DSpace Repository

Welcome to the NWU Repository, the open access Institutional Repository of the North-West University (NWU-IR). This is a digital archive that collects, preserves and distributes research material created by members of NWU. The aim of the NWU-IR is to increase the visibility, availability and impact of the research output of the North-West University through Open Access, search engine indexing and harvesting by several initiatives.

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Now showing 1 - 5 of 18

Recent Submissions

Play with Purpose: A Heuristic Approach to Evaluating Tabletop Serious Games for Academic Integrity Education
(books.google.com(Conference Contribution), 2024) Bunt, Lance; Bunt, Byron; Pelser-Carstens, Veruschka; Matthew, Gordon; 10869964
This article introduces a heuristic evaluation of CiteSaga, a tabletop serious game designed to enhance skills in referencing and citation, crucial for academic writing in higher education. We detail the application and outcomes of a novel heuristic evaluation framework tailored for tabletop serious games, dubbed" Play with Purpose." This framework is distinguished by its focus on eight essential categories: Learning Experience, Utility, Game Features, Social Dynamics, Adaptability, Learning and Feedback, Play Experience, and Accessibility, marking a significant contribution to the evaluation of non-digital game-based learning tools. Furthermore, we delve into the insights gained from participatory design sessions with students, aimed at evaluating CiteSaga's component appeal and game mechanics. The paper culminates in a discussion on how student feedback has informed subsequent iterations of CiteSaga, underscoring the critical role of heuristic evaluations in refining game-based learning experiences. Our findings not only advance understanding of empirical evaluation methodologies for tabletop serious games but also provide a valuable framework for future research and development in educational game design.
CiteSaga: Conceptualisation of a Serious Game for Citation and Reference Styles
(books.google.com, 2024) Bunt, Lance; Pelser-Carstens, Veruschka; Matthew, Gordon; Bunt, Byron; 10869964
This article asserts that serious games (SGs) are effective tools for teaching citation and referencing styles in higher education. The proposed SG aims to enhance students' understanding and application of these styles through an engaging, game-based approach. We use an agile design cycle combined with educational design and design science research methodologies. The SG's key elements include objectives, rules, mechanics, learning outcomes, and assessment strategies, all integrated into higher education curricula.
Microplastics in coral from three Mascarene Islands, Western Indian Ocean
(Elsevier, 2024) Hamman, Michelle; van Schyff, Veronica; Yive, Robert Nee Sun Choong Kwet; Iordachescu, Lucian; Simon-Sanchez, Laura; Bouwman, Hindrik; 22764569
Little is known about microplastics (MPs) in corals from the Indian Ocean. We compared MP concentrations, morphotypes, size, colours, and polymer compositions in six coral genera from three remote Mascarene islands (Rodrigues, St. Brandon's Atoll, and Agalega) of the Republic of Mauritius, on a 1200 km transect located in the South Equatorial Current (SEC). The mean MP concentration was 0.78 n/g (53 % fibres) with no significant differences between islands. Polymers were polypropylene (78 %) and polyethylene (18 %). We conclude that the SEC's MP concentrations and compositions have homogenized over thousands of kilometres across the Indian Ocean. We discuss the lack of hazardous polyurethane MPs in coral samples given obvious sources on St Brandon. To the best of our knowledge, this study is the first to report on MPs in coral from the Western Indian Ocean and the Mascarene Islands providing a baseline for further research, monitoring, mitigation, and policy development.
Digital transformation trends in commerce education influencing the future business professor: Skills, challenges and implications
(ujcontent.uj.ac.za, 2024) van den Berg, Liandi; Leendertz, Verona; Surujlal, Jhalukpreya; van der Merwe, Herman; 13173391
The global digital transformation has challenged every aspect of life. The profound transformation of organisational processes, competencies and models is indicative of the technology mix and its accelerated impact on society (Gobble 2018). In addition, the coronavirus disease 2019 (COVID-19) pandemic accelerated the technological impact on our social, professional and educational domains. Globally, reassessments of the current educational system and delivery opportunities have taken place as the shift to online and cloud-based teaching, learning and assessment was necessitated by the COVID-19 pandemic (Marr 2022). This disruptive era has opened up numerous new opportunities that will reward innovative institutions (Clark, Selingo & Cluver 2023). Student enrolments at higher educational institutions (HEIs) have reached their peak, where the registration of traditional students has fallen behind demand (Clark et al. 2023). In this regard, institutions are contemplating new business models because of the large-scale digital transformation and heightened student needs. The accelerated demand for accessible education cannot be met through the current traditional educational offerings (Sun et al. 2022). Therefore, institutions need to leverage technological advancements to address educational access and utilise increased demand (Brasca et al. 2022). The chapter provides an overview of the literature pertaining to technology-instilling trends in higher education, including that of upskilling the digital acumen of commerce professors, followed by discussions on the research method, results and findings. Lastly, the conclusion reached based on the research conducted is presented.
Purple Innovation: A critical analysis of simulations and simulations as work-integrated learning in an SIC course
(The Learning & Technology Library, 2023) De Villiers, Jacobus Marthinus; Leendertz, Verona; 13173391
This paper conducted a critical analysis of simulated learning, and simulated learning as work-integrated learning environment (Purple Innovation) assessments in a Strategic Integrated Communication course towards the development of graduateness. An exploratory mixed-method approach was executed using qualitative feedback and reflections as well as performance results to ascertain whether students could achieve the outcomes of the assessment in Purple Innovation, how well they engaged in experiential and problem-based learning, and which graduate attributes they developed through the simulated learning and simulated learning as WIL activities. The findings revealed that (i) students performed better in assessments that focused on experiential learning;(ii) students performed poorer when more graduateness was embedded in the assessments;(iii) the more they engaged in simulated learning as WIL, the better they performed; and (iv) students achieved overall higher results in the executive summary assessment, which was a difficult assignment to execute.