine the major factors affecting students' perception of cumulative satisfaction and to address the question whether students in Sweden and Egypt evaluate quality of higher education similarly or differently. Design/methodology/approach – From the literature review, a draft questionnaire was constructed and tested to ensure that the instrument solicit information that is appropriate to internal and external quality assurance. The final draft questionnaire containing five quality constructs (5Qs) was distributed among university students in Sweden and Egypt. The collected data was analysed. Findings – In this research, we describe a study involving a new instrument, i.e. the 5Qs model. We modelled the student satisfaction as a function of the 5Q dimensions based on total relationship management (TRM) philosophy. To the extent possible, we draw upon scales which had been used in management, sociological, medical and pedagogical literature. Practical implications – The TRM strategy and 5Qs tool should be implemented to inspire all employees at the university, faculty and department to understand its main philosophy and approach. Originality/value – This study presents an innovative quality evaluation and assurance model. The new 5Qs model, methodology, together with its implementation, has proved beneficial in terms of structure for designing a higher education quality measurement instrument and a framework for prioritising results and findings.

]]> 10.1504/IJIIE.2011.045089 International Journal of Innovation in Education, Vol. 1, No. 3 (2011) pp. 280 - 299 Mosad Zineldin; Valentina Vasicheva; Mohamed Belal School of Business and Economics, Linnaeus University, SE-351 95 Växjö, Sweden ' School of Business and Economics, Linnaeus University, SE-351 95 Växjö, Sweden ' Faculty of Commerce, Damanhour University, Damanhour, Egypt quality assurance QA TRM total relationship management holistic views Sweden Egypt university students universities quality assessment multifunctional perspectives student perceptions cumulative satisfaction quality evaluation internal quality external quality quality constructs 5Qs model student satisfaction sociology medicine pedagogy employees faculties academic departments quality measurement behavioural conditions management strategies managerial philosophies innovation higher education. 2012-01-24T23:20:50-05:00 1 3 280 299 2012-01-24T23:20:50-05:00