Jun
18
Some of the COVUNI team headed to Malaysia for the CreativeCulture project to work with the teachers based in the rural schools in the remote part of Malaysia.
During our visit we worked with the teachers to go through the design thinking process and the teachers co-created game based learning activities which were then tested with the pupils. Both the teachers and pupils demonstrated a high level of engagement throughout our time with them and the students were captivated by the interactive nature of the activities created by the teachers. The Malaysian teachers, pupils and community embraced the opportunity and would benefit from further engagement.
Read More
May
14
A Beaconing Treasure Hunt was organized in Milano during the workshop “Applications game mechanisms (gamification) in the educational process and the interaction with the student ’’ organized in Italy by imaginary for 10 Greek school teachers within their Erasmus+ Programme study visit.
The 3 days programme included Technical Teacher Training on gamification with special focus on the BEACONING approach and solution, and a final treasure hunt around Milan. Sound methodology, useful innovation and great fun were the key to success!
Read More
May
14
Learning Analytics Models, as previously described on this post, are used to define the data to be collected for a particular game and how that data is to be processed, interpreted and reported. However, when a game is composed of multiple games, their individual LAMs (each focusing on one of these games) fail to describe the larger game as a whole. For those scenarios, we propose to use Learning Analytics Models for multi-scale games, that is, meta-LAMs that stitch together the LAMs of the individual games. Each game would retain its own LAM, and the meta-LAM would describe how the LAMs are joined together. There are several cases when meta-LAMs may be required; for instance, geolocalized games that launch different games depending on the location.
Read More
May
11
In April 19th - 20th 2018 has been taken place the 14th edition of the eLSE Conference - “eLearning and Software for Education”, in Bucharest. The Beaconing project results achieved so far were presented by ATS within the paper “LOCATION-BASED METAGAMES FOR LEARNING”. The main objective of the paper was to present the Beaconing Platform game authoring pipeline, that enables the construction of location-based metagames by non-programmers. The authors of the paper tried to describ the construction and implementation of two such metagames for two different cities - Targoviste, Romania and Coventry, UK. The location of the device is used to enhance the user experience and to customize the content that is made available to the learners. The metagames integrate quizzes into location-based challenges to create more flexible and more engaging learning experiences that blend virtual and real worlds. In these metagames, participants have to find a real world Point of Interest (POI), defined through GPS coordinates, or a series of them, through indirect clues and complete an activity (e.g. Minigame) there to further the narrative (or unlock the next clue/POI).
Read More
May
8
To build upon the concept of using Mixed Reality to ‘see’ and ‘feel’ concepts being taught in action, the BEACONING HoloLens VET game now utilises image-based tracking to allow students to wield a real angle grinder in their training to practice cutting into stone blocks, something that is currently impossible for training students to experience!
A large part of the learning process comes from real-world experience, and currently it is impossible for students under VET to attain practice with an angle grinder, despite the fact that it is an essential part of modern stonemasonry. The use of Mixed Reality has opened new doors in this field, as tracking can be used to practice cutting with a real angle grinder into a virtual stone block, without the associated safety risks of cutting into real stone. Over and above providing this essential experience, it opens new doors for teachers to analyse the performance of the student. It is possible to record every aspect of the students’ procedure, such as the use of safety equipment or the quality of the markup before the cut, to be analysed after the fact, and provide targeted feedback.
Read More
