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Ms. Rabail Tahir
Norwegian University of Science and Technology (NTNU)

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0 Educational Games
0 Game-based Learning
0 Human Computer Interaction
0 Interaction Design
0 Usability

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Journal article
Published: 14 October 2020 in Sustainability
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Educational game design is a complex process demanding multi-dimensional focus in a heterogeneous team to balance multiple aspects. The existing Game-based learning (GBL) frameworks detail the required knowledge but are hard to use in design practice. Conversely, card-based design tools are a lightweight approach used to assist the early design phase. While several game design cards exist, none is specific for informing GBL knowledge. There is a lack of operationalizable approaches for designing learning games that integrate research based GBL knowledge into the actual ideation process. This paper presents a card-based GBL ideation toolkit to reduce the complexity of framework application and introduction of key GBL concepts in the design process as a tangible reference point to facilitate multi-dimensional focus, supporting idea generation, critical reflection, and creation of a shared understanding in the collaborative design process. The paper describes a ten-step process of transforming the LEAGUE framework into the LEAGUE toolkit (GBL ideation cards), an evaluation of the toolkit with design workshop participants, and design lessons detailing strengths and limitations to support GBL design practices.

ACS Style

Rabail Tahir; Alf Wang. Transforming a Theoretical Framework to Design Cards: LEAGUE Ideation Toolkit for Game-Based Learning Design. Sustainability 2020, 12, 8487 .

AMA Style

Rabail Tahir, Alf Wang. Transforming a Theoretical Framework to Design Cards: LEAGUE Ideation Toolkit for Game-Based Learning Design. Sustainability. 2020; 12 (20):8487.

Chicago/Turabian Style

Rabail Tahir; Alf Wang. 2020. "Transforming a Theoretical Framework to Design Cards: LEAGUE Ideation Toolkit for Game-Based Learning Design." Sustainability 12, no. 20: 8487.

Journal article
Published: 31 January 2020 in Computers & Education
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Kahoot! is a game-based learning platform used to review students' knowledge, for formative assessment or as a break from traditional classroom activities. It is among the most popular game-based learning platforms, with 70 million monthly active unique users and used by 50% of US K-12 students. Since the platform was released in 2013, many studies have been published on the effect of using Kahoot! in the classroom, but so far, no systematic analysis of the results. This article presents the results of a literature review on the effect of using Kahoot! for learning and, more specifically, on how Kahoot! affects learning performance, classroom dynamics, students' and teachers' attitudes and perceptions, and students' anxiety. The literature review includes 93 studies, and the main conclusion is that Kahoot! can have a positive effect on learning performance, classroom dynamics, students' and teachers' attitudes, and students’ anxiety. However, there are also studies where Kahoot! has little or no effect. The main challenges mentioned by students include technical problems such as unreliable internet connections, hard to read questions and answers on a projected screen, not being able to change answer after submission, stressful time-pressure for giving answers, not enough time to answer, afraid of losing, and hard to catch up if an incorrect answer had been given. Further, the main challenges mentioned by teachers include getting the difficulty level of questions and answers right, problems related to network connectivity, scoring based on how quickly the students answer reducing student reflection and cause some students to guess without thinking, that some students can have a problem with failing a quiz, and some teachers find it challenging to use the technology.

ACS Style

Alf Inge Wang; Rabail Tahir. The effect of using Kahoot! for learning – A literature review. Computers & Education 2020, 149, 103818 .

AMA Style

Alf Inge Wang, Rabail Tahir. The effect of using Kahoot! for learning – A literature review. Computers & Education. 2020; 149 ():103818.

Chicago/Turabian Style

Alf Inge Wang; Rabail Tahir. 2020. "The effect of using Kahoot! for learning – A literature review." Computers & Education 149, no. : 103818.

Conference paper
Published: 27 June 2019 in Transactions on Petri Nets and Other Models of Concurrency XV
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There exist many guidelines and methods on how to do Child-Computer Interaction (CCI) research, but very few focusing specifically on refugee children with a challenging background. The complex situations and multiple changes refugee children undergo, including community, culture, schooling, friendships, language, war, displacement, physical violence and even identity, makes them different from children who are not refugees. They suffer learning disabilities, mental health issues, poor physical health, trust issues and overall developmental disabilities. As there are a large number of refugee children in the world, who are displaced and out of school, it is important to help these children using available technology and assess the effectiveness of the use of technology. This paper presents a literature study on available research guidelines and methods for CCI. The literature has been reviewed for guidelines and evaluation methods, starting from more general research with children, moving to more specific research with refugee children, and finally to identify gaps, present common grounds and directions for research with this specific population. The results from 55 articles reveal that although guidelines and methods for research with children can be used for refugee children, special attention and additional guidelines are needed to address specific needs of this group. Further, the review reveals a lack of CCI research and research methods for refugee children and most adapted/new children-friendly research methods are not fully employed in research with refugee children. The results of this review could serve as a starting point for researchers entering the CCI field to work with refugee children.

ACS Style

Rabail Tahir; Alf Inge Wang. Exploring Methods and Guidelines for Child-Computer Interaction Research with Refugee Children. Transactions on Petri Nets and Other Models of Concurrency XV 2019, 70 -89.

AMA Style

Rabail Tahir, Alf Inge Wang. Exploring Methods and Guidelines for Child-Computer Interaction Research with Refugee Children. Transactions on Petri Nets and Other Models of Concurrency XV. 2019; ():70-89.

Chicago/Turabian Style

Rabail Tahir; Alf Inge Wang. 2019. "Exploring Methods and Guidelines for Child-Computer Interaction Research with Refugee Children." Transactions on Petri Nets and Other Models of Concurrency XV , no. : 70-89.

Conference paper
Published: 18 October 2018 in Advances in Intelligent Systems and Computing
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The study reports on an ongoing research that intends to identify and validate the core dimensions for Game-Based-Learning (GBL) and further explore the shift in dimensional focus between different phases of educational game development life cycle: pre-production (design), production (development) and post-production (testing and maintenance). Hence, this paper presents the initial work focusing on design phase by presenting a comparative analysis of educational game design models using GBL attributes, validity and framework attributes as analytical lens. The main objective is to analyze the fundamental GBL attributes in existing design models to identify the common attributes which demonstrate their importance for design phase and highlight any need for further research in terms of attribute validation and framework improvement. This study also highlights the strengths and weakness of existing design frameworks. The results of analysis underline learning/pedagogical aspects and game factors as the most essential attributes for design phase of educational games. Comparative analysis also guides researchers/practitioners to better understand GBL through various properties of different existing design models and highlights the open problems such as lack of tool support, empirical validation, independent evaluations, adaptability and absence of concrete guidance for application to make more informed judgments.

ACS Style

Rabail Tahir; Alf Inge Wang. Insights into Design of Educational Games: Comparative Analysis of Design Models. Advances in Intelligent Systems and Computing 2018, 1041 -1061.

AMA Style

Rabail Tahir, Alf Inge Wang. Insights into Design of Educational Games: Comparative Analysis of Design Models. Advances in Intelligent Systems and Computing. 2018; ():1041-1061.

Chicago/Turabian Style

Rabail Tahir; Alf Inge Wang. 2018. "Insights into Design of Educational Games: Comparative Analysis of Design Models." Advances in Intelligent Systems and Computing , no. : 1041-1061.