The goal is to resolve this tension by suggesting that advanced mathematics, embodied in an accessible simulation environment, helps situate and deepen students' understanding of the basics as they typically are en-countered in the traditional mathematics curriculum. This paper sum-marizes years of work related to the early learning of the mathematics of change. Par-ticularly challenging for practitioners and school-based re-searchers alike is the expectation that students should fi rst master 'the basics' before engaging innovation related to learning advanced content such as calculus. Teachers are often caught in the bind of attempting to address signifi cantly raised standards for what all students should know, yet receiving very little support to innovate in their use of simulations in. They further revealed a positive relationship between learning outcomes and motivation.ДЄ critical issue related to the use of simulation environments in school-based learning is the relationship between the use of these environments and the structure of traditional curri-cula. The evaluation results of the learning outcomes and learning motivation demonstrated that incorporating ubiquitous games into the English learning process could achieve a better learning outcomes and motivation than using non-gaming method. During the experiment, tests, a survey, and interviews were conducted for the students. Participants included high school teachers and juniors. The curriculum, entitled вЂMy CampusвЂ™, included three learning activities, namely вЂCampus EnvironmentвЂ™, вЂCampus LifeвЂ™ and вЂCampus StoryвЂ™.

Two groups of students participated in the learning activities prescribed in a curriculum by separately using ubiquitous game-based learning and non-gaming learning. HELLO helps students to engage in learning activities based on the ARCS motivation theory, involving various educational strategies, including ubiquitous game-based learning, collaborative learning, and context-aware learning. An English curriculum was conducted on a school campus by using a context-aware ubiquitous learning environment called the Handheld English Language Learning Organization (HELLO). This paper reports the results of a study which aimed to investigate how ubiquitous games influence English learning achievement and motivation through a context-aware ubiquitous learning environment.

Dupin igrice