Play and Learn with Learners to Early Form your Design Decisions
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Play and Learn with Learners to Early Form your Design Decisions

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The design of the TERENCE adaptive system and learning material, in particular, the feedback of the system to its learners, heavily rely on the user requirements emerging from the analysis of the ...

The design of the TERENCE adaptive system and learning material, in particular, the feedback of the system to its learners, heavily rely on the user requirements emerging from the analysis of the context of use. This was specified via data gathered from domain experts and educators, as well as from learners themselves, in their school environment. These are young children, many and at school and hence the data gathering for them was gamified so as to engage them as best as possible. The results were picked up in the form of personas (and requirements) for informing the design and development of the adaptation mechanism and learning material. The slides presents an overview of this.

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    Play and Learn with Learners to Early Form your Design Decisions Play and Learn with Learners to Early Form your Design Decisions Presentation Transcript

    • Play  and  Learn  about  Your  Learners     to  Early  Form  your  TEL  Design     T.  di  Mascio,  R.  Gennari,  A.  Melonio,  P.  Vi@orini   I.  Marenzi   18.09. 2013 / Paphos, Cyprus TEFA Workshop
    • Thread  -­‐  Outline     STEP  I  –  Introduc/on:  the   TERENCE  design  methodology   and  context  of  use  analysis     STEP  II  –  The  design  of  adaptaLon   and  learning  material     STEP  III  –  The  adapta/on  process     STEP  IV  –  The  end:  conclusions  
    • The  TERENCE  Project   TERENCE  is  a  3-­‐year  collabora/ve  project     ‣  of  the  FP7  framework   ‣  for  Technology  Enhanced  Learning  (TEL)   ‣  with  12  partners  and  2  consultants   ‣  for  developing  an  Adap/ve  Learning  System  (ALS)   ‣  that  recommends,  to  its  users,  its  learning  material   ‣  stories  and  games   ‣  and  learning  tasks     ‣  reading  and  playing     ‣  to  sLmulate  their  reading  comprehension  
    • UCD  and  EBD   TERENCE  mixes  two  design  methodologies:   o the  user  centred  design  (UCD),  that  is  iteraLve   and  places  users  at  the  centre  of  the  design   process  for  a@aining  usability;     o the  other,  the  evidence  based  design  (EBD),   that  stresses  the  role  of  empirical  evidence  for   a@aining  pedagogical  effecLveness.  
    • TERENCE:  UCD  +  EBD   inizio no rilascio sìok? raccolta e analisi requisiti progettazione e sviluppo valutazione user requirements evaluation design and development start no yes release
    • Gamified  data  gathering  for  context  of  use  
    • From  context  of  use  to  design   Classes:     1.  the  data  gathered  via  gamified  field  studies   were  enriched  with  data  coming  from   contextual  inquiries  with  domain  experts   and  teachers  concerning   –  cogniLve  skills  for  reading  comprehension   2.  all  such  data  were  analysed  and  used  to   create  user  classes,  in  parLcular,  learner   classes,  that  describe  the  relevant  user   characterisLcs,  environment  and  other   relevant  requirements  for  interacLng  with   the  TERENCE  ALS   Personas:     1.  for  each  class  of  user,  we  created  a  persona     2.  a  persona  (see  right  figure)  vividly  depicts  the   user  requirements  for  the  design  of     1.  the  learning  material   2.  the  adaptaLon     of  the  TERENCE  ALS    
    • Thread  -­‐  Outline   STEP  I  –  Introduc/on:  the   TERENCE  design  methodology   and  context  of  use  analysis   STEP  II  –  The  design  of  the   adaptaLon  and  learning  material   STEP  III  –  The  adapta/on  process   STEP  IV  –  The  end:  conclusions  
    • Relevant  bio  informa/on   Age  range   younger,  older   Gender   male,  female   Reading  comprehension   4  levels   Deafness   with/without  cochlear   implants,…   Area   urban,  rural   Learner  CharacterisLcs  for  AdaptaLon  
    • Avatar:  age,  gender  and  area  affect  the  type  of  preferred   avatar  (field  studies,  Le_FR_29):   –  all,  independently  of  their  age,  prefer  human-­‐like  avatars  to   fantasy  or  animal  avatars   ‣  to  all,  present  first  human-­‐like  avatars   –  female  learners  definitely  prefer  fantasy  avatars  to  animal   avatars   ‣  if  female  learner  then  present  fantasy  animals  before  animal   avatars   –  older  children  prefer  photorealisLc  avatars,  contrary  to   younger  children     ‣  if  older  then  present  photorealisLc  avatars  as  first,  else  vice-­‐versa     Learner  CharacterisLcs  for  AdaptaLon  
    • ISTC-CNR Sep 13th 2012
    • Relevant  bio  informa/on   Age  range   younger,  olders   Gender   male,  female   Reading  comprehension   4  levels   Deafness   with/without  cochlear   implants,…   Area   urban,  rural   Learner  CharacterisLcs  for  AdaptaLon  
    • Learner  CharacterisLcs  for  Game  Level  Design   Design  of  game  levels  for  learners  according  to  the  cogniLve  learner  requirements   specified  via  contextual  inquiries  with  experts   Learner   Level   Smart  Games   Character   Time   Causality   Who   What   Before-­‐ Aeer   Before-­‐ While   While-­‐ Aeer   Before-­‐ While-­‐ Aeer   Effect   Cause   Cause-­‐ Effect   Level  1   X   X   X   X   X   X   Level  2   X   X   X   X   X   X   X   X   Level  3   X   X   X   X   X   X   X   X   X   Level  4   X   X   X   X   X   X   X   more difficult moreskilled
    • Learner  CharacterisLcs  for  Feedback  Design   An  example  of  visual-­‐feedback  design  according  to  the  cogniLve  learner  requirements   specified  via  contextual  inquiries  with  experts—rely  on  visuo-­‐perceptual  skills     visual interaction feedback visual explanatory feedback
    • Thread  -­‐  Outline   STEP  I  –  Introduc/on:  the   TERENCE  design  methodology   and  context  of  use  analysis   STEP  II  –  The  design  of  the   adaptaLon  and  learning  material   STEP  III  –  The  adapta/on  process   STEP  IV  –  The  end:  conclusions  
    • A  Walk  Through  –  Log  in   Task:  logging  in  
    • A  Walk  Through  –  Choose  your  Avatar   Task:  choosing  one’s  avatar,  the  learner’s  guide  through  the  system  
    • A  Walk  Through  –  Read  
    • A  Walk  Through  –  Play  
    • Thread  -­‐  Outline   STEP  I  –  Introduc/on:  the   TERENCE  design  methodology   and  context  of  use  analysis   STEP  II  –  The  design  of  the   adaptaLon  and  learning  material   STEP  III  –  The  adapta/on  process   STEP  IV  –  The  end:  conclusions  
    • Conclusions   o  The  project  is  an  ICT  project  but  highly  mulL-­‐ disciplinary     –  cogniLve  psychologists,  therapists,  computer   scienLsts,  sw  engineers,  human-­‐machine  interacLon   experts   o  and  has  produced     – learning  material   –  adaptaLon  rules   based  on  user  requirements,  iniLally  specified  by   analysing  the  context  of  use  (also)  with  gamified   field  studies  with  children   o  The  project  is  at  the  end  of  the  third  year,   finishing  the  large-­‐scale  evaluaLon  
    • http://hixwg.univaq.it/terence/2nd-release/