2010-09-30 ectel 2010 mbarajas ubarcelona game based learning augmented learning

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This document summarizes two European educational technology projects: SCeTGo and PROACTIVE. SCeTGo uses augmented reality applications on science center mini exhibits to improve science education through inquiry-based learning. It recognizes different learning styles. PROACTIVE aims to foster teacher creativity by having them design educational video games using two game editors, with the goal of enhancing student motivation and promoting intrinsic learning through challenges. Both projects address the challenges of integrating technology into education and applying pedagogical frameworks to game-based and augmented reality learning.

Education

From game-based learning to augmented reality learning: Pedagogical Underpinnings of two European Projects Prof. Mario Barajas, Universitat de Barcelona, DOE

EC-TEL 2010, Barcelona 2 TEL: Research and Implementation

Overview of SCeTGo. Key aspects Overview of PROACTIVE. Key aspects The challenges of TEL and pedagogy Conclusions Outline 3 EC-TEL 2010, Barcelona

The project SCeTGo = Science Center ToGo Programme: Lifelong Learning, KA3 ICT Official Start: 01/01/2010 Duration: 2 years Consortium: 10 partners from 7 countries (Finland, Germany, Greece, Romania, Spain, Sweden, UK) www.sctg.eu 5 EC-TEL 2010, Barcelona

SCeTGo blended approach 6 EC-TEL 2010, Barcelona

SCeTGo approach 7 EC-TEL 2010, Barcelona

Science Centers a Science Museum emphasize a Hands-on Approach 8 EC-TEL 2010, Barcelona

Augmented Reality Allows showing the invisible Makes evident hidden phenomena Provides additional information 9 EC-TEL 2010, Barcelona

SCeTGo‘s Pedagogical Framework ,[object Object]

Integrates augmented reality (AR technology) applications on miniature exhibits

for improving science education, enhance scientific literacy and their critical thinking skills

recognises the diversity of personal learning styles and behaviours in different contexts and applications

promoting young people’s interest in science10 EC-TEL 2010, Barcelona

The miniatures The miniatures support until now 5 experiments: ,[object Object]

The Bolzman experiment11 EC-TEL 2010, Barcelona

The project PROACTIVE Programme: Lifelong Learning, KA3 ICT Official Start: 01/01/2010 Duration: 2 years Consortium: 6 partners from 4 countries (Italy, Romania, Spain, UK) www.proactive-project.eu 14 EC-TEL 2010, Barcelona

Game-based learning (GBL) supports creativity and inquiry-based learning processes15 Assumptions and Solutions PROACTIVE GOAL is to Foster Teachers’ Creativity

Acquisition: transfer of knowledge, from teacher to learner Imitation: modeling behaviours observing others Exercising: repetition of action in order to learn Participation: learning by participation with others Discovery: by doing things by yourself, you discover… allows for incidental learning. EC-TEL 2010, Barcelona 16 Learningmetaphors

Using video games in educational settings can enhance students’ motivation towards learning. Video games can provide challenging experiences that promote the intrinsic satisfaction of the players and therefore keep them engaged and motivated EC-TEL 2010, Barcelona 17 EducationalGames

EC-TEL 2010, Barcelona 18 Whatcreativitymeansforeducation?

Creativeteachersencouragestudentstobecreative Theeducationalsystemsencouragesthe no creativityparadigm (no errors, no try out, no differentanswers, etc. EC-TEL 2010, Barcelona 19 Teaching for creativity

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This document discusses using multimodal data and machine learning methods for analyzing learning across multiple contexts. It describes several studies that collected eye tracking, physiological, video, and other data from participants in contexts like playing Pacman, self-assessment tests, debugging programs, educational games, and collaborative concept mapping. Machine learning models were developed to predict outcomes like test scores, effort, and performance using features from the multimodal data. The document discusses the value of collecting multimodal data, developing explainable AI pipelines, and generalizing models across different learning contexts and tasks. It concludes by considering opportunities for using online learning system logs and designing more similar learning contexts.

2022_11_11 «The promise and challenges of Multimodal Learning Analytics»

eMadrid network

1. The document discusses three conceptualizations of multimodal learning analytics (MMLA): MMLA to automate human tasks, augment teaching and learning practices, and as a research methodology. 2. It examines what modalities of data are used in MMLA, including video/audio data, eye tracking data, physiological sensors, and location sensing. Machine learning has been applied to MMLA tasks like classifying collaboration. 3. Challenges of MMLA include connecting findings to learning theory, addressing ethics concerns like privacy and surveillance, and determining what behaviors are considered good or bad in education. Students have mixed reactions to being analyzed by MMLA.

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1. From game-based learning to augmented reality learning: Pedagogical Underpinnings of two European Projects Prof. Mario Barajas, Universitat de Barcelona, DOE

2. EC-TEL 2010, Barcelona 2 TEL: Research and Implementation

3. Overview of SCeTGo. Key aspects Overview of PROACTIVE. Key aspects The challenges of TEL and pedagogy Conclusions Outline 3 EC-TEL 2010, Barcelona

4. SCeTGo 4 EC-TEL 2010, Barcelona

5. The project SCeTGo = Science Center ToGo Programme: Lifelong Learning, KA3 ICT Official Start: 01/01/2010 Duration: 2 years Consortium: 10 partners from 7 countries (Finland, Germany, Greece, Romania, Spain, Sweden, UK) www.sctg.eu 5 EC-TEL 2010, Barcelona

6. SCeTGo blended approach 6 EC-TEL 2010, Barcelona

7. SCeTGo approach 7 EC-TEL 2010, Barcelona

8. Science Centers a Science Museum emphasize a Hands-on Approach 8 EC-TEL 2010, Barcelona

9. Augmented Reality Allows showing the invisible Makes evident hidden phenomena Provides additional information 9 EC-TEL 2010, Barcelona

10.

11. Integrates augmented reality (AR technology) applications on miniature exhibits

12. for improving science education, enhance scientific literacy and their critical thinking skills

13. recognises the diversity of personal learning styles and behaviours in different contexts and applications

14. promoting young people’s interest in science10 EC-TEL 2010, Barcelona

15.

16. The double slits wave experiment

17. Airfoil miniwing experiment

18. The Doppler effect

19. The Bolzman experiment11 EC-TEL 2010, Barcelona

20. EC-TEL 2010, Barcelona 12

21. PROACTIVE 13 EC-TEL 2010, Barcelona

22. The project PROACTIVE Programme: Lifelong Learning, KA3 ICT Official Start: 01/01/2010 Duration: 2 years Consortium: 6 partners from 4 countries (Italy, Romania, Spain, UK) www.proactive-project.eu 14 EC-TEL 2010, Barcelona

23.

24. Game-based learning (GBL) supports creativity and inquiry-based learning processes15 Assumptions and Solutions PROACTIVE GOAL is to Foster Teachers’ Creativity

25. Acquisition: transfer of knowledge, from teacher to learner Imitation: modeling behaviours observing others Exercising: repetition of action in order to learn Participation: learning by participation with others Discovery: by doing things by yourself, you discover… allows for incidental learning. EC-TEL 2010, Barcelona 16 Learningmetaphors

26. Using video games in educational settings can enhance students’ motivation towards learning. Video games can provide challenging experiences that promote the intrinsic satisfaction of the players and therefore keep them engaged and motivated EC-TEL 2010, Barcelona 17 EducationalGames

27. EC-TEL 2010, Barcelona 18 Whatcreativitymeansforeducation?

28. Creativeteachersencouragestudentstobecreative Theeducationalsystemsencouragesthe no creativityparadigm (no errors, no try out, no differentanswers, etc. EC-TEL 2010, Barcelona 19 Teaching for creativity

29.

30. EUTOPIA - a free of charge 3D virtual environment allowing collaborative interaction of the learners; University of Napoli

31. <e-Adventure> - an Open Source framework for implementing 2D user-centred adaptable scenarios; UCM20 Tools

32. <E-ADVENTURE>

33. EUTOPIA

34. EC-TEL 2010, Barcelona 23 PROACTIVE in action

35. Challenges EC-TEL 2010, Barcelona 24

36. EC-TEL 2010, Barcelona 25 PROACTIVE challenge

37. PROACTIVE: Designinggamespromotecreativityamongteachers…and as a consequence, amongstudents Themetaphorswouldhelpteacherstostimulatetheirreflectiveprocessesonhowtheyteach. EC-TEL 2010, Barcelona 26 Do gamespromotecreativity?

38. EC-TEL 2010, Barcelona 27 SCeTGochallenge

39. Thelearningmodelssouldhelpdesignerstomakeexplicittheirtechnologicaldecisions, and facilitateteacherstoput TEL innovationsintopractice. A welldefinedpedagogicalapproach (IBL) embeddedintorich (AR) experiments, couldimprovetheeducationaloutcomes (SCeTGo) A creativeteachervarieshis/herteachingstrategies: bydesigningeducationalgames, thiscouldbepossible (PROACTIVE) EC-TEL 2010, Barcelona 28 Conclusions

40. Thank you! 29 Contact: Mario Barajas Frutosmbarajas@ub.edu http://www.futurelearning.org

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