The Master School in Yachts and Cruise Vessels Design of the University of Trieste has trained numerous architects, engineers and designers in naval and nautical design and has represented the continuation of the Imperial and Royal Nautical School (das Kaiserliche Königliche Nautische Schule), which was founded in Trieste in 1817. Furthermore, course of study sought to emphasise the maritime and seafaring vocation of Trieste for various reasons: the presence in the city of the world’s largest cruise ship builder, the Fincantieri; the annual running of the ‘Barcolana’, the largest sailing regatta in the world; and finally, the importance of the port of Trieste, the largest port for freight traffic in Italy. Three practical projects are also illustrated. They were prepared by some Masters students in order to support their theoretical preparation. The first concerns a parking ship to support maritime cities; the second a motor boat designed for disabled people; the third an innovative vaporetto for Venice.
This paper reports an educational activity regarding the periodic table. This activity consists of a structured game path, known as an Escape room, in which first-year students of technical schools are divided into groups and asked to solve puzzle games, each related to the other, in order to lead them to a common aim. The importance of the various phases, including student involvement, debriefing and restitution, are discussed. The activity can be used both as consolidation of previous knowledge and as a catalyst for knowledge development in the discipline.
The present pilot study aims to develop and evaluate the effects of a new digital device – the calculator MagiCal – in enhancing children’s math learning. MagiCal is designed to integrate the symbolic and non-symbolic representation of numbers, as well as motor activity Twenty-nine children from second grade were randomly assigned to a training group with MagiCal or to an active control group (literacy training). Children’s math abilities (math fluency, written computation, and number comparison), math anxiety and test anxiety were measured before and after the training. Compared to the active control group, the children of the MagiCal group demonstrated a significant improvement in math fluency and written computation. However, no differences were observed in comparing numbers, math anxiety and text anxiety in the two groups.
Novel educational technologies and methodologies that create enthusiasm among students and promote learner engagement are becoming instructional priorities across all disciplines of STEM (Science, Technology, Engineering, and Mathematics). For example, Game-Based Learning has established itself as a methodology that addresses students engagement at different levels (student-centered learning, constructivist approach, shared social experience, systems thinking and so on). In this paper we show a generalized Game Design Methodology (GDM), which consists of four phases and includes the basic principles of the Universal Design for Learning (UDL) framework. Each phase of the proposed Universal Game-Design for Learning (UGDL) method is designed to allow students and teaching staff to develop the game and assess its progress throughout the entire process.