| 1. |
- Arnab, Sylvester, et al.
(författare)
-
A Conceptual Model Towards the Scaffolding of Learning Experience
- 2015. - 1
-
Ingår i: Games and Learning Alliance. - Cham : Springer. - 9783319229591 - 9783319229607 ; , s. 83-96
-
Bokkapitel (refereegranskat)abstract
- The challenge of delivering personalized learning experiences is amplified by the size of classrooms and of online learning communities. In turn, serious games are increasingly recognized for their potential to improve education, but a typical requirement from instructors is to gain insight into how the students are playing. When we bring games into the rapidly growing online learning communities, the challenges multiply and hinder the potential effectiveness of serious games. There is a need to deliver a comprehensive, flexible and intelligent learning framework that facilitates better understanding of learners’ knowledge, effective assessment of their progress and continuous evaluation and optimization of the environments in which they learn. This paper aims to explore the potential in the use of games and learning analytics towards scaffolding and supporting teaching and learning experience. The conceptual model discussed aims to highlight key considerations that may advance the current state of learning analytics, adaptive learning and serious games, by leveraging serious games as an ideal medium for gathering data and performing adaptations. This opportunity has the potential to affect the design and deployment of education and training in the future.
|
|
| 2. |
- Baalsrud Hauge, Jannicke Madeleine, et al.
(författare)
-
Learning Analytics Architecture to Scaffold Learning Experience through Technology-based Methods
- 2015
-
Ingår i: International Journal of Serious Games. - : Serious Games Society. - 2384-8766. ; 2:1, s. 29-44
-
Tidskriftsartikel (refereegranskat)abstract
- The challenge of delivering personalized learning experiences is often increased by the size of classrooms and online learning communities. Serious Games (SGs) are increasingly recognized for their potential to improve education. However, the issues related to their development and their level of effectiveness can be seriously affected when brought too rapidly into growing online learning communities. Deeper insights into how the students are playing is needed to deliver a comprehensive and intelligent learning framework that facilitates better understanding of learners' knowledge, effective assessment of their progress and continuous evaluation and optimization of the environments in which they learn. This paper discusses current SOTA and aims to explore the potential in the use of games and learning analytics towards scaffolding and supporting teaching and learning experience. The conceptual model (ecosystem and architecture) discussed in this paper aims to highlight the key considerations that may advance the current state of learning analytics, adaptive learning and SGs, by leveraging SGs as an suitable medium for gathering data and performing adaptations.
|
|
