| Falls Church Saturday Onsite Presentation Session 4 Instructional Design and Learning Sciences

Session Chair: Jussi Okkonen

15:10-15:35

67843 | Perception of FPT Student on Esports and Capability of Using Esports for Developing Soft Skills

Thi My Danh Le, FPT University, Vietnam

Phuoc Dinh Kien Nguyen , FPT University, Vietnam

Tran Duyen Duyen Bui , FPT University, Vietnam

Thanh Hoang An Le , FPT university, Vietnam

Thanh Long Truong , FPT University, Vietnam

Xuan Loc Nguyen , FPT University, Vietnam

Esports research has grown to become an area of study spanning seven academic disciplines such as business, sports science, cognitive science, informatics, law, media studies, and sociology. Despite the criticism aimed at the negative effects of excessive gaming, it is indisputable that GenZ pays great attention to and participates in Esports. Given this trend, we employ a survey to investigate students' perceptions and attitudes towards the growth and participation of Esports. Additionally, this research is based on the Theory of Planned Behavior, which is shaped by an individual's attitude (the attribute of a particular behaviour), subject norms (whether a significant person would approve or disapprove of the behaviour), and perceived behavioural controls (anticipated obstacles that may inhibit behaviour), to analyze the interviewed data. This quantitative study is expected to reveal the views of FPT Academics and may capture the beliefs and perceptions of the participants toward Esports to offer recommendations and contributions for a better supportive and sportive system for the FPT Academics players specifically and the Esport gamers in general. This paper also finds ways to mobilize esports in developing necessary soft skills for undergraduate students.

15:35-16:00

68273

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Meeting Students Where They Are

Sara Ratner, University of Sydney, Australia

In 2020, 61 million children of lower secondary school age were recorded as being out of school around the world. When it comes to surveys such as the Programme for International Student Assessment (PISA) that serve to evaluate the success of education systems, this out of school population cannot be ignored (Ward, 2020).

Sustainable Development Goal 4 (quality education) is focused on ensuring that no one is left behind. Globally, we strive to provide a quality education experience for all. For this to be achieved it is imperative that we design assessments that can truly meet the learners where they are. That means not just in terms of their cognitive ability but also in terms of their physical location and level of access considering devices, connectivity and even proximity to a classroom and teacher. If we truly strive to provide a quality education for all we need to serve every child, no matter where they are.

This presentation explores the development of large-scale assessments designed to meet students where they are. It will discuss the logistical complexities as well as the need to develop assessments that meet the needs of all learners at scale. Especially those who cannot be found in traditional schools or classroom contexts.

16:00-16:25

68415 | Digital Literacy Enhancing Online Teaching in Ghana

Jussi Okkonen, Tampere University, Finland

From the COVID-19 pandemic experiences, the two Ghanaian universities seek to adopt a hybrid/blended instructional delivery of all its programmes in the post COVID-19 era to provide equal access to high quality education for all students. The benefits of improvement of digital delivery of education extend beyond educational organisations. The use of digital platforms and systems in learning and teaching improves overall digital literacy of the teachers and students. Digitalization is a preferred approach to ensure sustainable growth of education in general and it also enables economic development and creation of new jobs in the field of digital systems and products’ creation but also in the field of education. Effective use of digital education tools enables to provide high quality teaching to a large number of students. Based on extensive online assessment of digital literacy of teaching staff in the two Ghanaian universities there were several items to be developed. The presentation discusses academic staffs’ lack of competences in technology skills, understanding of it, and knowledge for developing effective online courseware. Moreover, attention is also paid to other facets of digital literacy as digital tuition is not just digitisin material and putting it online.The findings and implications are aimed for capacity building in higher education through development of comprehensive digital education delivery strategies, discussing good practises and suggesting new effective practises.