The game has implemented up to four type of operators: sum, subtraction, division and multiplication. The teacher has the possibility to customize the game according to 5 levels of difficulty. To view the minigame click here.
The Generic quiz minigame provides up to five layouts to customize the questions: multiple choice selection, drag and drop in clusters, drag and drop words, fill the blanks and external resource. To view the minigame, click here.
A presentation about the xAPI Application Profile for Serious Games has been published on Zenodo BEACONING Community. The presentation summary is below:
Experience API (xAPI) is a specification to collect data about the actions of a person in a learning environment. This standard was created by a community lead by ADL. The xAPI-SG Profile provides a common vocabulary to capture data from Serious Games. This presentation provides details about xAPI, its application to Serious Games with the xAPI-SG profile and specific examples on how to capture data from serious games using the standard.
There is value in reducing the barriers to game-based learning, such as educator readiness and accessibility. The EU Funded Beaconing project (http://www.beaconing.eu – led by Coventry University’s DMLL) has produced an authoring tool for game-based learning that allows educators to create their own gamified lesson plans. The aim is not to replace existing teaching and learning but to enhance the experience. Furthermore, the platform provides location-based capability, where you can create lesson plans that will make use of physical spaces and locations. To support minor disability (visual, dyslexia), the platform also includes the Accessabar tool that will help users to configure the screen to suit their needs. The one-day event at Coventry University London Campus aims to demonstrate:
Accessabar and DITO, the accessibility tools within the Beaconing platform were put through their paces at a dedicated focus group and testing session for the Disabled Students Community Association at Coventry University.
A number of students took part and performed tasks in the Student Interface with the aid of features within the assistive software.
Results were positive, with students enjoying the tools and recognising that their interaction and navigation around the portal can be improved by using them.
Furthermore, students agreed that productivity could be increased by using the accessibility features available.
There were some important issues flagged up to improve the usability in the Student interface, which is vital in continuing to make the software work efficiently for those students that will rely on these unique tools.
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