Apr
23
During the IEEE Global Engineering Education Conference (EDUCON) 2018, held in Tenerife (Spain), Iván Martínez Ortiz presented the paper Learning analytics for location-based serious games. The presentation was part of the session on E·Assessment and new Assessment Theories and Methodologies.
The abstract of the paper is the following:
Pervasive gaming has experimented a huge commercial growth with location-based game successes such as Pokémon GO or Ingress. The serious game industry has an opportunity to take advantage of location-based mechanics to better connect games with the real world, creating more authentic immersive learning environments. Games such as historical tours, story-based exploration, laboratories, or flora explorations can greatly benefit from location-based mechanics. Location-based games usually include an augmented map to provide game context, which combines both traditional game-dependent elements such as avatars, and location-based elements such as areas or points of interest. For players, interacting with location-based elements may involve entering or exiting specific areas; or reaching a certain location and looking in a specific direction. To include standards-based learning analytics for location-based serious games (SGs), we have added support for player movement and location-based interactions to the pre-existing xAPI serious game profile. We have validated this approach through a case-study example that guided players through different sports-related facilities within a large outdoor area. This work have been carried out and it is available as part of the analytics infrastructure used in EU H2020 RAGE and BEACONING serious game projects.
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Apr
23
During the IEEE Global Engineering Education Conference (EDUCON) 2018, held in Tenerife (Spain), Baltasar Fernández Manjón presented the paper Game Learning Analytics is not informagic!. The presentation was part of the session on Multi-Learning: Experiences from the eMadrid Excellence Network.
The abstract of the paper is the following:
Game learning analytics has a great potential to provide insight and improve the use of games in different educational situations. However, it is necessary to clearly establish what the learner’s requirements are and to set realistic expectations about the learning process and outcomes. Application of game learning analytics requires pedagogically informed policies that settle the learning goals and relate them to analysis and visualization; and a supporting infrastructure that provides the mechanism on top of which it is executed. Both concerns can be addressed separated: on the one hand, there is a Learning Analytics Model (LAM) which describes how the analysis is carried out, interpreted as learning, and presented to stakeholders; and on the other hand, an underlying analytics system that concentrates on performance, security, flexibility and generality. An important advantage of this separation is that it allows LAM authors to concentrate on their area of expertise, limiting their exposition to the actual mechanism used underneath. However, LAMs built for a single game fail to account for the frequent case where games and their analytics are aggregated into larger, overarching plots, games or courses. This work describes an extension to an existing game learning analytics system, used in RAGE and BEACONING H2020 projects, which manages multilevel analytics through improvements to both policy and mechanism; and introduces meta-Learning Analytic Models, which characterize learning in hierarchical structures.
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Mar
23
ECGBL is a mecca for game-based learning researchers, practitioners and developers.
The coordinator of the project will keynote at the conference. The abstract of the talk:
There is a need for designing engaging learning experiences that will nurture creative mind-sets and sustainable practices. Playful and gameful activities provide a safe and fun environment and space (digital, analogue or hybrid) for exploring creative and innovative ideas. The process of designing and creating playful and gameful experiences also has the potential to facilitate a deeper learning experience that will exploit inter-disciplinary engagement. This talk will touch on practice and research insights based around initiatives, such as GameChangers (http://gamify.org.uk), CreativeCulture (http://myCapsule.my) and Beaconing (beaconing.eu).
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Mar
15
Presented by The G. Raymond Chang School of Continuing Education at Ryerson University, ChangSchoolTalks is an annual professional development and networking event that connects participants with leading experts in technology-enhanced learning and training.
ChangSchoolTalks 2018 will bring together international experts, academics, corporate and healthcare professionals, game developers, and government and industry leaders to learn about effective learner and employee engagement strategies through serious games.
Keynote speakers will share their insights on design, development and implementation of game-based learning…
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Mar
9
There is a need to promote Beaconing as a viable tool for those pupils with Special Educational Needs and provide the educational providers with the relevant guidance and information to implement it into the mainstream. With this in mind Hands-Free Computing attended the Special Educational Needs Conference to raise awareness of the innovation of Beaconing and it’s accessibility inclusion.
Of the 1.3 million pupils in England with special educational needs, 1.1 million are being taught in mainstream schools. Despite this, 82% of head teachers believe they do not have the resources to support SEN pupils.
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