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2nd Crossmmla : Multimodal learning analytics across physical and digital spaces
- 2018
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Proceedings (redaktörskap) (refereegranskat)abstract
- Students’ learning is ubiquitous. It happens wherever the learner is rather than being constrained to a specific physical or digital learning space (e.g. the classroom or the institutional LMS respectively). A critical question is: how to integrate and coordinate learning analytics to provide continued support to learning across physical and digital spaces? CrossMMLA is the successor to the Learning Analytics Across Spaces (CrossLAK) and MultiModal Learning Analytics (MMLA) series of workshops that were merged in 2017 after successful cross-pollination between the two communities. Although it may be said that CrossLAK and MMLA perspectives follow different philosophical and practical approaches, they both share a common aim. This aim is: deploying learning analytics innovations that can be used across diverse authentic learning environments whilst learners feature various modalities of interaction or behaviour.
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| 2. |
- Benton, Laura, et al.
(författare)
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A Critical Examination of Feedback in Early Reading Games
- 2018
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Ingår i: Proceedings of CHI 2018. - : ACM.
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Konferensbidrag (refereegranskat)abstract
- Learning games now play a role in both formal and informal learning, including foundational skills such as literacy. While feedback is recognised as a key pedagogical dimension of these games, particularly in early learning, there has been no research on how commercial games available to schools and parents reify learning theory into feedback. Using a systematic content analysis, we examine how evidence-based feedback principles manifest in five widely-used learning games designed to foster young children’s reading skills. Our findings highlight strengths in how games deliver feedback when players succeed. Many of the games, however, were inconsistent and not proactive when providing error feedback, often promoting trial and error strategies. Furthermore, there was a lack of support for learning game mechanics and a preference for task-oriented rewards less deeply embedded in the gameplay. Our research provides a design and research agenda for the inclusion of feedback in early learning games.
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| 3. |
- Ternblad, Eva Maria, et al.
(författare)
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Do preschoolers ‘Game the system’? : a case study of children’s intelligent (Mis)use of a teachable agent based play-&-learn game in mathematics
- 2018
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Ingår i: Artificial Intelligence in Education : 19th International Conference, AIED 2018, Proceedings - 19th International Conference, AIED 2018, Proceedings. - Cham : Springer International Publishing. - 0302-9743 .- 1611-3349. - 9783319938424 - 9783319938431 ; 10947 LNAI, s. 557-569
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Konferensbidrag (refereegranskat)abstract
- For learning to take place in digital learning environments, learners need to use educational software – more or less – as intended. However, previous studies show that some school children, instead of trying to learn and master a skill, choose to systematically exploit or outsmart the system to gain progress. But what about preschoolers? The present study explores the presence of this kind of behavioral patterns among preschoolers who use a teachable agent-based play-&-learn game in early math. We analyzed behavioral data logs together with interviews and observations. We also analyzed action patterns deviating from the pedagogical design intentions in terms of non-harmful gaming, harmful gaming, and wheel-spinning. Our results reveal that even if pedagogically not intended use of the game did occur, harmful gaming was rare. Interestingly, the results also indicate an unexpected awareness in children of what it means to learn and to teach. Finally, we present a series of possible adjustments of the used software in order to decrease gaming-like behavior or strategies that signalize insufficient skills or poor learning.
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