Abstract
In recent years and after continuous training of educators, the design of flexible educational scenarios is gradually evolving and being integrated into the teaching practice, which is related to the proposed ways of implementing pre-selected modules from the curriculum of a subject and can be applied to distance learning. In this context and during the development of the "BYRON" and "MON REPO" projects, educational scenarios were designed and implemented in practice. These are based on the serious games design principles and follow existing and modern pedagogical theories. In particular, the aim of designing educational scenarios is to reflect the latest research on the integration and utilization of serious games in the teaching of History and through distance learning. Furthermore, the activities aim at highlighting the role of ICT in teaching strategies, which support the playful way of approaching knowledge, with particular emphasis on supporting and promoting transitions from frontal teaching, group teaching and in collaborative learning, transforming the form of teaching from teacher-centered to student-centered, by deploying specific educational scenarios. The structure of the scenarios, their supported activities and the evaluation process, are closely intertwined with the plot of the digital educational serious game "BYRON", as well as the on-site project "MON REPO".
Highlights
By the term "distance education" we envisage the type of education for students, who may not always be physically present at school
Presenting the second introductory activity, it is pointed out that focuses on the effort to get to know the personality and action of the Power Carriers, who undertook the organization of the Greek Revolution and are the main characters in the first military confrontations with the enemy. Under this notion we propose a framework for assisting teaching history in middle school, in order to incorporate a serious digital game into the process of distance learning [12]
Based on the suggested sources, 64 students at a middle school located in Athens, Greece were engaged with a preliminary version of the "BYRON" serious game over a period of several weeks during the 2020/21 academic year and searched for information about the individual armed or unarmed forces of the Greek Revolution and their contribution to its actual preparation and organization
Summary
By the term "distance education" we envisage the type of education for students, who may not always be physically present at school. From the teachers' point of view, the widespread use of distance learning in secondary schools, even due to an unexpected event like a pandemic, formed an ideal opportunity for structural changes in the teaching practice These kinds of changes are related to the development of teachers’ digital skills, the pedagogical use of educational technology and the novel online evaluation methodologies according to existing pedagogical practices. Nowadays students are considered to be familiar with digital media and are able to interact comfortably within the environment of digital gaming and distance learning practices In this context, the integration of such a digital game will develop the student's cognitive skills remotely in combination with the customizable educational scenarios and the proposed educational activities
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