| 1. |
- Arnab, Sylvester, et al.
(författare)
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A Conceptual Model Towards the Scaffolding of Learning Experience
- 2015. - 1
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Ingår i: Games and Learning Alliance. - Cham : Springer. - 9783319229591 - 9783319229607 ; , s. 83-96
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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.
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| 2. |
- Baalsrud Hauge, Jannicke Madeleine, et al.
(författare)
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Learning Analytics Architecture to Scaffold Learning Experience through Technology-based Methods
- 2015
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Ingår i: International Journal of Serious Games. - : Serious Games Society. - 2384-8766. ; 2:1, s. 29-44
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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.
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| 3. |
- Hauge, Jannicke M. Baalsrud, et al.
(författare)
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INTEGRATING GAMIFICATION IN MECHANICAL ENGINEERING SYSTEMS TO SUPPORT KNOWLEDGE PROCESSES
- 2016
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Ingår i: INTERNATIONAL DESIGN ENGINEERING TECHNICAL CONFERENCES AND COMPUTERS AND INFORMATION IN ENGINEERING CONFERENCE, 2015, VOL 1B. - : AMER SOC MECHANICAL ENGINEERS.
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Konferensbidrag (refereegranskat)abstract
- Rapid technological changes have a large influence in the field of engineering systems. However, just being fast is not sufficient; additionally, the system has to be user-friendly, flexible and cost effective. Serious Games (SG), as fast-paced, immersive, interactive media, have not only become popular in various learning and training environments, including engineering, but there are also several examples on how game based mechanisms can be used to enhance User Experience (UX) and performance. So far, gamification of Mechanical Engineering Systems (MES) have not reached their full potential, due to the fact that gamification efforts are costly, time consuming to develop, and require the constant involvement of MES developers even for small changes. Furthermore, its adaption to IVIES requires specific knowledge in game design and development. Thus, as demand for user friendlier, intuitive interfaces increases, there is also a need for support tools that enable access to design and development of gamification mechanisms for non-SG professionals. In this context, the authors discuss the creation of a library of User Interface (UI) automation tools that enables gamification and through which tutors can create interactive learning scenarios to guide users through the functionalities of engineering systems. Such tools have the potential to support knowledge processes, respectively knowledge experiencing, conceptualizing, analyzing and applying, in engineering environments.
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| 4. |
- Stefan, Antoniu, et al.
(författare)
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APPROACHES TO REENGINEERING DIGITAL GAMES
- 2016
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Ingår i: PROCEEDINGS OF THE ASME INTERNATIONAL DESIGN ENGINEERING TECHNICAL CONFERENCES AND COMPUTERS AND INFORMATION IN ENGINEERING CONFERENCE, 2016, VOL 1B. - : AMER SOC MECHANICAL ENGINEERS.
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Konferensbidrag (refereegranskat)abstract
- Research has highlighted Digital Games (DG)' capacity to enhance skill and abilities through their persuasiveness and motivational appeal, which can support immersive, situated and user-centered experiences. DG development remains a challenge both in terms of costs and of the diverse range of advanced, multi-disciplinary expertise required to develop a DG. Developing DGs for such a complex domain as Mechanical Engineering (ME) to better equip engineering students to practice at the intersection of complex systems increases this challenge. An alternative to decrease costs is to capitalize on existing DGs. The paper analyzes opportunities for DG adaptation, in order to enable the reengineer of existing games to fit specific purposes and support knowledge transfer. The authors build upon current research and practices to construct an approach for adapting DG content. Two case studies are presented as a proof of concept to exemplify the different levels of the digital game reengineering process.
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