Assessment 1: Emerging Technology

Bloxels: Pixel Press

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In today’s classrooms, there is a new demand for innovative technologies that will engage and support student learning. The constructivist theory of education demonstrates a need for students to be actively involved in their own learning and demonstrate their skills through problem solving and creating (Gaeta et al. 2019). In particular, the integration of tangible learning in an educational program is thought to promote a wider engagement with students and develop an understanding of digital and computational technologies (Teck, 2016). 

Bloxels, developed by Pixel Press, is an interactive game design application that uses tangible learning to promote education in a diverse range of key learning areas (Teck, 2016). The basis for this application is to aid students in their creativity through allowing them to adjust and test various game models that they have collaboratively designed whilst using problem solving solutions and navigation skills (Teck, 2016). 

Bloxels is a mobile application that syncs up with a physical game board that students can use to scaffold their game. Each kit provides the user with a game board and 320 coloured blocks with each coloured block programmed for a different operation. There are multiple uses for this app, giving students the freedom to design their game in the form that suits their chosen strategy without needing a coding background (Matteson, 2017). This emerging technology can be used in a variety of key learning areas throughout the curriculum as it has the flexibility to be adjusted according to the needs of the task (Matteson, 2017). 

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However, a criticism for this technology includes limited set up information which may lead to wasted time in the classroom (Matteson, 2017). Information about the application is found online in watchable tutorials. However, this can be seen as a hassle in many classroom situations and requires students to be appropriately informed before they can start benefiting from the technology. 

Promoting creativity is at the core of this technology as students are required to inquire, communicate and problem solve in order to find a solution that has not been explicitly sited to them (Gaeta et al. 2019). Moreover, game based learning is supposed to foster collaboration, support digital technology learning and provide students with an outlet for their creativity (Gaeta et al. 2019). Furthermore, the response from both teachers and students regarding the use of this app in classrooms is positive as students feel more engaged when they are empowered to take control of their own creative learning and teachers are able to facilitate this (Gaeta et al. 2019; Teck, 2016). This emerging technology is recommend for users aged 8 and up and has equal benefit to each age bracket due to its ranging flexibility (Matteson, 2019).

References:

Gaeta, E., Beltrán-Jaunsaras, M. E., Cea, G., Spieler, B., Burton, A., García-Betances, R. I., Cabrera-Umpiérrez, M. F., Brown, D., Boulton, H., Arredondo Waldmeyer, M. T. (2019). Evaluation of the create at school game-based learning-teaching approach, Sensors, 19(15), 1-21. 

The Grommet. (2016). Bloxels – Maker Daniel Wiseman. Retrieved from: https://www.thegrommet.com/our-makers/bloxels

Matteson, A. (2017). Build games with Bloxels, School Library Journal, 63(5), 18-19.

Teck, K. L. (2016). Use of tangible learning in STEM education, SIGGRAPH ASIA Mobile Graphics and Interactive Applications, 23, 1-2.