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The "Forty Electronic Challenges" is a "discovery learning" and socio-constructivist science activity that has become rather popular in Canada. The article recalls its emergence and development. It discusses its theoretical underpinnings and how it fits into the existing literature. It then gives educators all the guidelines they need to use it autonomously, and presents observations derived from our extensive use of the activity over the years. Finally, a discussion of its promises, limitations, and possible extensions is presented.

This article introduces a flexible and easy-to-implement open-ended scientific inquiry activity called the Paper Towels Challenge. After experimentally determining which of three unbranded paper towels is the most absorbent, students discuss their results and methods. The teacher facilitates the discussion of epistemological issues. This activity can be used regardless of the participants' age or country to promote science understanding, NGSS science and engineering practices, and twenty-first century skills, such as critical thinking and communication. The many uses, benefits, and possible adaptations of the activity are discussed.

Serious video games (SVGs) are increasingly used as supplementary teaching tools for mathematics education. Several studies report their positive impact on student learning. However, these impacts are variable, and the success of the tools cannot be generalized or extended to all settings or disciplines without an in-depth look at the games themselves. Indeed, the impact of the tools depends on several factors, mainly, the quality of the games in terms of educational value and play value. This article summarizes the development of an SVG for learning fractions. It presents the theoretical considerations that guided the game design. The game was also tested in a classroom setting with primary students. An experimental protocol was used to measure the effects of the game on learning. The results of the study demonstrate a positive impact of the game on student learning. Use of the game also led to a significantly greater increase in learning compared to traditional instruction without use of the game. We examine these results and discuss the usefulness and impact of a game design model on SVG effectiveness.

The "Forty Electronic Challenges" is a "discovery learning" and socio-constructivist science activity that has become rather popular in Canada. The article recalls its emergence and development. It discusses its theoretical underpinnings and how it fits into the existing literature. It then gives educators all the guidelines they need to use it autonomously, and presents observations derived from our extensive use of the activity over the years. Finally, a discussion of its promises, limitations, and possible extensions is presented. [ABSTRACT FROM AUTHOR]

Serious video games (SVGs) are increasingly used as supplementary teaching tools for mathematics education. Several studies report their positive impact on student learning. However, these impacts are variable, and the success of the tools cannot be generalized or extended to all settings or disciplines without an in-depth look at the games themselves. Indeed, the impact of the tools depends on several factors, mainly, the quality of the games in terms of educational value and play value. This article summarizes the development of an SVG for learning fractions. It presents the theoretical considerations that guided the game design. The game was also tested in a classroom setting with primary students. An experimental protocol was used to measure the effects of the game on learning. The results of the study demonstrate a positive impact of the game on student learning. Use of the game also led to a significantly greater increase in learning compared to traditional instruction without use of the game. We examine these results and discuss the usefulness and impact of a game design model on SVG effectiveness. [ABSTRACT FROM AUTHOR]