Relevant bibliographies by topics / Place based storytelling

Academic literature on the topic 'Place based storytelling'

Author: Grafiati
Published: 14 March 2023

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Journal articles on the topic "Place based storytelling"

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Cho, Jungmi, and Taesuk Kihl. "AR game design based on Myeong-dong contents and place in 1920-30s: Focusing on AR game Myeongdong Nori." Academic Association of Global Cultural Contents 52 (August 31, 2022): 309–30. http://dx.doi.org/10.32611/jgcc.2022.8.52.309.

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In this study, the process of AR game storytelling based on the physical place of Myeong-dong and the historical and cultural information of Myeong-dong in the 1920s-30s was specified, noting that the spatio-temporal meaning of the place can be discovered, expanded, and shared through game play in AR games. The main concept of Myeongdong Nori (tentative name) game design is Myeongdong experience in the 1920s and 30s based on AR technology, and the target experience is storytelling through reasoning, place experience, and role experience activities. In place-based AR games, players derive different games based on their experiences and choices, and actively construct the meaning of the game, which requires storytelling that provides rich information and situations. Therefore, characters, places, episodes, and visual materials centered on Myeong-dong in the 1920s and 30s were widely collected, and information DB was constructed using digital tools, and a series of processes were presented to plan game storytelling based on this. It is hoped that the place-based AR game storytelling study based on Myeong-dong content in the 1920s and 30s covered in this study can be used as the basis for a place-based AR game design model in which virtual time and real space-time experience are realized in the future.
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Chisholm, James S., and Brandie Trent. "Digital Storytelling in a Place-Based Composition Course." Journal of Adolescent & Adult Literacy 57, no. 4 (December 2013): 307–18. http://dx.doi.org/10.1002/jaal.244.

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Kinch, Rosemary A., Andrew J. Bobilya, Brad Daniel, and Sara Duncan. "Indigenous Storytelling, Cherokee Traditional Ecological Knowledge, and Place-Based Education." Journal of Outdoor Recreation, Education, and Leadership 14, no. 4 (October 21, 2022): 55–70. http://dx.doi.org/10.18666/jorel-2022-11601.

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Indigenous storytelling is a transaction between narrators and audiences that can be expressed through Traditional Ecological Knowledge (TEK). TEK narratives, such as those of the Eastern Band of Cherokee Indians (EBCI), can demonstrate ecological literacy by empowering audiences to co-create their engagement with the local environment of that Indigenous society and its TEK. Place-based education integrates such experiential relationships with ecological systems into progressive learning and holistic well-being. TEK stories can describe how those interactions promote inclusive sustainability with local places prioritized by place-based education. To date, no known research has investigated the integration of Cherokee TEK narratives with place-based curricula for middle school students. This study explored middle school student’s interpretations of a collaborative experience that integrated place-based education, EBCI TEK narratives, and the local environment. As participants reflected on their experience, three major themes emerged through narrative inquiry analysis: cultural literacy, well-being, and respecting nature.
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Leon Weissberg and Caren Schnur Neile. "Never Forget: March of the Living and Place-Based Holocaust Storytelling." Storytelling, Self, Society 11, no. 1 (2015): 121. http://dx.doi.org/10.13110/storselfsoci.11.1.0121.

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Mastin, Marla. "Storytelling + Origami = Storigami Mathematics." Teaching Children Mathematics 14, no. 4 (November 2007): 206–12. http://dx.doi.org/10.5951/tcm.14.4.0206.

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All educators continually search for ways to assist students in learning mathematical concepts. The challenge for teachers is to provide a “thinking” curriculum and creative instructional methods while helping students recognize that they should be actively involved in their own learning. This article presents a way to engage students in mathematics through the use of an innovative instructional method based on constructivist theory, which emphasizes the “building” that takes place in the brain as a person learns and which is rooted in both the social and the cognitive perspective of learning.
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Potter, Martin. "Critical junctures: place-based storytelling in theBig Stories, Small Townsparticipatory documentary project." Media International Australia 164, no. 1 (March 8, 2017): 117–27. http://dx.doi.org/10.1177/1329878x17694754.

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Powell, Kimberly. "Walking Refrains for Storied Movement." Cultural Studies ↔ Critical Methodologies 20, no. 1 (December 4, 2019): 35–42. http://dx.doi.org/10.1177/1532708619884975.

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In this article, I describe my narrative walking project, StoryWalks, as a methodology that underscores the concept of movement in relation to place-based narratives. I describe several community member’s walking narratives, theorizing movement through Deleuze and Guattari’s concept of the refrain and through Donna Haraway’s concept of storytelling as open signification and materialization in order to think about the various ways in which walking with stories is an entanglement of memories, place-based inquiry, history, future goals, and imaginings that matter for an ethnic and racial politics of place, identity, and belonging. I highlight storytelling through walking as an affective production of political, social, and cultural formations within communities.
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Tinckler, Rachel. "Connecting Storytelling and Social Wellness: A Case for Holistic Storytelling in the Elementary Classroom." LEARNing Landscapes 10, no. 2 (July 7, 2017): 319–33. http://dx.doi.org/10.36510/learnland.v10i2.818.

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Storytelling has a fundamental place in teaching practice, most noticeably in the sharing and developing of curricular content. But teachers share more than academic content with children. A critical prerequisite for meaningful, engaged learning is a strong sense of community and social wellness in the classroom. Based on an inquiry into literature and reflection on personal practice, this study asserts that the practice of storytelling fosters social wellness in the classroom and supports the healthy development of each child as a whole human being within and as part of that community. Connecting storytelling and social wellness, this inquiry offers a unique definition of “holistic storytelling.”
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Schönfeldt-Aultman, Scott M., Emily B. Klein, Michael J. Viola, and Josh Healey. "Performance, Collaboration, and the Politics of Place." Ethnic Studies Review 45, no. 2-3 (2022): 64–74. http://dx.doi.org/10.1525/esr.2022.45.2-3.64.

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This transcript shares a May 2019 conversation with Josh Healey, an Oakland-based writer, artist, and filmmaker, about his work with the independent web series The North Pole. The interview was conducted with several members of the Ethnic Studies faculty from Saint Mary’s College of California. Healey explains the connections he sees between politics, humor, and storytelling, and delves into the strategies and struggles of the creative process, including the value of personal relationships, collaboration, and representing real people and real life.
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Dingemanse, Mark, Giovanni Rossi, and Simeon Floyd. "Place reference in story beginnings: A cross-linguistic study of narrative and interactional affordances." Language in Society 46, no. 2 (February 8, 2017): 129–58. http://dx.doi.org/10.1017/s0047404516001019.

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AbstractPeople often begin stories in conversation by referring to person, time, and place. We study story beginnings in three societies and find place reference is recurrently used to (i) set the stage, foreshadowing the type of story and the kind of response due, and to (ii) make the story cohere, anchoring elements of the developing story. Recipients orient to these interactional affordances of place reference by responding in ways that attend to the relevance of place for the story and by requesting clarification when references are incongruent or noticeably absent. The findings are based on 108 story beginnings in three unrelated languages: Cha'palaa, a Barbacoan language of Ecuador; Northern Italian, a Romance language of Italy; and Siwu, a Kwa language of Ghana. The commonalities suggest we have identified generic affordances of place reference, and that storytelling in conversation offers a robust sequential environment for systematic comparative research. (Storytelling, place, narrative, conversation analysis, interactional linguistics)*
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Dissertations / Theses on the topic "Place based storytelling"

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Christian, Dorothy. "Gathering knowledge : Indigenous methodologies of land/place-based visual storytelling/filmmaking and visual sovereignty." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/61166.

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This dissertation addresses two questions that examine how localized cultural knowledge informs production practices in visual narratives produced for Fourth World Cinema and how Indigenous visual storytelling/filmmaking styles based in that knowledge determine the film elements, thus the cultural congruency of their selected aesthetics. Secwepemc-Syilx systems of knowledge in British Columbia are used as an exemplar for the development of a localized theory for creating visually sovereign narratives for Fourth World Cinema. This culturally specific ontology formulates a land/place-based identity, specific to Secwepemc-Syilx territories. Land, story and cultural protocols are central to this work and the seamless relational quality is illustrated by emphasizing how integral they are to Indigenous self-representation and identity. In the film discourse, the researcher brings together Manuel (Secwepemc) and Poslun’s Fourth World (1974) and Barclay’s (Maori) (1990, 2003a, 2003b) assertion of a Fourth Cinema to further develop the notion of a Fourth World Cinema. The ways that Indigenous film aesthetics shape the meaning of visual sovereignty and the concept of cultural congruency in constructing film elements are fundamental for Fourth World Cinema. In the globalization and film discourses the researcher interrogates how the concepts of political identity (indigeneity) and geographical location (deterritorialization) affect the treatment of Indigenous representation. An Indigenous Inquiry process is set in an Indigenous research paradigm that privileges Indigenous systems of knowledge. Indigenous and Euro-Western systems of knowledge(s) are juxtaposed to reveal the philosophical differences that affect land, story, and cultural protocols. Archibald’s (2008) seven Indigenous storywork principles of respect, responsibility, reciprocity, reverence, holism, interrelatedness, and synergy set the framework for the shared conversations of 13 Indigenous knowledge keepers. The findings of the knowledge gathered illustrate the commonalities in the cosmologies within the diverse expansive Indigenous worldviews. Another layer of investigation documents a peer-to-peer discussion between the researcher who is a visual storyteller and a diverse group of 17 Indigenous filmmakers who shared stories from their film production experiences. Their perspectives affirmed the role of culture in contemporary film production practices and led to the development of the concepts of story, land, cultural protocols, and Indigenous identity in Fourth World Cinema.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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BERTONE, GIULIA. "Connecting places.Il coinvolgimento delle comunità locali nella valorizzazione partecipata del territorio: le prospettive aperte dai locative media." Doctoral thesis, Politecnico di Torino, 2012. http://hdl.handle.net/11583/2496850.

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La tesi approfondisce il ruolo che i network digitali possono avere nel coinvolgimento delle comunità locali in processi di valorizzazione partecipata e “dal basso” dei territori e dei patrimoni culturali. In particolare si focalizza sulle esperienze legate ai locative media, che, dal ristretto panorama della sperimentazione artistica della fine degli anni Novanta, si stanno oggi affermando come pratiche comuni e quotidiane tra gli utenti, grazie al diffondersi di tecnologie e dispositivi location aware, mobili e “intelligenti”. L’idea generale della tesi è quella di delineare i tratti fondamentali di un nuovo panorama tecnologico e mediale – definito recentemente con il termine “Net Locality” – risultante dal progressivo ibridarsi di spazi fisici e spazi digitali, di materiale e immateriale, di bit e atomi, di esperienze sociali in rete e nei luoghi, e mostrare come esso offra opportunità innovative per promuovere relazioni significanti tra luoghi, comunità, patrimoni culturali.
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Books on the topic "Place based storytelling"

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Smith, Philip. Narrating Global Warming. Edited by Jeffrey C. Alexander, Ronald N. Jacobs, and Philip Smith. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780195377767.013.28.

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This article examines global warming using the narrative genre model of risk evaluation. The narrative genre model of risk evaluation offers a systematic and comparative way of looking at the form and structure of storytelling and its consequences for human action. It is based on a number of claims, for example: uncertain events and real world facts are “clues”; we can see things as low mimetic, romantic, tragic, or apocalyptic; binary oppositions play a role as building blocks for wider storytelling activity. The article first provides a background on the issues of global warming, climate change, and greenhouse gas emissions before discussing the rise and growing acceptance of the apocalyptic genre as part of the discourse on global warming. It then considers the critique of apocalypticism, arguing that it is not only a bad genre guess that can be mocked, but also a hegemonic and anti-democratic force. It concludes with a commentary on how the narration of global warming is taking place at two levels.
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Huerta, Monica. Magical Habits. Duke University Press, 2021. http://dx.doi.org/10.1215/9781478021483.

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In Magical Habits Monica Huerta draws on her experiences growing up in her family's Mexican restaurants and her life as a scholar of literature and culture to meditate on how relationships among self, place, race, and storytelling contend with both the afterlives of history and racial capitalism. Whether dwelling on mundane aspects of everyday life, such as the smell of old kitchen grease, or grappling with the thorny, unsatisfying question of authenticity, Huerta stages a dynamic conversation among genres, voices, and archives: personal and critical essays exist alongside a fairy tale; photographs and restaurant menus complement fictional monologues based on her family's history. Developing a new mode of criticism through storytelling, Huerta takes readers through Cook County courtrooms, the Cristero Rebellion (in which her great-grandfather was martyred by the Mexican government), Japanese baths in San Francisco—and a little bit about Chaucer too. Ultimately, Huerta sketches out habits of living while thinking that allow us to consider what it means to live with and try to peer beyond history even as we are caught up in the middle of it. Duke University Press Scholars of Color First Book Award recipient
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Book chapters on the topic "Place based storytelling"

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Klein, Dorothee. "Place-Based Storytelling in Kim Scott's Benang and That Deadman Dance." In Poetics and Politics of Relationality in Contemporary Australian Aboriginal Fiction, 50–82. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003129882-3.

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Chrysanthi, Angeliki, Akrivi Katifori, Maria Vayanou, and Angeliki Antoniou. "Place-Based Digital Storytelling. The Interplay Between Narrative Forms and the Cultural Heritage Space." In Emerging Technologies and the Digital Transformation of Museums and Heritage Sites, 127–38. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83647-4_9.

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Irani, Kayhan. "Unpacking History through Place-Based Learning." In Storytelling for Social Justice, 62–65. Routledge, 2019. http://dx.doi.org/10.4324/9781315101040-6.

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Dowling, David O. "Place-based journalism, aesthetics, and branding." In Immersive Journalism as Storytelling, 99–111. Routledge, 2021. http://dx.doi.org/10.4324/9780429437748-12.

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"Listening in community and place-based health promotion." In Digital Storytelling in Health and Social Policy, 122–49. Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315775708-5.

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Chalykoff, John-Paul Peter Joseph. "The Hauntings and Heart of a Place." In Indigenous Research of Land, Self, and Spirit, 215–33. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3729-9.ch014.

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This autoethnographic research presents personal stories from the author, connecting family, land, and music. He recounts stories his Ojibwe grandmother shared about her time in Franz, a small railroad village in northeastern Ontario that is now a ghost town. The connection to Franz is established through memories from his grandmother. Inspired to write a song, the author aimed to reconnect to Franz itself. The study follows the author's personal journey to visit his grandmother's land for the first time, making new connections and stories along the way. The research utilizes Indigenous autoethnography, Indigenous storytelling, and arts-based methods, such as a/r/tography, to link his stories to those of his grandmother, resulting in a reflection of storytelling, community history, and (re)connection to land, woven together by stories from the family matriarch.
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Li, Rui, and Jiayu Feng. "4 A Place-Based Critical Transmodal Analysis of Chinese Youth’s Digital Storytelling." In Transmodal Communications, 64–79. Multilingual Matters, 2021. http://dx.doi.org/10.21832/9781788926379-006.

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Lee-Smith, Angela. "16 A Pedagogical Module for a Place- Based and Multiliteracies-Based Digital Storytelling Project for Language Learning." In Curriculum Design and Praxis in Language Teaching, 201–12. University of Toronto Press, 2022. http://dx.doi.org/10.3138/9781487528928-021.

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Wenzel, Andrea. "The Process Is Portable." In Community-Centered Journalism, 105–24. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043307.003.0005.

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Chapter Four makes the argument that while interventions to strengthen local storytelling networks are not scalable, the process of designing them is portable to different regions. The chapter follows an attempt to apply a communication infrastructure theory-based process model developed in Kentucky to areas of Philadelphia. This process includes a research study exploring local information needs and assets, followed by a workshop to brainstorm interventions, followed by piloting interventions. Applying the same process in different places demonstrates how place, and both local communication needs and assets, can shape the nature of interventions that emerge. In this case it shows how in the suburban area the process led to an idea for students to produce solutions journalism stories. Meanwhile in the urban neighborhood, the process led to development of the Germantown Info Hub, an engaged journalism project that focuses on connecting different storytelling network actors through community outreach and discussions.
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Turgut, Hasan. "The Story of Resistance." In Research Anthology on Social Media's Influence on Government, Politics, and Social Movements, 98–116. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7472-3.ch006.

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In today's world, it's impossible to think about social movements apart from the media, and it has become an obligation out of necessity to set alternative media channels in terms of social movements. The new media and social media networks have been used actively in the process of setting aforementioned alternative media channels. The use of alternative media as a means of criticism and resistance becomes possible with these media networks when they are used with effective communication strategies and techniques. Transmedia storytelling is the leading one among these effective communication strategies. Based on this assertion, in this study, how transmedia storytelling was used as a political advertising activity by the social movements will be analyzed through the example of Gezi Park protests that took place in Turkey in 2013.
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Conference papers on the topic "Place based storytelling"

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Stoica, Andreea, and Ursula Neulinger. "THE STORY TELLING ENGINE FOR LEARNING AMBIENCE: HOW TO CREATE EFFECTIVE AND INVOLVING VIRTUAL LEARNING WORLDS?" In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-042.

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The Story Telling Engine for Learning Ambience of create21st century: How to create effective and involving Virtual Learning Worlds? Authors: Ursula Neulinger-Head of Marketing create21st century Andreea R. Stoica-Business Development Manager create 21st century Users of today want to be able to move intuitively and quickly in an online learning offer or e-learning course. The virtual learning world is a tool for making the navigation within a complex and ever-growing learning offer simple, clear and, above all, interesting! Just like IT professionals, newcomers to IT also find their way around these virtual worlds very successfully due to the kinaesthetic approach. This is a virtual place which begins to convey statements and content immediately upon entry and navigation, and the spatial design of the interface is designed accordingly. The learning environments allow the user to allocate the content offer correctly, and several "paths to knowledge" are enabled for different types of learners. Learning content is thus conveyed together with image, brand values, sales arguments and corporate culture. In 2007, 2013 and 2014 create21st century received the e-Learning Award from the German e-learning Journal for the concept of the virtual world of learning and our "Storytelling Engine" technology for the Oxford School, Silhouette World of Learning and for the Bank Austria UniCredit Academy. The Story Telling Engine for Learning Ambience has been constructed based on didactical, dramaturgical and design technical criteria. Clients such as Nestl?, the AUDI Academy and many more are already using the create21st century learning worlds successfully in their commercial operations. In this paper create 21st century will not only present the Storytelling Engine for Learning Ambience as a technical innovation, but also the principles our virtual learning worlds are based on through the homogenous mixture of the 3D's: Didactics, Dramaturgy and Design. The success recipe relies on a didactically target group optimal structuring of the learning content, a motivational dramaturgy curve achieved through storytelling and gamification elements and an intuitive design focused on achieving a perfect LEARNING & USER EXPERIENCE. Our technological and conceptual approach will be presented through concrete case studies such as the Virtual World of Audi and the Bank Austria UniCredit Academy.
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Stefan, Antoniu, Jannicke Baalsrud hauge, Ioana andreea Stefan, Jackie Calderwood, Michael Loizou, Sylvester Arnab, and Jayne Beaufoy. "STORY-ORIENTED LEARNING." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-003.

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In a game environment, narrative design is considered the art of combining gameplay and multimedia assets to create novel experiences that can entertain players and motivate them for longer periods. The use of narrative design in game-driven education has the potential to add an extra entertainment value to make learning more engaging. Narratives can give players insights into the game's world by providing helpful information to reinforce a certain gameplay feature. However, the development of interactive learning experiences necessitate a consistent effort that carefully blends content, gameplay and quality graphics. An easy-to-play game does not equate with an easy-to-create design and development process. Storytelling necessitates the ability to place the right data in a given learning context, meeting specific learning objectives, to tell a story in a compelling, and convincing way, in order to drive engagement. It is also important to take into account the positive impact of the involvement of the end-users in major decisions that affect consistently the structure of the game story or the communication with non-playing characters. Currently, the level of end-user involvement in the narrative flow remain limited. In this context, the Authoring Tools developed within the BEACONING project address these challenges and explore the positive impact that an end-user can have within a game-based learning setting by enabling them to become learning designers. This paper discusses the challenges associated with the creation of meaningful game narratives that can be implemented in learning settings and explores the roles of teachers and students as learning designers and the added-value generated.
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Waipara, Zak. "Ka mua, ka muri: Navigating the future of design education by drawing upon indigenous frameworks." In Link Symposium 2020 Practice-oriented research in Design. AUT Faculty of Design and Creative Technologies, 2020. http://dx.doi.org/10.24135/lsa.4.

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We have not yet emerged into a post-COVID world. The future is fluid and unknown. As the Academy morphs under pressure, as design practitioners and educators attempt to respond to the shifting world – in the M?ori language, Te Ao Hurihuri – how might we manage such changes? There is an indigenous precedent of drawing upon the past to assist with present and future states – as the proverb ka mua ka muri indicates, ‘travelling backwards into the future,’ viewing the past spread out behind us, as we move into the unknown. Indigenous academics often draw inspiration from extant traditional viewpoints, reframing them as methodologies, and drawing on metaphor to shape solutions. Some of these frameworks, such as Te Whare Tapa Wh?, developed as a health-based model, have been adapted for educational purposes. Many examples of metaphor drawn from indigenous ways of thinking have also been adapted as design or designrelated methodologies. What is it about the power of metaphor, particularly indigenous ways of seeing, that might offer solutions for both student and teacher? One developing propositional model uses the Pacific voyager as exemplar for the student. Hohl cites Polynesian navigation an inspirational metaphor, where “navigating the vast Pacific Ocean without instruments, only using the sun, moon, stars, swells, clouds and birds as orienting cues to travel vast distances between Polynesian islands.”1 However, in these uncertain times, it becomes just as relevant for the academic staff member. As Reilly notes, using this analogy to situate two cultures working as one: “like two canoes, lashed together to achieve greater stability in the open seas … we must work together to ensure our ship keeps pointing towards calmer waters and to a future that benefits subsequent generations.”2 The goal in formulating this framework has been to extract guiding principles and construct a useful, applicable structure by drawing from research on two existing models based in Samoan and Hawaiian worldviews, synthesised via related M?ori concepts. Just as we expect our students to stretch their imaginations and challenge themselves, we the educators might also find courage in the face of the unknown, drawing strength from indigenous storytelling. Hohl describes the advantages of examining this approach: “People living on islands are highly aware of the limitedness of their resources, the precarious balance of their natural environment and the long wearing negative effects of unsustainable actions … from experience and observing the consequences of actions in a limited and confined environment necessarily lead to a sustainable culture in order for such a society to survive.”3 Calculated risks must be undertaken to navigate this space, as shown in this waka-navigator framework, adapted for potential use in a collaborative, studio-style classroom model. 1 Michael Hohl, “Living in Cybernetics: Polynesian Voyaging and Ecological Literacy as Models for design education, Kybernetes 44, 8/9 (October 2015). https://doi.org/ 10.1108/K-11-2014-0236. 2 Michael P.J Reilly, “A Stranger to the Islands: Voice, Place and the Self in Indigenous Studies” (Inaugural Professorial Lecture, University of Otago, Dunedin, New Zealand, 2009). http://hdl.handle.net/10523/5183 3 Hohl, “Living in Cybernetics”.
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Reports on the topic "Place based storytelling"

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Voloshynov, Serhii A., Halyna V. Popova, Alona Y. Yurzhenko, and Ekaterina O. Shmeltser. The use of digital escape room in educational electronic environment of maritime higher education institutions. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3869.

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The paper is tended to investigate the gamification activities use in educational electronic environment of maritime higher education institutions. Gamification methods with examples are described (gamification testing, QR Code quest, storytelling and escape room). Comparative characteristic of traditional learning and learning using gamification in educational electronic environment is given in the article according to different criteria: the place and role of teacher or students in the learning process; type of information communication; methods of training; equipment; level of freedom of the actions; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of gamification activities based on escape room quest to form communicative competency of future maritime professionals. Escape room activity presented in the article contains storytelling element, crossword and electronic testing questions of different types. Question types listed in the paper are Drag and drop to the text, Short answer and Multiple choice. Escape room activity was done by second year cadets of Kherson State Maritime Academy. According to the received results, knowledge quality increased by 10% and success by 20%. Further investigation of gamification activities can also be done for learning system of maritime higher education institutions using simulation technologies of virtual, augmented and mixed realities.
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