PDF Digital Turn in Schools Research Policy Practice Proceedings of Icem 2018 Conference Terje Valjataga Ebook Full Chapter

Digital Turn in Schools Research Policy
Practice Proceedings of ICEM 2018

Conference Terje Väljataga
Visit to download the full and correct content document:
https://textbookfull.com/product/digital-turn-in-schools-research-policy-practice-procee
dings-of-icem-2018-conference-terje-valjataga/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...
Emerging Research in Electronics Computer Science and

Technology Proceedings of International Conference
ICERECT 2018 V. Sridhar
https://textbookfull.com/product/emerging-research-in-
electronics-computer-science-and-technology-proceedings-of-
international-conference-icerect-2018-v-sridhar/
Developing Community Schools Community Learning Centers

Extended service Schools and Multi service Schools
International Exemplars for Practice Policy and
Research 1st Edition Hal A. Lawson
https://textbookfull.com/product/developing-community-schools-
community-learning-centers-extended-service-schools-and-multi-
service-schools-international-exemplars-for-practice-policy-and-
research-1st-edition-hal-a-lawson/
Proceedings of the Scientific-Practical Conference

"Research and Development - 2016" 1st Edition K. V.
Anisimov
https://textbookfull.com/product/proceedings-of-the-scientific-
practical-conference-research-and-development-2016-1st-edition-k-
v-anisimov/
Informatics in Schools Fundamentals of Computer Science

and Software Engineering 11th International Conference
on Informatics in Schools Situation Evolution and
Perspectives ISSEP 2018 St Petersburg Russia October 10
12 2018 Proceedings Sergei N. Pozdniakov
https://textbookfull.com/product/informatics-in-schools-
fundamentals-of-computer-science-and-software-engineering-11th-
international-conference-on-informatics-in-schools-situation-
Transportation Research Proceedings of CTRG 2017 Tom V.
Mathew
https://textbookfull.com/product/transportation-research-
proceedings-of-ctrg-2017-tom-v-mathew/
Global Challenges in Energy and Environment Select

Proceedings of ICEE 2018 V Sivasubramanian
https://textbookfull.com/product/global-challenges-in-energy-and-
environment-select-proceedings-of-icee-2018-v-sivasubramanian/
Maturity and Innovation in Digital Libraries 20th

International Conference on Asia Pacific Digital
Libraries ICADL 2018 Hamilton New Zealand November 19
22 2018 Proceedings Milena Dobreva
https://textbookfull.com/product/maturity-and-innovation-in-
digital-libraries-20th-international-conference-on-asia-pacific-
digital-libraries-icadl-2018-hamilton-new-zealand-
november-19-22-2018-proceedings-milena-dobreva/
Neural Information Processing: 25th International

Conference, ICONIP 2018, Siem Reap, Cambodia, December
13–16, 2018, Proceedings, Part V Long Cheng
https://textbookfull.com/product/neural-information-
processing-25th-international-conference-iconip-2018-siem-reap-
cambodia-december-13-16-2018-proceedings-part-v-long-cheng/
Research and Advanced Technology for Digital Libraries

20th International Conference on Theory and Practice of
Digital Libraries TPDL 2016 Norbert Fuhr
https://textbookfull.com/product/research-and-advanced-
technology-for-digital-libraries-20th-international-conference-
on-theory-and-practice-of-digital-libraries-tpdl-2016-norbert-
Lecture Notes in Educational Technology
Terje Väljataga
Mart Laanpere Editors
Digital Turn
in Schools
—Research,
Policy, Practice
Proceedings of ICEM 2018 Conference
Series Editors
Ronghuai Huang, Smart Learning Institute, Beijing Normal University, Beijing,
China
Kinshuk, College of Information, University of North Texas, Denton, TX, USA
Mohamed Jemni, University of Tunis, Tunis, Tunisia
Nian-Shing Chen, National Yunlin University of Science and Technology, Douliu,
Taiwan
J. Michael Spector, University of North Texas, Denton, TX, USA
The series Lecture Notes in Educational Technology (LNET), has established itself
as a medium for the publication of new developments in the research and practice of
educational policy, pedagogy, learning science, learning environment, learning
resources etc. in information and knowledge age,—quickly, informally, and at a
high level.
Abstracted/Indexed in:
Scopus, Web of Science Book Citation Index
More information about this series at http://www.springer.com/series/11777

Terje Väljataga Mart Laanpere
•
Editors
Digital Turn
in Schools—Research,
Policy, Practice
Proceedings of ICEM 2018 Conference
123
Editors
Terje Väljataga Mart Laanpere
School of Educational Sciences School of Digital Technologies
Tallinn University Tallinn University
Tallinn, Estonia Tallinn, Estonia
ISSN 2196-4963 ISSN 2196-4971 (electronic)

ISBN 978-981-13-7360-2 ISBN 978-981-13-7361-9 (eBook)
https://doi.org/10.1007/978-981-13-7361-9
© Springer Nature Singapore Pte Ltd. 2019
This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part
of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations,
recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission
or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar
methodology now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publication does not imply, even in the absence of a specific statement, that such names are exempt from
the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information in this
book are believed to be true and accurate at the date of publication. Neither the publisher nor the
authors or the editors give a warranty, expressed or implied, with respect to the material contained
herein or for any errors or omissions that may have been made. The publisher remains neutral with regard
to jurisdictional claims in published maps and institutional affiliations.
This Springer imprint is published by the registered company Springer Nature Singapore Pte Ltd.
The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721,
Singapore
Preface
We are pleased to welcome you to the annual conference of the International

Council of Educational Media (ICEM2018). ICEM being one of the oldest asso-
ciations in the field was established by European ministries of education and
UNESCO in 1950. Since then, the ICEM annual conference has been held all over
the world, being a meeting place for researchers and practitioners in the field of
educational media and technology. This annual international conference series has
been providing a channel for the international exchange and evaluation of infor-
mation, experience and materials for promoting and developing educational media
and its use in a variety of pedagogical fields, building up the successful cooperation
of European, Asian and American researchers. This year, the conference was hosted
by Tallinn University in Estonia, one of the leading countries of the ICT-driven
innovation in education. Following the themes built up in the previous ICEM
conferences, this year’s conference provided a multidisciplinary forum for different
disciplines to discuss critical issues and challenges confronting the education sector
to design and implement the digital turn. Digital turn in education not focusing only
on the technical side but concerning also new methods and approaches to teaching
and learning is a challenging endeavor, which needs thorough research from dif-
ferent perspectives and levels. This is what the ICEM2018 conference “Digital Turn
in Education” focused on, encompassing research from gamification of learning
with the digital tools to learning analytics for supporting learning and teaching,
from teacher training to prepare teachers to deal with the digital turn to implications
of utilizing the digital tools to student learning and knowledge building.
We received 74 submissions, of which 18 full papers are presented in this
proceedings. The papers, which did not pass the scientific double-blind review
process, but consisted of an important research or a theoretical approach that was
relevant to the community, were presented in the conference. In addition to these 29
interesting contributions, invited keynote speakers provided a lot of food for
thought:
v
vi Preface
• Hannah Gerber, ICEM President—welcome words

• Heli Aru-Chabilan, CEO of HITSA Foundation—digital turn in Estonian edu-
cation strategy
• Panagiotis Kampylis, JRC Seville—SELFIE tool for self-assessment of schools’
digital capability in Europe
• Mart Laanpere, Tallinn University—innovation maturity of Estonian schools
according to the digital mirror
• Terje Väljataga, Tallinn University—living labs for educational innovation in
Estonia
• Trey Martindale, Mississippi State University—microlearning with media in
higher education and the workplace
• And by the panel of experts: Otto Benavides, Mart Laanpere, Hannah Gerber,
Ray Laverty, Trey Martindale.
Our hope is that all the people involved in the conference one way or the other—
authors, keynotes speakers, Ph.D. students, organizers—benefitted from the par-
ticipation in ICEM2018 and that they could take away with them many challenging
and confronting discussions, extended research networks and unforgettable mem-
ories from Estonia.
We would like to thank all the authors who contributed to the conference, as well
as the program committee members and reviewers for their time and expertise.
Tallinn, Estonia Terje Väljataga

September 2018 Mart Laanpere
Contents
Part I Gamification of Learning with Digital Tools

Project-Based Learning for Statistical Literacy: A Gamification
Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Huiyu Zhang and Linda Fang
User Expectations and Experiences in Using Location-Based
Game in Educational Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Jaakko Vuorio, Jussi Okkonen and Jarmo Viteli
Enhancing the Learning of History Through VR: The Thirteen
Factories Icube Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Linda Fang and Song-Chuan Chen
Mapping the Challenges of Outdoor Learning for Both Students
and Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Kadri Mettis and Terje Väljataga
Part II Data Analytics in Learning Research

Learning Analytics Features for Improving Collaborative Writing
Practices: Insights into the Students’ Perspective . . . . . . . . . . . . . . . . . . 69
Daria Kilińska, Frederik Victor Kobbelgaard and Thomas Ryberg
Student Behavior Changes in Estonia Revealed by e-Learning
Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Andres Udal, Vello Kukk, Martin Jaanus, Kadri Umbleja and Gunnar Piho
Quality Management Through Curriculum Analytics, Pedagogical
and Course Innovation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Craig Zimitat and Eva Dobozy
vii
viii Contents
Part III Digital Turn in Teacher Education

Estonian In-Service Teachers’ and Pre-service Teachers’
Perceptions of Content, Pedagogy, and Technology Knowledge,
Based on the TPACK Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Piret Luik, Merle Taimalu and Helin Laane
Computational Pedagogy: Thinking, Participation, Reflection . . . . . . . . 123
Evgeny Patarakin, Vasiliy Burov and Boris Yarmakhov
Creating Multimedia Learning Materials for Improved
Teacher Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Sara Drožđek and Jože Rugelj
Code ABC Hackathons: Teachers as Tinkerers . . . . . . . . . . . . . . . . . . . 157
Pia Niemelä, Tiina Partanen, Tero Toivanen, Tarmo Toikkanen,
Vuokko Kangas and Markus Översti
Innovative and Flexible Approaches to Teaching and Learning
with ICT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Sanja Jedrinović, Vesna Ferk Savec and Jože Rugelj
Part IV Implications of Digital Tools to Student Learning

Microlearning for Macro-outcomes: Students’ Perceptions
of Telegram as a Microlearning Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Tahani I. Aldosemani
The Impact of Educational Robots as Learning Tools
on Mathematics Learning Outcomes in Basic Education . . . . . . . . . . . . 203
Janika Leoste and Mati Heidmets
Training Incident Commander’s Situational Awareness—A
Discussion of How Simulation Software Facilitate Learning . . . . . . . . . 219
Stella Polikarpus, Mikkel Bøhm and Tobias Ley
Cross-Innovation—Innovations in the Intersection
of the Audiovisual and Education Sector . . . . . . . . . . . . . . . . . . . . . . . . 235
Mervi Rajahonka
Educational Use of Facebook: A Comparison of Worldwide
Examples and Turkish Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251
Abdullah Saykili and Evrim Genç Kumtepe
Indicators Related to the Educational Application of ePortfolios . . . . . . 269
Csaba Komló
Author Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297
Part I
Gamification of Learning with Digital Tools
Project-Based Learning for Statistical
Literacy: A Gamification Approach
Huiyu Zhang and Linda Fang
1 Introduction
Learning statistics needs to supersede the traditional lecture- and tutorial-based

lessons, where students are trained to understand and apply correct concepts, rules
and formulae to solve questions. Gal (2002) defined statistical literacy as the ability
to interpret, critically evaluate, and communicate statistical information and mes-
sages. He further proposed a model that characterises statistical literacy as a joint
activation of five interrelated knowledge bases, in literacy, statistical, mathematical,
context and critical questions; and a dispositional component comprising of critical
stance, beliefs and attitudes. Garfield (2002) noted that it is not enough to instruct stu-
dents about formulas and rules in order for them to develop a coherent understanding
to discuss or articulate their reactions to statistical information. Tishkovskaya and
Lancaster (2012) also highlighted five principles of learning from cognitive theory,
applied to statistical education by Lovett and Greenhouse (2000) summarised the
current concept on the most effective approaches to teach statistics, as such students
learn best from what they practice and perform on their own; knowledge tends to
be specific to the context in which it is learned; and learning is more efficient when
students receive real-time feedback on errors.
H. Zhang (B) · L. Fang

Temasek Polytechnic, Singapore 529757, Singapore
e-mail: zhanghy@tp.edu.sg
L. Fang
e-mail: fangml@tp.edu.sg
© Springer Nature Singapore Pte Ltd. 2019 3

T. Väljataga and M. Laanpere (eds.), Digital Turn in Schools—Research,
Policy, Practice, Lecture Notes in Educational Technology,
https://doi.org/10.1007/978-981-13-7361-9_1
4 H. Zhang and L. Fang
1.1 Problems with Traditional Methods
Winquist and Carlson (2014) reported that while student teaching evaluations of the
standard lecture-based approach were high, they found that students had poor long-
term retention of material. It was also found by Onwuegbuzie and Wilson (2003)
that a major impediment to learning for exam-based statistic course is student’s
(mathematical or statistical) anxiety. In another study by Loveland and Schneiter
(2014), activity-based teaching method resulted in higher student comprehension of
statistical concepts and greater ability to apply statistical procedures.
1.2 New Approaches
In view of these reported problems, the implications for statistics teachers are then
to provide activities anchored on cognitive principles to develop the desired per-
formance and have appropriate assessment incorporated into the learning journey
for both teachers and students to determine if learning outcomes are achieved, in
time for rectifications of shortcomings. Various strategies have thus been explored,
such as using experiential learning that involves working with real data, solving real
problems, and improving real processes, as reported by Calderwood (2002); collab-
orative learning that allows group assignments on computation and interpretation of
data and descriptive statistics (Delucchi 2006) or the ‘jigsaw technique’ to finish the
entire worksheet sequentially (Perkins and Saris 2001); and integration of ICT and
softwares, especially those in demand in the market (Peiris 2002).
A congruent factor in every effective learning and teaching technique is moti-
vation. Learners have to be motivated to both begin the learning and continue the
process. Games, defined as ‘a form of participatory, or interactive, entertainment’
(Rollings and Adams 2003) seem to be able to provide the self-direction and auton-
omy to sustain the motivation and engagement in this participatory process. This
‘play as you learn’ concept was also evaluated by Glover (2013) where he found that
gamification had provided additional motivation to ensure that learners fully com-
plete activities and, with careful consideration of the implementation, can encour-
age ‘good’ behaviour and discourage ‘bad’ behaviour. Better academic performance
was observed for practical assignments when gamification plugin was deployed in
a learning management system as compared to a traditional e-learning (de-Marcos
et al. 2017). On the other hand, Hanus and Fox (2015) opined that students can be
aversive to the idea of ‘mandatory fun’ (of earning badges, and other activities);
while Mollick and Rothbard (2014) reported that gamification was more effective
only when individuals can choose whether or not to participate. Gåsland (2011) anal-
ysed the impact of game elements using game ‘World of Warcraft’, stating that the
tabard served as a badge other players can recognise and admire. Such status symbols
motivate the players to excel.
Project-Based Learning for Statistical Literacy: A Gamification … 5
1.3 Subject Redesign
Biostatistics, a 60-h statistics literacy core module for the Diploma in Biomedical
Engineering (BME) was redesigned for the October 2017 semester to incorporate
a project-based learning approach. The implementation of project-based learning
required students to conduct a statistical study through design of research instruments,
collection and analysis of data, and the writing of a report in their own interest area.
Gamification elements drawn from the popular gaming genres were infused to better
motive and engage the students. The purpose of this qualitative study was to determine
the impact of infusing gamification elements in a project-based learning approach
through examining the following questions:
1. How did the gamification elements improve the students’ motivation level in a
group?
2. How did these elements help the students acquire the desired learning outcomes
as a group?
2 Methodology
2.1 Participants
A total of 28 BME second-year students from one class participated in this study.
They consisted of 16 males and 12 females, with a mean age of 19 years. This
biostatistics module was conducted between October 2017 and February 2018. There
were five summative assessment components, including a heavily weighted group
project component.
2.2 Group Project Format
The participants worked over 15 weeks on their group project, in groups of two to
three. They were required to conduct a statistical study in an area of their choice,
such as how sleeping habits affect academic performance, and write a formal report
on it. In the report, they had to describe their proposed course of action, carry out
statistical experiments, justifying with appropriate statistical techniques and analysis,
and explain the benefits or improvements to be expected. The quality of work was
assessed based on the description of the issues, depth of research, appropriateness of
statistical methods, analysis and interpretations, proposed benefits or improvements,
referencing, and on the overall organization and flow of the report. This project was
facilitated mainly through the BlackBoard Learning Management System (LMS).
Figure 1 shows the recommended timeline for major milestones.
Project starts Analyse data
Week 2 Weeks 8-10 Weeks 11-16 Week 16
Roll out research instrument/ Final report

Data collection submission
Fig. 1 Recommended project timeline
2.3 Gamification Elements
To ensure major milestones were achieved in this project-based learning journey in

a game-like experience, three basic game elements, namely, goal-focused activities,
reward mechanisms and progress tracking were incorporated in the lesson design.
Goal-focused activities. Gåsland (2011) found that ‘getting to the next level is
often a strong motivator for continued effort’, hence the goal-focused activities for
this approach were designed with several levels, with each levelling-up leading to
increased challenge.
Participants started off at ‘Level 0’ of the game, termed ‘Biostatistics GO’, inspired
by the popular ‘Pokémon GO’ game, by ‘entering’ a briefing room to learn about
the project objectives, specifications and timelines. The briefing room was created
by Articulate Studio to convert PowerPoint slides into an interactive presentation.
Participants then proceeded to ‘retrieve’ their mission, which was another interactive
articulate presentation, and were informed of the possible statistical topics and areas,
the dos and don’ts, and the desired outcomes. Upon completion of these two stages
in ‘Level 0’, students earned their first badge and proceed to the next level.
There were five stages in ‘Level 1’. At Stage 1—‘Gather your team’, participants
formed their team of a maximum of three members using the self-enrolment feature in
LMS. At Stage 2—‘What’s your mission’, they would discuss in the threads created
in the LMS discussion forum accessible to only members of the same team, to agree
upon the topic they would embark on. The discussion threads were:
• Which topic would you like to pick?
• Why do you find this topic important or interesting?
• What is the scope of study?
• What are the potential benefits the study can bring to the community?
In Stage 3—‘Foolproof plan’, each team worked on their task list using Google
Sheets to assign owners, schedules, resources and other project management details.
Drawing reference from ‘PokéStop’, in Stage 4—‘Biostats Stop’, each team was
to draft and upload their research instrument, either survey questionnaire or interview
questions, with the wiki tool in LMS. The PokéStop in the Pokémon GO applica-
tion allowed players to collect ammunition to capture more Pokémons; likewise, at
the Biostats Stop, for a sound statistical study, the research instrument was seen as
the most important component—it was the key tool to collect responses and data
(ammunition in the game sense) to gain accurate trends and insights of the topic or
problem statement. Hence, participants were required to put in effort at the Biostats
Stop to formulate appropriate survey/interview questions. Corresponding to ‘Poké-
mon Gym’ where Pokémon trainers could go to sharpen their skills and battle their
Pokémons against other player’s Pokémons, in Stage 5—‘Biostats Gym’, a team’s
research instrument would be critiqued by another team using rubrics provided, in
a round-robin manner. The critique team was able to award one of three available
Pokémons indicating the respective ‘power’, namely ‘More work needed’, ‘Almost
there’ and ‘Great to go’, to indicate their overall assessment of the quality of work.
Upon completion of these five stages in ‘Level 1’, participants earned their second
badge but could not proceed to the next level until the green light was given, as
indicated on the leader board.
After having earned their second badge, teams were presented with the first
‘Bonus’ chance (to be elaborated in the next section). To clear ‘Level 2-Getting
more serious’, the teams watched an instructional video on using a statistical soft-
ware. They had to use it to analyse the data collected through administering the
research instrument that would have been perfected after clearing ‘Level 1’. The
teams were automatically awarded with the third badge and were presented with the
second ‘Bonus’ chance.
To complete this game of ‘Biostatistics GO’, the team just needed to submit a
formal report that consolidated the processes and outcomes, broadly following the
universal guidelines of including ‘Introduction’, ‘Literature Review’, ‘Methodol-
ogy’, ‘Findings’, ‘Discussions’, ‘Conclusion’ and ‘References’. See Fig. 2 for an
overview of the game design.
Reward mechanisms. Apart from the badges to be collected, a leader board,
typically used in competitive activities to rank the players according to
their achievement, was used here as a motivator. In this three-tiered ranking leader
Fig. 2 Design of ‘Biostatistics GO’

Fig. 3 Leader board of the

teams
board, every team can view their position according to the tutor’s assessment (based
on the same rubric provided to them during Level 1 Stage 5) on the performance in
Stage 4—how well was the research instrument drafted. Each team was awarded with
either one of the three stars in gold, silver and bronze according to merit in descend-
ing order. They were again ranked based on their contributions in Stage 5—to what
extent was the critique objective, actionable and constructive, with either of the three
types of emojis in grinning, slightly smiley and unhappy (in descending order). They
also viewed the rating provided by their critiquers. The indication to proceed to the
first ‘Bonus’ chance, termed ‘Level up’, was indicated on the leader board with a
flag (see Fig. 3).
There were two ‘Bonus’ chances. In each ‘Bonus’ chance, each team earned a 20%
of the total project marks by submitting a progress review report that summarised
their progress in ‘Level 1’ and after ‘Level 2’, respectively. As Tishkovskaya and
Lancaster (2012) had noted, to make learning more efficient, the mental load students
must carry needs to decrease. Thus, by implementing this reward of 40% of the final
mark, one, it served as an extrinsic motivation for the completion of the game; and
two, it reduced their cognitive load and stress in managing such complexed statistical
concepts and procedures.
Progress tracking. Tracking progress towards goals in games parallels the signifi-
cance of tracking learning processes, that is to identify the remaining tasks required to
win in the game context, or to achieve the desired learning outcomes for the instruc-
tional context. The progress tracking tool used here is inferred from the reward
mechanisms. Using the leader board, participants could track whether tasks had or
had not been completed. In addition, participants received some form of formative
assessment by looking at the tutor’s and peers’ ratings reflected on the leader board,
and work on how to improve.
The levelling-up mechanism along with the collection of badges in the game, also
provided the platform for participants to self-monitor and pace their progress, on
whether they are on target with respect to the recommended timeline to complete the
project.
3 Evaluation
By using the framework from Kirkpatrick’s levels of learning (1994), the effective-
ness of these gamification elements regarding the level of engagement and motivation
of the learners, and whether they would lead to better project performance and the
attainment of statistical literacy, was investigated.
3.1 Instruments
For the Level 1 (Reaction), an online survey consisted of 19 questions were designed.
The questions were categorised into two groups, namely to find out student’s dif-
ficulties and self-perception of their formal writing competency, and their levels of
engagement and motivation to the different gamification elements. Responses were
scored on a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly
agree). The survey was administered with informed consent obtained from all the
28 participants in January 2018, one week after they have submitted their second
progress review report.
For Level 2 (Learning), 12 participants from six different teams of varying project
performances were selected to be interviewed to find out why their self-rating
reflected an increase or decrease by one point. The interview sought to find out
the most and least significant online experience for the project as well as whether
the online set-up helped them prepare for their project work in terms of team work,
sharing of knowledge, motivation, quality of work, meeting of deadlines, etc.
3.2 Analysis of Data
For Level 1 (Reaction), the survey data were used to provide simple descriptive
statistics in terms of response to the gamification activities. For Level 2 (Learning),
three sources of data were used. The self-reporting section of the survey of their
competence in report writing provided data on whether the participants perceived
they were learning. To gain further insights, their responses were also compared with
their group report marks. Those who rated an increase or decrease by at least one point
were selected for an interview. The triangulation enabled a deeper understanding of
how learning was shaped by the online activities.
4 Results
4.1 Engagement
Participants’ responses from the survey showed that they were overall engaged and
motivated by the gamification elements. The breakdown of their responses is shown in
the series of charts found in Fig. 4. Overall, the participants perceived the gamification
elements such as the ‘Briefing Room’ and ‘Retrieve Mission’ enjoyable, and had
made the requirements of the work much simpler, understandable and appealing; and
the ability to perform playback allowed them to revisit the information as and when
they need it. The only negative comment from a respondent about these elements
was that some doubts about the project still needed face-to-face clarifications with
the tutor.
On the first three stages in ‘Level 1’, participants found the gamification design
an interesting approach which encouraged them to complete the tasks, assisted in
their through thought process and a useful tracking tool; although there was also a
disagreement that this process was too tedious.
Participants especially liked the ‘Biostats Stop’ and ‘Biostats Gym’ as they were
able to realise their own errors and mistakes when they critiqued their peers, under-
stood how to enhance their own research instrument from adopting the perspective
of a survey participant viewing the questionnaire (of another team) for the first time;
and were definitely appreciative of the constructive feedback provided by their peers.
Not everyone enjoyed the leader board. While some students found they were
more motivated because of the ranking and competitive environment created, and
were driven to improve on their project because of their own ranking; some students
opined it was discouraging as every team can see how the other teams fared. These
Pokémons reference also failed to appeal to one South African raised student who
did not have the context understanding of the evolution of the Pokémons, from a
‘Dratini’ to ‘Dragonair’ and eventually ‘Dragonite’ in analogy to the quality of the
current work done.
4.2 Learning
All participants passed their project report. The teams scored relatively well. Four
teams were awarded an A grade, five were awarded B grade and one a C grade:
A grade
Team 1(G1)—90 marks
Team 2 (G2)—88 marks
(a) Did you enjoy the 'Briefing Room' & 'Retrieve Mission'?
17
8
3 0 0
Strongly Agree Agree Neutral Disagree Strongly

Disagree
(b)
Did you find 'Briefing Room' & 'Retrieve Mission' helpful in
your project implementation?
18
4 5 1 0
Strongly Agree Agree Neutral Disagree Strongly Disagree
(c)
Did you enjoy the ‘Gather your team’,‘What’s your
mission’ & 'Foolproof plan'?
16
6 4 2 0
Strongly Agree Agree Neutral Disagree Strongly Disagree
(d)
Did you find ‘Gather your team’,‘What’s your mission’ &
'Foolproof plan' helpful in your project implementation?
16
6 5 1 0
Strongly Agree Neutral Disagree Strongly

Agree Disagree
(e) Did you enjoy the ‘Biostats Stop' & 'Biostats Gym'?
17
5 5
1 0

Disagree
(f)
Did you find ‘Biostats Stop' & 'Biostats Gym' helpful in your
project implementaƟon?
18
4 6
0 0

Disagree
Fig. 4 a, c, e and g depict to what extent the respondents liked the different gamification elements,
while b, d, f and h depict the extent the respondents found these elements helpful in their learning
and executing of the project
(g) Did you enjoy the ‘Leaderboard'?
12
6 6 4
0

Disagree
(h)
Did you find 'Leaderboard' helpful in your project
implementaƟon?
17
3 6
2 0

Disagree
Fig. 4 (continued)
Fig. 5 Change in the participant’s self-rating of perceived competency in formal report writing
B grade
Teams 5 (G5) and 6 (G6)—79 marks
C grade
No team received a D (59%) or F (below 50%) grade.
Data from their self-rating of how they perceived their competency in writing
a formal report, before and after this group project showed that some had rated
themselves higher, while others scored themselves lower after the project (see Fig. 5).
Based on the self-scoring system, the changes were as follows (see Table 1):
Each participant’s change in self-rating and project ranking were cross-tabulated
(see Fig. 6).
Table 1 Change in self-rating before and after group project

Competency level (‘before’ to ‘after’) Score No. of participants
Competent to very competent +1 1
Average to competent 6
Competent to competent 0 9
Average to average 7
Very competent to competent −1 1
Competent to average 1
Average to below average 3
Fig. 6 Project scores versus change in perceived competence for project
The 16 participants who indicated no change in their rating came from all groups
except for group 5. An interesting trend was observed. The seven who indicated an
improved rating of +1 were from the lower-scoring groups (G4, G5, G7, G8 and
G9). In comparison, the five who indicated negative improved rating of −1 came
from the higher-scoring groups (G2, G3 and G6). The participants who indicated the
‘−1’ rating had a better cumulative grade point aggregate (cGPA) score (on average,
3.73 out of 4.0, with median of 3.78) than the other participants who indicated ‘1’
rating (on average 2.07, with median of 3.32).
Those who indicated a change in their perceived competence level were invited
for an interview. Data from the following section came from the 11 out of the 12
participants who came for the interview.
For those who rated a lower competence point (‘−1’) after the project, the online
experience made them more aware that they could do better and their causes. They
cited the following reasons:
• Time constraint
… there is more room for improvement, and that the group was capable of better
work; however, we were constrained by time … (Participants 1 and 2 from G3,
rating from average to below average)
• Shortcomings
… I had a false expectancy at the start and realised that I was not as competent at
the end. However, I feel that I have improved in report writing and did learn …
(Participant 2 from G6, rating from Competent to Average)
… I am aware of my shortcomings, as I require some help from friends and the
tutor … (Participant 1 from G2, rating from average to below average)
… there can be room for improvement, as some parts were not completed suf-
ficiently, and at times lacked knowledge … (Participant 1 from G6, rating from
Very Competent to Competent)
Those who rated an increase competence point (‘+1’) were the ones who high-
lighted that they had many problems with report writing before the start of the project.
The cited the following reasons for their positive self-scoring:
• Enabled learning
… online project was useful for learning … (Participant 1 from G9, rating from
Average to Competent)
… I was able to understand the different statistical tests and apply them for the
project and the whole subject … I appreciated placing lessons online as they were
clear … (Participant 2 from G4, rating from Average to Competent)
• Guiding steps
… while other subject reports helped with the format, however, it was the steps that
provided guidance for the project … (Participant 1 from G5, rating from Average
to Competent)
… improvement came from everyone, including classmates … (Participant 2 from
G7, rating from Average to Competent)
Overall, the online experience helped the 12 participants learned better because
of the way learning unfolded. Elements of the design were highlighted. For instance,
the levels helped participants in their journey. To one participant, it provided a goal
to work towards. They also learnt from their group mates as well as from feedback
from peers. It influenced one participant to review the group hypothesis and change
the survey questions. The leader board provided a useful signal as to how they were
doing, identifying their gaps as well as providing the standards they had to meet. In
addition, having Pokémon characters made it more fun than regular leader boards.
However, participants wished they had more time to reflect on it, while those who
had the lowest score from that felt a little ashamed to have it publicly announced.
5 Discussion (According to Research Questions)
Tapping on the idea of Pokémon characters was a positive move. The participants
were more motivated. The different power of the Pokémon characters symbolised
the quality of the work produced, which made the leader board more interesting
and motivating to the students as being awarded the more powerful ‘Dragnonite’ or
‘Dragonair’ was an achievement status (Gåsland 2011).
Evidently, it was the design of the game that helped learning, i.e. the levels and the
opportunity for feedback; agreeing with Gåsland (2011) and Lovett and Greenhouse
(2000). With these ‘Level’s in place, the students were able to dissect what were
required and work towards the goals. The feedback helped them to further improve
on their work.
What was unexpected was the way the experience made some participants aware
of their shortcomings, and potential room for improvement.
6 Conclusion
Using game-like elements certainly added much excitement and depth to learning.
With the goal-focused activities, reward mechanisms and progress tracking incorpo-
rated in this approach, results gathered suggest that participants were overall more
motivated and engaged to begin and continue with the learning. This could in part
be related to the features of the goal-focused activities, that have helped to sequence
and breakdown the project into bite-sized chunks (in the form of ‘Level’s) for easier
implementation. Implementing the reward mechanism using the leader board also
proved its merits as a tool to increase and sustain the motivational levels; encourag-
ing students to complete the project timely, and with a sense of achievement. Having
said so, the context in the game should be relevant to the participants (players) to
achieve the said effectiveness.
In the further work, we intend to analyse and evaluate this current model of
gamified approach using Temasek Polytechnic’s Self-Directed Learning Framework
(Learning Academy 2016) comprising of the four phases: ‘Plan’, ‘Perform’, ‘Moni-
tor’ and ‘Reflect’; on whether the learners are able to diagnose their learning needs,
formulate learning goals, identify resources for learning, select and implement learn-
ing strategies and evaluate learning outcomes (Knowles 1975).
References
Association for Achievement and Improvement through Assessment: How can attainment and
progress be recorded and tracked. https://www.aaia.org.uk/assessing-without-levels/how-can-
attainment-and-progress-be-recorded-and-tracked/ (2019). Accessed 2019/04/01
Calderwood, K.A.: Incorporating multiple epistemologies into teaching statistics to social work
students. J. Teach. Social Work 22(1–2), 17–32 (2002)
Delucchi, M.: The efficacy of collaborative learning groups in an undergraduate statistics course.
Coll. Teach. 54(2), 244–248 (2006)
de-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., Pagés, C.: An empirical study comparing
gamification and social networking on e-learning. Comput. Educ. 75, 82–91 (2017)
Gal, I.: Adults’ statistical literacy: meanings, components, responsibilities. Int. Stat. Rev. 70(1),
1–51 (2002)
Garfield, J.: The challenge of developing statistical reasoning. J. Stat. Educ. [Online] 10(3) (2002)
Gåsland, M.: Game mechanic based e-learning. Master Thesis, Science and Technology (2011).
Retrieved from https://daim.idi.ntnu.no/masteroppgaver/006/6099/masteroppgave.pdf. Accessed
2018/04/04
Glover, I.: Play as you learn: gamification as a technique for motivating learners. In: Herrington,
J., Couros, A., Irvine, V. (eds.) Proceedings of World Conference on Educational Multimedia,
Hypermedia and Telecommunications, pp. 1999–2008. AACE, Chesapeake, VA (2013)
Hanus, M.D., Fox, J.: Assessing the effects of gamification in the classroom: a longitudinal study on
intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Comput.
Educ. 152–161 (2015)
Kirkpatrick, D.L.: Evaluating Training Programs: The Four Levels. Berrett-Koehler, San Francisco
(1994)
Knowles, M.S.: Self-Directed Learning: A Guide for Learners and Teachers. Englewood Cliffs,
Prentice Hall/Cambridge (1975)
Learning Academy. Temasek Polytechnic. http://www.tp.edu.sg/centres/learning-academy (2016).
Accessed 2018/04/04
Loveland, J., Schneiter, K.: Teaching statistics with lectures or activities: a comparative study. In:
Makar, K., de Sousa, B., Gould, R. (eds.) Sustainability in Statistics Education. Proceedings of
the Ninth International Conference on Teaching Statistics, pp. 1–4. ISI, Flagstaff, AZ (2014)
Lovett, M.C., Greenhouse, J.B.: Applying cognitive theory to statistics instruction. Am. Stat. 54(3),
196–206 (2000)
Mollick, E.R., Rothbard, N.: Mandatory fun: consent, gamification and the impact of games at
work. In: The Wharton School Research Paper Series (2014)
Onwuegbuzie, A.J., Wilson, V.A.: Statistics anxiety: nature, etiology, antecedents, effects, and
treatments—a comprehensive review of the literature. Teach. High. Educ. 8(2), 195–209 (2003)
Peiris, M.S.: A way of teaching statistics: an approach flexible to learning. CAL-laborate 9, 13–15
(2002)
Perkins, D.V., Saris, R.N.: A “jigsaw classroom” technique for undergraduate statistics courses.
Teach. Psychol. 28(2), 111–113 (2001)
Rollings, A., Adams, E.: Andrew Rollings and Ernest Adams on Game Design. New Riders, Indi-
anapolis (2003)
Tishkovskaya, S., Lancaster, G.A.: Statistical education in the 21st century: a review of challenges,
teaching innovations and strategies for reform. J. Stat. Educ. 20(2), 1–55 (2012)
Winquist, J.R., Carlson, K.A.: Flipped statistics class results: better performance than lecture over
one year later. J. Stat. Educ. [Online] 22(3) (2014)
User Expectations and Experiences
in Using Location-Based Game
in Educational Context
Jaakko Vuorio , Jussi Okkonen and Jarmo Viteli
1 Introduction
Location-based games are a promising way to enable students for varying activi-
ties in- and outside school building. Especially smart phones with GPS capability
and fourth generation of broadband cellular network technology, computing power,
development of app economy, and overall affordability have played a key role in
making location-based mobile technology available, reliable, and robust, and the
technology is progressively common to be found from every student’s pocket.
Incorporating mobile technology and pervasive learning can leverage effective-
ness and accessibility of learning activities (Shuib et al. 2015). Using mobile devices
to support learning has been also associated with improvements to stronger moti-
vation and engagement (Hsu and Ching 2013; Martin and Ertzberger 2013). The
outcomes of mobile devices harnessed with location-based activities are encourag-
ing. Perhaps the most known mobile application using location technology so far
is the Pokémon GO. There is evidence that Pokémon GO has a positive effect on
physical activity and life expectancy and perhaps increases social connectedness, and
improves mood (Althoff et al. 2016; Howe et al. 2016). Schools could provide an
interesting context for applications and games with immersive location-based tech-
nology for various reasons. School classrooms are known of high volume of sitting
(Ridgers et al. 2012), which have been linked to rates of metabolic syndrome, type
2 diabetes, obesity, and cardiovascular diseases (Hamilton et al. 2007). Reduction in
sedentary time may have a significant impact on diabetes prevention (Wilmot et al.
2012). Among possible health benefits, using mobile devices for learning adds a new
pedagogical approach to set up learning activities and expand traditional learning
environments. Sung et al. (2016) performed a meta-analysis and research synthesis
of the effects of mobile device integration to learning and teaching, resulting there is
J. Vuorio (B) · J. Okkonen · J. Viteli

Tampere University, Tampere 33014, Finland
e-mail: jaakko.vuorio@gmail.com
© Springer Nature Singapore Pte Ltd. 2019 17
T. Väljataga and M. Laanpere (eds.), Digital Turn in Schools—Research,
Policy, Practice, Lecture Notes in Educational Technology,
https://doi.org/10.1007/978-981-13-7361-9_2
18 J. Vuorio et al.
a positive effect when using mobile devices in educational interventions compared

to desktop computers or not using mobile devices (Sung et al. 2016). Using mobile
devices with location technology to provide immersive learning experiences may
provide further advantages. These are accessing learning materials in a particular
context, collecting field data in situ, personalization of the learning experience, and
deriving learning value from the novel mobile technology (Benford 2012). Nega-
tive implications are related to privacy issues as these technologies track the user’s
location and activities.
In our study, location-based game was used in the Finnish comprehensive schools
where we conducted a series of user experience tests in order to examine the outcomes
of using such technology for educational purposes. Our research question is what are
the differences between subjective user expectations and user experiences in using
location-based serious game in educational context.
1.1 Location-Based Game
Location-based service (LBS) is “the ability to find the geographical location of

the mobile device and provide services based on this location information” (Prasad
2006). Location is commonly provided with Global Positioning System (GPS) or
equivalent technologies through satellite positioning. Indoor positioning systems
(IPS) are also available with infrastructure-free Wi-Fi (wireless local area net-
working), frequency modulation (FM) and Global System for Mobile (GSM) and
infrastructure-based radio-frequency identification (RFID), and Bluetooth beacons.
Indoor positioning remains a challenge for the respective industry to deliver reli-
able indoor position (Lymberopoulos et al. 2015), and therefore, we focus on system
dealing with GPS technology used outdoors.
Location technology has been adopted in numerous domains relating to learning.
There is evidence that games with location technology can be an effective way to set
up learning activities for people with intellectual disability and additional sensory
impairments in teaching independent route navigation (Brown et al. 2011). Games
with location technology have also been used to collect user data to develop urban
environments (Celino et al. 2012) and to teach complex university-level course of
routing in ad hoc networks (Lemcke et al. 2015). Moreover, location-based games
could attract different learners through physical activation, moving outdoors using
mobile technology, and creating immersive learning experiences.
Serious game is “a game in which education (in its various forms) is the primary
goal rather than entertainment” (Michael and Chen 2005). There are also numerous,
sometimes overlapping concepts with serious game such as e-learning, edutainment,
game-based learning (GBL), and digital game-based learning (DGBL) (Susi et al.
2007). Game-based learning (GBL) has been associated with better knowledge acqui-
sition and motivation (Connolly et al. 2012). In addition, game-based learning can be
effective in creating heightened student engagement and flow conditions for learning
(Hamari et al. 2016).
User Expectations and Experiences in Using Location-Based … 19
1.2 System Used in the Study
The Finnish comprehensive schools participating in our study were provided with a
location-based serious game administrated in a web browser environment to build
and generate activities. The actual game is run in a smart phone application using
smart phone’s performances such as GPS and camera. The smart phone application
runs both in Android and iOS environments.
To start activities, facilitator (in this case the teacher) creates a “track” or “trail”
on virtual map layer (e.g., Google Maps) that consists of several GPS checkpoints
with specific interactive task. These interactive tasks can be quizzes, multiple-choice
questions, text and hyperlinks, YouTube videos, pictures, instructions, and taking
pictures or a video. Feedback can be given immediately or afterward. Facilitator sets
a specific geographical area for the game play, so if a user tends to leave the area,
they are being alerted by the application to return to the game area. Facilitator can
also interact with users by sending messages and track the users’ location during the
game.
After the learning trail is set, users log into the game by scanning a QR code by
using their smart phone’s camera. After logging in, users start the game by moving to
start area defined by the facilitator. Users proceed to navigate to activities by following
a compass in the application that tells the direction and distance for the activity (see
Fig. 1). After the user reaches the correct GPS checkpoint (geographical point or
area), activity emerges to their smart phone application. After accomplishing the
task, user receives the next GPS checkpoint that can be randomized or accomplished
with the same order for every user. Facilitator can also set a time limit and modify
the diameters of the GPS checkpoints. The game ends to the finish area defined by
the facilitator. Facilitator receives users answers, pictures, and videos taken during
the trail and meta-data (i.e., time), which then can be analyzed for further use and
feedback. These learning trails can be stand-alone as the facilitator can print the QR
code for the users to start the game whenever and wherever they please or the game
can be a one-time activity.
2 Methodology
User experience can be measured with a wide array of methodologies to choose

from. In our methodological choices, we follow the user assessment approach pre-
sented earlier (Vuorio et al. 2017). Since collecting user data from moderately young
respondents can be confronting, there was a strong consensus to pursue relatively
light and compact user evaluation and straightforwardness. In this study, the basis
of the user experience assessment is quantitative SUXES method combined with
System Usability Scale and content analysis.
20 J. Vuorio et al.
Fig. 1 Systems navigation and quiz interfaces
2.1 Methods Used in the Study
SUXES questionnaire (Subjective Metrics with User Experiments), originally intro-

duced by Turunen et al. (2009a), originates from the SERVQUAL framework for
measuring service quality metrics by Zeithaml et al. (1990). SUXES is an evaluation
method for delivering insights about what are user expectations and experiences when
using interactive systems. SUXES method has been used to evaluate user expecta-
tions and experiences in various domains: mobile dictation application with speech
recognition (Keskinen et al. 2013), multimodal media center interface (Turunen et al.
2009b), and home media controller using a mobile phone (Turunen et al. 2009c).
User data is collected with two identical questionnaires: pretest (expectations) and
posttest (experiences). Eleven statements in the questionnaires are the same when
measuring user expectations and experiences, which allow us to measure the gap
between the pretest expectations and the posttest experiences. User expectations are
measured before end user starts to use an interactive system, and user experiences
are measured when the use of the system has ended. The statements are rated in
a seven-step scale ranging from “Strongly disagree” (1) to “Strongly agree” (7).
Main analysis is to compare median values of quantitative ordinal scale data for
each variable. Quantitative data is supported with open questions to further examine
outcomes (see Sect. 3.2).
Due to the nature of measuring user perceptions among elementary students, a
multidisciplinary domain, we followed the example of Keskinen et al. (2013) and
User Expectations and Experiences in Using Location-Based … 21
included the System Usability Scale questionnaire to capture subjective user percep-
tions relating to usability properties of the system.
Described as “quick and dirty,” the System Usability Scale (SUS), originally intro-
duced by Brooke (1996), is a simple ten-item scale to measure subjective usability of
a system. Statements of the SUS scale are ranked with five-step scale ranging from
“Strongly disagree” to (1) to “Strongly agree” (5). Main analysis is to score users
responses in different statements leading to a sum between 0 and 100 representing
the overall usability of the system under evaluation. SUS was originally developed
as a universal scale to measure usability aspects of a varying system and has ever
since been applied to different contexts. SUS remains still valid approach to measure
system usability (Mclellan et al. 2012), although there are debates whether the scale
produces a unidimensional factor (Borsci et al. 2009). SUS has been since developed
further to add more interpretation to overall SUS score (Bangor et al. 2008) and to
use a seven-step scale instead of five (Finstad 2010).
Content analysis by Neuendorf (2002) is “a summarizing, quantitative analysis
of messages that relies on scientific method (including attention to objectivity–in-
tersubjectivity, a priori design, reliability, validity, generalizability, replicability, and
hypothesis testing) and is not limited as to the types of variables that may be measured
or the context in which the messages are created or presented” (Neuendorf 2002). The
objective is to attain concise picture of the phenomenon resulting in concepts or cate-
gories describing the phenomenon under examination. There are numerous strategies
on how to use the content analysis as part of research methodologies. Inductive con-
tent analysis was used to organize data (quotations) that led to open coding. Open
coding means notes and headings are written in the text while reviewing it. After
a series of reviews, codes are listed to categories, which then are again grouped in
order to reduce the number of categories to find similarities or dissimilarities among
the codes (Elo and Kyngäs 2008). Overall, categories are patterns or themes that are
directly expressed in the data and/or are derived from them using analysis (Hsieh and
Shannon 2005). Results of the content analysis are viewed further on results section.
Coding of the content analysis was executed with Atlas.ti qualitative data analysis
software.
2.2 Study in the Finnish Comprehensive Schools
Location-based serious game (now on system) was used in the Finnish comprehensive
school grades 3–9 (age 8–15) during school year 2017–2018 (see Table 1). System
was used by 408 students (n = 408) representing 25 classes from ten different com-
prehensive schools. Before using the system, students were introduced with its main
features. Researcher introduced the system by reading a description of the system’s
general purpose, performances and gave examples of possible activities. After the
introduction, students entered the pretest questionnaire measuring their expectations
toward the system. Teachers had a one-hour training on how to operate the system,
how to create activities, and how to administrate the system in a web browser envi-
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of Saaristoväkeä
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.
Title: Saaristoväkeä
Novelleja
Author: Yrjö Koskelainen
Release date: December 13, 2023 [eBook #72399]
Language: Finnish
Original publication: Helsinki: Kust.Oy Kirja, 1912
Credits: Juhani Kärkkäinen and Tapio Riikonen
*** START OF THE PROJECT GUTENBERG EBOOK

SAARISTOVÄKEÄ ***
SAARISTOVÄKEÄ
Novelleja
Kirj.
YRJÖ KOSKELAINEN
Helsingissä, Kustannusosakeyhtiö Kirja, 1912.
SISÄLLYS:
Kehto
Kalle-Kustaan tupa
Mestarivaras
Uskovaisia
Simsörin Johannes
Naapurit
KEHTO
I.
Karviaismarjat ovat syöneet itsensä täyteen kuin puutiaiset

punottaen nyt tyytyväisinä elokuun auringossa. Aitan seinustalla
surisevat kimalaiset, vuoroin valkeissa angervoissa, vuoroin
punaisissa rantakukissa, koko ajan soittaen puoliuneliasta säveltään.
Kaukaa yli sinisen selän tulee lounaistuuli, loiskii rantakiviin ja
veneisiin ja huiskuttelee tangon nenässä punaisella ristillä ja sinisillä
ankkureilla merkittyä lippua.
Kala-aitta rantaäyräällä on matala, se on kahdesta kohden jatkettu

ja katonharja on notkallaan kuin vanhan tamman selkä. Kivellä oven
luona, pohjat aurinkoon päin, on suomuiset saappaat, vieressä
kulunut lakki ja piippunysä.
Ovesta näkyy verkkoja ja nuotanosia orsilla. Kuuluu kuorsausta,

joka kuitenkin äkkiä kätkee ja esiin pistäytyy karvainen pää ja pienet
harmaat silmät, joissa on vielä unenrippeet nurkissa.
Samassa seisoo Hamberg kokonaisenaan mäellä, lengottaa

hajalla reisin, haukottelee ja tirkistää aurinkoon, joka on ennättänyt
kauas ohi kello kahden, ja merelle, joka taas lupaa tyyntyä yöksi.
Ja sytyttäessään piippuaan ajattelee hän: yhä vaan riittää hyviä
ilmoja. Oikea silakkavuosi! Mutta verkot täytyy tästäpuolin laskea
syvempään. Kuu kasvaa, silakka alkaa kulkea alapaulan puolessa.
Ties montako tynnyriä viime yönä pujahti alitse…
Hän on leveä ja matala. Sääret lyhyet ja vääristyneet alituisesta

tuhtoon ponnistamisesta soutaessa. Hän on
seitsemänkymmenvuotias, mutta punertavassa täys-parrassa ei näy
vielä harmaita karvoja. Pää on kenossa, silmät luotuina korkealle.
Sen asento on niiltä ajoin kun hän oli lämmittäjänä kamreeri
Saurenin laivassa ja alhaalta tulisesta ruumasta kurkotti auringon ja
ihmisten puoleen.
Hän saapastaa verkkosalkojen luo, joilla leväällään kuivaa hänen

uusi vasta värjätty verkkonsa. Se on kauniin punertava kuin
koivunvarvut keväällä ja tuntuu silkinhienolta käteen. Se on
viidentoista sylen pituinen. Siihen oli mennyt monta talvipuhdetta,
monta hiljaista iltaa, jolloin tähdet tuikkivat pakkastaivaalla tai Patu
haukahteli ulkona pyryssä tuntiessaan ketun läheisyydessä.
Tupa on pohjoisen kallion alla, suojassa kylmimmiltä tuulilta.

Kattoon ei ole korkealti sillä ne propsit, jotka Hamberg aikoinaan
erään myrskyn jälkeen oli kerännyt ulkoluodoilta, sattuivat olemaan
mitaltaan lyhyitä. Kamarin rakennus osui jo parempaan aikaan:
silloin oli tukkilautta hajonnut näillä vesin ja hirsistä ei ollut puutetta.
Tupa on ollut aikoinaan punaiseksi sivelty, se rusottaa vielä

heikosti. Katolla kiekkuu peltinen viirikukko, jonka liikkeet viisari
merkitsee sisällä tuvan katossa olevaan kompassitauluun. Se on
Hambergin oma keksintö tämä tuulennäyttäjä ja pimeinä syysöinä
hän näkee siitä jo sänkyynsä ovatko veneet ja pyydykset vaarassa.
Eteläisen ikkunan alla kasvaa orjaruusu ja marjapensaita. Syreeni
saa joka vuosi luovuttaa oksiaan verkonkäpyihin. Omenapuukin on
istutettu aikoinaan siinä toivossa että se kerran kantaisi hedelmän,
mutta joka kesä raukee tämä toivo tyhjiin, kun lounainen varistaa
kukat ennen aikojaan ja vanha kyhmyinen puu näyttää jo alistuneen
kohtaloonsa ja päättäneen kuolla hedelmättömänä. Se on vieras
ulkosaaristossa eikä voi koskaan tänne oikein kotiutua.
Ylempää mäeltä näkyy navetan pääty ja päädyssä rasvaleimat

hylkeennahoista, jotka siinä leväälle naulattuna ovat kuivuneet
kevätauringossa. Korkeaan koivuun on sidottu lipputanko, vesiajolta
saatu eteläreimari, joka ei enää viittaa karia, vaan tällä kertaa
pelastusasemaa, sillä sen nenässä liehuu meripelastusseuran lippu.
Tupaan tultuaan laittaa Hamberg kahvipannun tulelle. Sisässä on

kaikki hiljaista. Kissa on hypännyt pöydälle ja haudottaa itseään siinä
päivänpaisteessa silmät pienenä jyvänä. Ainoa ääni lähtee
mustuneesta seinäkellosta, joka naksuttelee ja hinaa väsymättä
ylemmäs punttejaan, joista toinen on ruostunut kanuunankuula. Sen
oli Hamberg löytänyt vanhan tuvan hirrestä, kun oli sotavuosien
jälkeen siirtynyt kalastajaksi saarelle.
Kahvia hörpätessään pitelee hän nokista pannua vasemmassa

kädessään ja täyttää siitä kuppinsa seitsemän kertaa. Sitten hän
alkaa kaivella ihvistä piippuaan.
Hohojaa! Nämä iltapäivät ne tuntuvat niin tyhjiltä, niin toisenlaisilta

kuin ennen Rosina-vainaan aikana. Silloin oli kaupungista tultua ja
päivällisen maattua istuttu tässä kahdenpuolen pöytää ja juteltu
kalojen hinnasta tai uudesta rysänkappaleesta ja Rosinalla oli ollut
paikkuupukki aina vieressään. Ei monen käsi liikkunutkaan niin
näppärästi kuin Rosinan, vaikka se olikin kerran ruhjoutunut veneen
ja laiturin välissä ja jäänyt iäksi hiukan koukkuun. Siihen aikaan kyllä
verkot pysyivät kunnossa!
Siihen aikaan oli kalakeittokin pöydässä, kun hän palasi

kaupungista ja sukissa oli ehjät kantapäät. Siihen aikaan…
hohoojaa…
Hamberg vetelee piipustaan muutamia hiljaisia savuja ja silittää

suurella karkealla kädellään kissan selkää, joka siitä hyvillään
kehrää hänen käsivarttaan vasten. Kello seinällä huokaa, naksahtaa
ylimääräisen kerran ja jatkaa sitten taas vanhaan tahtiinsa.
Rosina-vainaa oli tarkkamuistinen, hän valvoi taloa kuin paras

koira. Hän piti mielessään ankarassa järjestyksessä kaiken sen
kalun, jonka he neljänkymmenen vuoden ajalla olivat pesäänsä
keränneet. Jos Hamberg oli venettä rakentamassa ja tarvitsi
parihakoja muistamatta mihin ne viime kerralla olivat jääneet, voi hän
huoleti turvautua Rosinaan.
— Isä-kulta nehän ovat taka-aitassa, sivuorren päällä! ilmoitti

Rosina. Ja jos hän tarvitsi koverrusrautaa, sai hän heti tietää että se
oli vinnillä siinä sinisessä kirstussa valinkauhan ja kertoimien
kanssa.
Mutta eilen kun hänen hätäpäätä oli korjattava purjetta, olisi hän
tarvinnut yhden niistä messinkiväkipyöristä, joita Sälskärin
hylkyhuutokaupassa oli ostanut kokonaisen kimpun, mutta sai koluta
aitat ja vinnit löytämättä mitään. Hän muisti hämärästi ripustaneensa
ne johonkin naulaan, mutta mihin naulaan, sitä ei olisi tiennyt sanoa
kukaan muu kuin Rosina. Ja Rosina oli maannut haudassa jo viime
vapusta vuoden…
Hamberg olisi tänään jatkanut pitemmällekin muistojaan, ellei
hänen apumiehensä, Janne, olisi tullut tupaan saamaan osaansa
päivän ansioista. Hamberg tyhjensi pöydälle kissan viereen kuluneen
kukkaronsa sisällyksen. Rahat, joita oli hopeita ja kuparia lajiteltiin,
laskettiin ja jaettiin kolmeen läjään, joista yhden sai Janne, kaksi
taas pyyhkäisi Hamberg suureen kouraansa vieden ne tuvan sivussa
olevaan kamariin. Nurkassa siellä sängyn takana oli raudoitettu
punainen kirstu, jonka hän avasi jykevällä avaimella ja erotettuaan
hopeat vanhaan tupakkapussiin ja kuparit sikarilaatikkoon, jälleen
huolellisesti sulki. Avain pantiin lasi-oviseen seinäkaappiin, jossa
punaisessa nauhassa hohti pari hopeamitalia »ihmishengen
pelastamisesta», vanhanaikuinen umpikuorinen kello ja pieni
hopeapikari palkintona kilpapurjehduksesta.
Aurinko alkoi jo painua läntisten metsien puoleen. Janne ja hänen

vaimonsa Mari kokosivat kuivia verkkoja saloilta, toinen yläpaulan
toinen alapaulan puolesta, kantaen ne vyhtenä veneeseen, joka oli
syrjittään kalakallion sivussa. Hamberg kivesti uutta verkkoaan, joka
tänään saisi kestää ensi kokeen ja osottaa mihin kelpaisi.
Verkko ei ollut vielä kunnossa, kun porsas lätissään ylempänä

mäellä alkoi surkeasti vinkua. Hamberg jätti työnsä ja kävi
ammentamassa äyskärillä sianruokaa kaukaloon. Samalla poikkesi
hän navetassa heittämässä heinätukun lehmälle, joka ynisi tyhjässä
pilttuussaan. Eläinten tuli olla Marin hoidossa, mutta porsas kasvoi
hitaasti ja lehmästä lähti vähemmän maitoa kuin ennen, Rosinan
aikana…
Kun aurinko tapasi kuusenlatvat Skoglannissa lähti vene

verkkoväkineen merelle. Tuuli oli tyyntynyt niinkuin edellisinä iltoina,
loivat mainingit vain keinuivat sileäpintaisina kuin olisi kaadettu öljyä
veteen. Karien kohdalla kävi tuttu kohina. Virosta käsin nousi
verkalleen yö tummana vyönä, joka auringon viime säteistä sai
punervan hohteen reunaansa.
Janne, jolla ahavoituneessa naamassaan oli pieni pystynenä ja

vaaleat viikset, sousi airoparilla keulassa. Mari istui keskituhdolla
vedellen pitkällä, Hamberg perässä huovaten toisella pitkällä airolla.
Kuului vain hankatappien kitinää ja ohikiitävältä karilta lokkien
kirkunaa, kun ne tappelivat makuukivestä.
Tallskär oli jäänyt kauaksi taakse. Se siirtyi Malmkobbenin

naapuriksi, salmet sulkeutuivat, karit ja kalliot sulautuivat yhteen ja
lopulta ne kaikki yhteensä muodostivat vain epämääräisen
tushiviivan taivaanrajassa, kuin rakkolevien vyön saaren rannalla.
Vain Skoglannin piiharjaiset kuuset erottuivat selvästi taivasta
vasten, sillä niiden takana, jossain alhaalla hehkui vielä aurinko kuin
valmiiksi lämminnyt leivinuuni.
Nyt oltiin perillä. Alettiin verkonlasku. Janne sousi, Hamberg laski,

Mari ojensi hänelle verkkovyhdit ja kohot. Pian kellui vedenpinnassa
joukko puukohoja suorassa jonossa ja verkot pingottuivat virran
voimasta veden alla. Viidennentoista ja viimeisen päähän kiinnitettiin
vene ilman ankkuria jotta koko jono saisi vapaasti kääntyä virran
mukana.
Nyt avattiin eväspussit ja haukattiin illalliseksi leipää, voita ja

silavaa ja sitten paneuduttiin levolle.
Hamberg imi viimeiset savut piipustaan, kopisti porot veneen

laitaan ja laittautui nukkumaan nahkavällyjen alle, peräpuolessa.
Mutta kun uni ei heti tullut, sytytti hän nysän uudelleen. Yö oli tyyni ja
lämmin, tähdet kuvastelivat sileäpintaiseen veteen, lännessä vilkutti
Skytteskärin majakka tulista silmäänsä ikäänkuin vanhalle tuttavalle:
Vai niin, Hamberg, sinä olet taas täällä aavalla verkkoinesi. Sinä,
vanha veitikka, tiedät missä silakka kulkee. Muiden veneet palaavat
aina puolta lautaa korkeampina kuin sinun. Ja sitten se taas vilkutti
kuin tahtoen sanoa: me kyllä tunnemme toisemme! Siitä asti kun
minut tänne asetettiin, olen nähnyt sinun liikkuvan näillä vesin keväät
ja kesät ja syksyt.
Nyt oli varmaan laiva tulossa lännestäpäin. Hamberg kohottautui

kyynäspään varaan kuullessaan heikkoa jyskytystä. Siellä näkyi
valkoinen mastolyhty ja veripunainen alahangan lyhty vetäen
kokonaisen jonon keltaisia kuulia perässään pitkin vettä.
Hamberg sylkäsi veteen nähdäkseen mihin virta kulki ja piti

silmällä laivan suuntaa. Aivan oikein: verkot olivat nyt kääntyneet
poikittain entisestä asennostaan joutumatta kuitenkaan vaaralliseen
kulkuveteen.
Hän oli tullut katsahtaneeksi keulapuoleen. Siellä nukkuivat

makeita unia Janne ja Mari resuiseen sänkypeittoon kääriytyneenä
ja Mari oli kiertänyt kätensä Jannen kaulaan. Mari ei ollut ruma,
hänellä oli kiiltävän mustat hiukset ja verevät poskipäät ja rintoja
röijyn täydeltä, oli Hamberg pannut merkille. Ja hän tuli ajatelleeksi
että melkein samanlainen oli Rosina-vainaa ollut neljäkymmentä
vuotta sitten. Silloin olivat he molemmat nukkuneet kaulakkain
verkkoveneessä ja tähdet olivat paistaneet mereen niinkuin nyt.
Mutta siitä oli niin kauan että se oli vain kuin etäinen unennäkö. Että
Rosinakin oli ollut nuori, että heilläkin oli ollut lapsi, josta sitten
kasvoi Fanny, sen hän vain muistamalla muisti — siinä välissä oli
pitkä, pitkä aika, jolloin elämä oli ollut ankaraa työntekoa ja
penninkokoomista, jolloin unet täytyi mitata lyhyeen ja karkoittaa
rakkaus mielestään. Ja Rosina oli ollut vanha, teräväleukainen ja
tarkkasilmäinen kalastajamuori, jolla oli aina ajatuksissaan lehmänsä
ja kanansa ja verkonpaikkuunsa ja talon tarvekalut.
Nyt oli Hamberg saariston rikkain mies. Hänellä oli sadottain

verkkoja ja viisi isoarysää — Kalle Krokströmilläkin oli vain kolme —
ja kaksi asuintupaa ja tuhansia markkoja kirstussa. Moni kadehti
häntä ja haukkuivat takanapäin kitupiikiksi, mutta herra tiesi että hän
rahojensa tähden oli saanut vaivata itseään ja olla liikkeellä aamusta
yöhön vaanimassa kuin synti!
Hän tiesi että Fanny ja vävy odottivat hänen loppuaan

päästäkseen käsiksi rahoihin, mutta itse hän ei ajatellut kuolemaa:
hän tunsi jäsenensä yhtä vankoiksi kuin ennenkin, milloin vettynyt
silakkavene oli vedettävä maalle ja kätensä yhtä varmaksi kuin
ennen, milloin koskelo oli pudotettava lennosta. Häntä melkein
nauratti puheet »ukko» Hambergista. Ja tänä elokuun yönä
maatessaan tyynellä ulapalla tuikkivien tähtien alla hänen
ajatuksensa hiipivät keulassa nukkuvaan Mariin, tämän kiiltävään
tukkaan ja korkeihin rintoihin. Hän oli kuin nuori mies, joka ei
moneen viikkoon ollut päässyt kultaansa tapaamaan.
*****
Oli vielä täysi yö merellä, kun Hamberg tunsi ruumiissaan että oli
aika nousta. Tuuli oli kääntynyt pohjoiseen ja ajanut taivaankannen
täyteen hallahtavia pilvenhattaroita, vesi näytti joka taholla kylmältä
ja harmaalta. Aamuvilu hyrisytti verkkomiehiä, he kohoutuivat
istualleen ja asettuivat hitaasti airoihin Hambergin hilatessa jo
veneeseen ensimäistä verkon päätä.
— Pidätäs Janne, tästä tulevat kissankalat! huusi Hamberg.

Tuskin olivat ensimäiset hopealle välähtävät silakat kohonneet yli
vedenpinnan, kun kaijat ja tiirat keksivät ne kaukaisilta kareiltaan ja
ilmestyivät einettä kärkkymään. Parkuen kuin pahankuriset lapset ne
leijailivat veneen päällä ja seurasivat sitä vanavedessä. Ja kun kala
irtautui verkosta jääden ajelehtimaan mereen, syntyi tappelu, jossa
vilkkaat ja urheat tiirat useimmiten sieppasivat saaliin kömpelömpien
lokkien nokan edestä.
Verkko verkolta nostettiin painavana kaloista ja vettä valuen

veneeseen, joka vajosi yhä syvempään kunnes vain ylin lauta kohosi
yli vedenrajan. Silloin oli päästy viimeiseen kohoon, pystytettiin
masto purjeineen ja alettiin luovia kotisaarta kohti.
Nyt oli aurinkokin ehtinyt taivaanrantaan, se kurkisti palavissaan yli

viivan ja täytti koko ulapan punaisella aniliinivärillä, mutta äkkiä se
muutti mieltä ja päästi keltaista tulikiveä joukkoon, ja nyt syntyi
outoja värileikkejä märkien luotojen kyljessä, joita aamulaine juuri oli
nuollut, kunnes aurinko tapasi oikean värisekotuksen ja meri sai
entisen lasivihreän kuultonsa.
Oli sivuutettu ulkoluodot, Tallskär ja Malmkobben erkanivat

toisistaan, salmet avautuivat ja kun pingotettiin purjetta ja saatiin
hyvä puuskapää avuksi, päästiin Ankkurikiveltä suoraan kalakallion
kylkeen, missä kissa oli jo osaansa odottamassa. Mari kiiruhti tupaan
kahvipannun ja lastensa luo, miehet kantoivat verkot maalle ja
alkoivat ravistaa niistä saalista. Ei puhuttu monta sanaa, mutta
Hamberg ja Janne silmäilivät tyytyväisinä toisiaan ja silakkaläjiä
kalliolla.
— Kuules Janne, näistä me suolaamme puolet, sanoi Hamberg.

Silakka ei tänään paljoa maksa kalarannassa. Aspöläiset, Krokström
ja Bergin Kalle tulevat jo tuolta hyvässä lastissa, näemmä.
Ja kun oli pistäydytty tuvassa kahvilla ja Hamberg oli kaapista
ottanut pullon, joka oli kuin litistetty rakko ja valuttanut siitä kuppiinsa
ja ojentanut Jannelle, kerättiin kaloista puolet suomuisiin koreihin ja
levitettiin purjeet, tällä kertaa ohjaten hyvää sivutuulta kaupunkiin.
Sillä aikaa huusi Mari salmen takaa Stiinan avukseen kaloja

perkaamaan. Työ joutui nopeasti jutellessa, kalat virutettiin ja
ladottiin suolarakeiden väliin nelikoihin. Mutta varikset olivat lentää
hamuttaneet säröisillä siivillään kala-aitan harjalle, vaakkuneet siellä
aamuvaakkunaansa ja laskeutuivat nyt varovasti yksitellen
kalakallion laitaan perkeitä syömään.
II.
Kaksi viikkoa tämän jälkeen, eräänä tuulisena lauantai-iltapäivänä,

kutsui Hamberg Jannen kamariin ja veti oven jälessään kiinni. Kun
oli keskusteltu ensi viikolla viritettävien isojenrysien paikoista ja
nuotanvedosta, ilmoitti Hamberg että hänellä oli kirje kirjoitettava
Köökariin, Rosina-vainaan veljelle, vanhalle Apelblomille. Pöydällä
oli rutistunut paperiarkki ja vähä sakeaa mustetta pullossa.
Janne heitti takin päältään ja ryhtyi työhön. Hamberg istui vieressä

ja saneli hänen olkansa yli. Kun oli saatu paperille »lähestymme
Teitä tällä kirjeellä ja tervehdyksellä» ja pari sanaa vuoden
silakkasaaliista iski Hamberg itse asiaan. »Kim ei minulla autuaan
Rosinan jälkeen ole ketään, joka keittäisi ja pesisi paidat ja kun
kanat munivat metsään ja ladon alle, ja munat pilaantuvat ja verkot
jäävät paikkaamatta, kysyn Teiltä, lanko, sopisiko nuoren Fransiljan
tulla minulle palvelukseen. Jos niin että hän on vapaa ja tahtoo eikä
ole saanut sulhasta ja kääntänyt päätään toisaalle».
Viime sanoja raaputtaessaan vilkaisi Janne Hambergiin, mutta
tämä toisti järkähtämättä sanansa kahteen kertaan.
Fransilja oli ollut isänsä kanssa viime markkinoilla ja silloin oli

Hamberg nähnyt tytön ja mieltynyt häneen. Ukko Apelblomilla oli
tusinan verran lapsia, Fransilja oli niistä kolmas tai neljäs
järjestyksessä.
Kirje oli nyt valmis. Rivit tosin nousivat ja laskivat kuin laineet
myrskyssä, mutta Hamberg oli täysin tyytyväinen siihen. Kun oli
loppuun pantu joukko tervehdyksiä nimitetyille henkilöille, piirrettiin
alle Petter Valfrid Hamberg ja varmuudeksi otti Hamberg vielä kynän
tukevaan kouraansa ja piirsi puumerkkinsä q W H, johon sisältyi
kaikki, mitä hän tiesi jalosta kirjoitustaidosta.
— Hoi setä, silmukka tuli väärälle puolelle, ilmoitti Janne, kun

P-kirjain osui väärinpäin.
Samaa se tietää, arveli Hamberg. Vaikka ruma se on noin

taakseen-katsovana, myönsi hän sitten.
Mutta kirje suljettiin ja laitettiin lähtökuntoon. Janne sai palkakseen

ryypyn litteästä pullosta ja lupaan Hambergin uuden kaksipiippuisen
haulikon, kun hän huomenaamulla aikoi lähteä kuville ulkoluodoille.
*****
On tyyni syyskuun likoilma. Meri on niin seijas ja ilma niin kajea

että saaret, jotka lounaisen kohina tavallisesti eroittaa toisistaan, nyt
ovat siirtyneet lähekkäin ja toisesta kuuluu toiseen lehmän
ammahdus ja lapsen itku.
Ilmanhenki kantaa koneenjyskeen laivaväylältä. Varikset kynivät
itseään rantamännyn latvassa. Niiden vaakkuna on käheätä ja
katarrista. Selällä muodostavat isonrysän kohot säännöllisen kuvion,
koskelopari soutelee rauhallisena siulojen ympäri ja vedenrajasta
kuuluu tuon tuosta sävähdys kuin heittäisi joku hiekkaa mereen:
siellä parvi kalanpoikia ajaa takaa pinnassa olevia hyönteisiä.
Saaristo kareineen, luotoineen leviää päilyvänä ja selvänä silmien
eteen kuin karttapinnalla.
Hamberg huopaa hiljoilleen rysää kohti. Hylje on kolmena yönä

peräkkäin käynyt siellä kaloja syömässä ja joka kerralla reväissyt
mennessään perään suuren aukon. Kalastajille on jäänyt vain päät
silakoista. Ja perä on paikattava joka aamu.
Hamberg kiertää varovasti puomin ja siulojen ympäri, kiinnittää

peräankkurinuoran toiseen hankatappiin ja alkaa kohottaa perää.
Heti kun hän saa nuoran käteensä, tuntee hän siinä vavahduksia ja
nykäisyjä ja puomi painuu syvemmälle veteen.
— Ähäs rakkari! Sielläkös sinä mellastat, kalavaras. Taisin tulla

oikeaan aikaan!
Kiireen kaupalla hän avaa perän ja vetää kaaren toisensa jälestä

veneeseen. Hylje kiitää edes takaisin rysässä kuin riivattu etsien
ulospääsyä, sen valkoinen vatsa vilahtelee siellä täällä. Nyt saa
Hamberg kiinni takakäpälistä, puristaa sormensa rautapihdiksi, mutta
hylje alkaa vimmatusti kiemuroida ja on jo luiskahtamaisillaan
käsistä, kun hän iskee tukevat hampaansa sen pyrstöön ja puree
leuat yhteen, siksi kun saa uuden otteen. Hylje murisee kuin koira ja
yrittää purra, mutta makaa kohta voitettuna veneenpohjalla ja saa
antaa henkensä pahoista töistään.
Kun Janne palaa kaupungista suolanhakumatkaltaan, on Hamberg
jo nylkenyt hylkeen ja naulaa pareillaan nahkaa navetan seinälle.
— Katsos kun rakkari on paksussa rasvassa! Vähänkös siihen on

kaloja mennyt — meidän silakoitamme! Mutta tallukat minä teen sen
turkista ensi talveksi!
Jannelta on kirje, joka on tullut kauppamiehen välityksellä. Siinä

Apelblom ilmoittaa että he Jumalan kiitos voivat hyvin ja Simsörin
muori on kuollut Fredrikin viikolla ja Fransilja on halukas tulemaan
setänsä luo. He saapuvat Mattsonin sumpussa, markkinaväen
kanssa. —
*****
Toisena markkinapäivänä, kun sumput ja jaalat täyttävät

eteläsataman kaupungissa ja kannet ovat täynnä väkeä ja nelikoita
ja punaisia kaulaliinoja ja Ahvenan murretta, luovii Hamberg
Mattsonin sumppua kohti uusissa pitkävartisissa saappaissaan,
kiiltonappisessa takissaan ja kaulassaan kaksi suurta mitalia
»ihmishengen pelastamisesta». Tutut ukot ja eukot tulevat
kättelemään ja kysymään kuulumisia, mutta tuntemattomat
katselevat kunnioittavasti syrjästä ja supattelevat keskenään siitä
mikähän esivallan virkamies se on, jolla on semmoiset kunniamerkit
ja kaluunit.
Vanha Apelblom on pareillaan avaamassa nelikkoa ja tarjoamassa

rommisilakkaa ostavalle rouvalle, kun Hamberg pistää kättä ja suu
naurussa kysyy:
— No missä se minun tyttöni nyt on?

Jolloin Apelblom niistää nenäänsä ja huutaa: Silja hoi, mihinkäs
sinä hävisit! Pane heti meidän kahvipannumme tulelle siihen
Mattsonin pannun viereen!
Fransilja on nähnyt Hambergin tulevan ja lymynnyt maston taakse

piiloon. Häntä hävettää. Hän on kankeassa täysvillaisessa
hameessa, joka vivahtaa siniseen ja vihreään kuin huhtikuun meri
päivänpaisteessa, vatsa on koholla ja huivi silmille työnnettynä.
Hänestä on niin hassua että hän tulee emännöimään rikkaan
Hambergin talossa, josta isä ja äiti olivat aina ylpeillen puhuneet
naapureille siellä kotona Köökarissa.
Kun hän tulee esiin on poskille kohonnut heleä puna ja silmät

maahantuotuina tai tavoitellen sinisiä ankkureita Hambergin lakissa,
hän ojentaa punaisen hikisen kätensä ja lentää sitten suinpäin
kajuuttaan.
— Kyllä se vielä tottuu ja kesyy! ajattelee Hamberg, mielissään

tytön punaisista, mehevistä huulista ja kauniista piirteistä.
Ja hän kääntyy Apelblomin puoleen, joka juuri on saanut kaupat

tehdyksi ja samalla kun pistää rahat kukkaroon, muuttaa mällin
toiseen poskeensa. Hän on pieni ukonkäppänä, silmien välissä nenä
kuin ruutisarvi ja renkaat korvissa. Ja nyt alkaa juttu
syyskalastuksesta ja markkinamatkasta, joka oli sujunut hyvin ja
naapurijaalasta tulee Simsörin vanha Efraim kolmanneksi, housut
syltyssä kantapäissä, etupelti auki ja punainen liina tiukkaan kaulaan
käärittynä. Mennään pieneen kajuuttaan, joka on täynnä
eväsarkkuja, astioita, villasukkia ja toinen toistaan ylempänä olevia
vuoteita seinässä ja käryää paistetulle läskille ja muulle. Siellä
hörpitään markkinakahvit kuuluvin siemauksin teevadin reunasta,
Hamberg tarjoo kasakkaa ja lopuksi kaksi ryyppyä mieheen kolmen
markan konjakkia. Mutta Fransilja istuu ääneti nurkassa ja on
kutovinaan sukkaa, vaikka vilkun uteliaana vähän päästä
Hambergiin, katsoo hänen punaista partaansa ja kiiltäviä nappejaan,
mutta enin sentään hopeisia mitaleita punavalkeissa nauhoissaan.
Niin koreata hän ei koskaan ole nähnyt.
Illalla lähdetään Hambergin ja Jannen seurassa Tallskäriin niillä

puhein että Fransilja jää sinne ainakin seuraaviin markkinoihin.
Palkakseen hän saa kymmenen markkaa kuussa, uuden hameen ja
yhdet kengät. —
Aluksi oli kaikki saarella uutta ja toisemmoista kuin kotona, mutta

sitten tuli hiukaiseva ikävä ja Fransilja itki monta kyyneltä
esiliinaansa milloin navetassa milloin kala-aitassa käydessään. Mari
oli aluksi nyreissään hänelle, sillä hän oli lehmän ja porsaan
hoitamisesta saanut tähän asti neljä markkaa kuussa, joka tulo nyt
loppui; rahalla oli hän kestinnyt itseään kahvilla ja sokerilla. Mutta
pian hän huomasi uuden emännöitsijän edullisemmaksi itselleen,
hän alkoi miesten poissaollessa pistäytyä Hambergin puolella
juoruamassa Fransiljan kanssa ja pian tuli tavaksi että nokinen
pannu ja kupit ilmestyivät pöytään.
Fransilja-kulta, liverteli Mari, ukolla on rahaa tuolla kirstussa vaikka

kapalla niittäisi, ei joku kahvikilo ja sokuritoppa tee lovea hänen
rikkauksiinsa! Haudo sinä huoleti aamusta iltaan pannuasi! Ja hän
kertoi kuinka oli silloin ja silloin nähnyt ukon kääntelevän rahojaan ja
tuulettavan seteleitään etteivät homehtuisi, näes.
Fransilja kuunteli hörössä korvin. Hänen alahuulensa lerpahti vielä

pitemmäksi ja silmät tulivat täyteen ihmetystä. Ja kun Mari oli
lähtenyt, meni hän kamariin katselemaan arkkua ja pisti sormensa

PDF Digital Turn in Schools Research Policy Practice Proceedings of Icem 2018 Conference Terje Valjataga Ebook Full Chapter

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

PDF Digital Turn in Schools Research Policy Practice Proceedings of Icem 2018 Conference Terje Valjataga Ebook Full Chapter

Uploaded by

Copyright:

Available Formats

Digital Turn in Schools Research Policy

Practice Proceedings of ICEM 2018

Emerging Research in Electronics Computer Science and

Developing Community Schools Community Learning Centers

Proceedings of the Scientific-Practical Conference

Informatics in Schools Fundamentals of Computer Science

Global Challenges in Energy and Environment Select

Maturity and Innovation in Digital Libraries 20th

Neural Information Processing: 25th International

Research and Advanced Technology for Digital Libraries

More information about this series at http://www.springer.com/series/11777

ISSN 2196-4963 ISSN 2196-4971 (electronic)

We are pleased to welcome you to the annual conference of the International

• Hannah Gerber, ICEM President—welcome words

Tallinn, Estonia Terje Väljataga

Part I Gamiﬁcation of Learning with Digital Tools

Part II Data Analytics in Learning Research

Part III Digital Turn in Teacher Education

Part IV Implications of Digital Tools to Student Learning

Huiyu Zhang and Linda Fang

Learning statistics needs to supersede the traditional lecture- and tutorial-based

H. Zhang (B) · L. Fang

© Springer Nature Singapore Pte Ltd. 2019 3

1.1 Problems with Traditional Methods

1.2 New Approaches

1.3 Subject Redesign

2.2 Group Project Format

Project starts Analyse data

Week 2 Weeks 8-10 Weeks 11-16 Week 16

Roll out research instrument/ Final report

Fig. 1 Recommended project timeline

2.3 Gamification Elements

To ensure major milestones were achieved in this project-based learning journey in

Fig. 2 Design of ‘Biostatistics GO’

Fig. 3 Leader board of the

3.2 Analysis of Data

Strongly Agree Agree Neutral Disagree Strongly

Strongly Agree Agree Neutral Disagree Strongly Disagree

Strongly Agree Agree Neutral Disagree Strongly Disagree

Strongly Agree Neutral Disagree Strongly

Strongly Agree Agree Neutral Disagree Strongly

Strongly Agree Agree Neutral Disagree Strongly

(g) Did you enjoy the ‘Leaderboard'?

Strongly Agree Agree Neutral Disagree Strongly

Strongly Agree Agree Neutral Disagree Strongly

Table 1 Change in self-rating before and after group project

Fig. 6 Project scores versus change in perceived competence for project

5 Discussion (According to Research Questions)

Jaakko Vuorio , Jussi Okkonen and Jarmo Viteli

J. Vuorio (B) · J. Okkonen · J. Viteli

a positive effect when using mobile devices in educational interventions compared

1.1 Location-Based Game

Location-based service (LBS) is “the ability to find the geographical location of

1.2 System Used in the Study

User experience can be measured with a wide array of methodologies to choose

Fig. 1 Systems navigation and quiz interfaces

2.1 Methods Used in the Study

SUXES questionnaire (Subjective Metrics with User Experiments), originally intro-

2.2 Study in the Finnish Comprehensive Schools

Author: Yrjö Koskelainen

Release date: December 13, 2023 [eBook #72399]

Original publication: Helsinki: Kust.Oy Kirja, 1912

Credits: Juhani Kärkkäinen and Tapio Riikonen