Learning Analytics and how to use in educational or serious games for improving the use of the games
game traces
evidence based education
Talk at the Ecole Normal Superior, Lyon, France
Talk at VS-GAMES 2012 about learning analytics in educational games.
Ángel Serrano-Laguna, Javier Torrente, Pablo Moreno-Ger and Baltasar Fernández-Manjón. Tracing a little for big Improvements: Application of Learning Analytics and Videogames for Student Assessment
#galanoe
GLAID: Designing a Game Learning Analytics Model to Analyze the Learning Process in Users with Cognitive Disabilities
Downtown: Serious Game designed and develop to teach young people with Down Syndrome to move around the city using the subway
We are using learnig analytics for evaluating the game and for knowing how the user is doing in the game
This work is part of the H2020 BEACONING project
Downtown is a game
From eAdventure serious games framework we have created the uAdventure environment on top of Unity3D. uAdventure improve eAdventure games cycle and include new capacities: learning analytics (xAPI) and geolocated games
Using Game Learning Analytics to Improve the Design, Evaluation and Deploymen...Baltasar Fernández-Manjón
Game Learning Analytics (GLA) is the process of applying Learning Analytics techniques to Serious Games in order to get insight about how the game is being used and improve the educational experience. In this talk we will present the general ideas about the GLA and provide details about the GLA supporting framework and some of the experiences done on H2020 EU projects RAGE and BEACONING and in cooperation with the Telefonica-Complutense Chair on Digital Education and Serious Games.
Robert Wall and Liz Crowell from UCO’s Center for eLearning and Continuing Education, led the session entitled “Designing Games with Desire2Learn Technology”. During this session, participants gained an understanding of why games are so addictive and how they can apply the same techniques to modules within Desire2Learn Learning Environment using release conditions, learning objectives and much more.
Talk at VS-GAMES 2012 about learning analytics in educational games.
Ángel Serrano-Laguna, Javier Torrente, Pablo Moreno-Ger and Baltasar Fernández-Manjón. Tracing a little for big Improvements: Application of Learning Analytics and Videogames for Student Assessment
#galanoe
GLAID: Designing a Game Learning Analytics Model to Analyze the Learning Process in Users with Cognitive Disabilities
Downtown: Serious Game designed and develop to teach young people with Down Syndrome to move around the city using the subway
We are using learnig analytics for evaluating the game and for knowing how the user is doing in the game
This work is part of the H2020 BEACONING project
Downtown is a game
From eAdventure serious games framework we have created the uAdventure environment on top of Unity3D. uAdventure improve eAdventure games cycle and include new capacities: learning analytics (xAPI) and geolocated games
Using Game Learning Analytics to Improve the Design, Evaluation and Deploymen...Baltasar Fernández-Manjón
Game Learning Analytics (GLA) is the process of applying Learning Analytics techniques to Serious Games in order to get insight about how the game is being used and improve the educational experience. In this talk we will present the general ideas about the GLA and provide details about the GLA supporting framework and some of the experiences done on H2020 EU projects RAGE and BEACONING and in cooperation with the Telefonica-Complutense Chair on Digital Education and Serious Games.
Robert Wall and Liz Crowell from UCO’s Center for eLearning and Continuing Education, led the session entitled “Designing Games with Desire2Learn Technology”. During this session, participants gained an understanding of why games are so addictive and how they can apply the same techniques to modules within Desire2Learn Learning Environment using release conditions, learning objectives and much more.
Uncover the secrets to everything you've ever wondered about regarding making money online!
Find out how to easily get started with your own domain, hosting, blog, and more, even if you have no experience whatsoever!
Discover the easiest ways to find free and inexpensive tools, and how to use those tools effectively!
Learn about the best resources for internet marketers, including the best places to host your site, get a domain name and find legal images to use!
And much, much more!
Gerald
gerald-pilcher.com
Early Churn Prediction and Personalised Interventions in Top Eleven gameNordeus
Churn alone, it is a widely known term in many industries, including banking, telecommunications and gaming.
When people think about churn, it is mostly about veteran or late churn, however, nobody ever speaks about early churn. In gaming, there can be many definitions of early churn, and they vary based on the game, but some general definition is that early churn is when a user comes into your game, plays the game for a limited short period of time, and then leaves the game, never to return again.
This presentation proposes that Social Learning Analytics (SLA) can be usefully thought of as a subset of learning analytics approaches. SLA focuses on how learners build knowledge together in their cultural and social settings. In the context of online social learning, it takes into account both formal and informal educational environments, including networks and communities. The paper introduces the broad rationale for SLA by reviewing some of the key drivers that make social learning so important today. Five forms of SLA are identified, including those which are inherently social, and others which have social dimensions. The paper goes on to describe early work towards implementing these analytics on SocialLearn, an online learning space in use at the UK’s Open University, and the challenges that this is raising. This work takes an iterative approach to analytics, encouraging learners to respond to and help to shape not only the analytics but also their associated recommendations
Uniface has strategic strengths that mean your application not only gets developed (or migrated to the web) fast, but will also have a long and productive life, adapting to whatever business and technology changes lie ahead.
Global Report on Serviced Apartments 2013-2014David Mora
Informe de "The Apartment Service" sobre la oferta y demanda de apartamentos turísticos (aparthotel, condohotel, etc.) La oferta por ahora no cumple los requisitos demandados por corporate, ni por calidad, estandarización, canales de reserva, etc.
This is a slide created for a better understanding on the topic of humanitarianism and volunteerism. This include the definition of humanitarianism and volunteerism, what is and what is not humanitarianism and volunteerism, the difference and similarity between both and the example of each.
Promote Your YouTube Videos Online | Get Viewed By MillionsOlivia Taylor
Here listed the strategies to promote your youTube videos Online. Youtube is considered as the 3rd largest search engine globally. Videos are the brilliant way to drive conversions online
Service Operations and Office Work
Comparisons: Products vs. Services
Types of Service Providers
Level Of Customer Contact
Manual Work vs. Service Work
Routine Office Work Activities
DU NEUF AU PÂTURAGE
16/03/17 (9h45) à La Reid (HEPL Agronomie, Rue du Haftay, 21)
Enquête sur les pratiques de pâturage en Wallonie. Impact économique du pâturage. Part de l’herbe dans la production laitière : une meilleure estimation pour une meilleure gestion. Valorisation du lait à l’herbe: filière «Marguerite Happy Cow». CAP'2ER, présentation d'un outil de diagnostic environnemental pour les exploitations wallonnes. Concilier robot de traite et pâturage. Pâturage et robot de traite - Expériences du Grand-Duché de Luxembourg. Autograssmilk: outils de conseils. Témoignages
Gaming Learning Analytics: using data for improving serious games applicability”
This talk will present how to use a data-driven approach to improve how serios games are applied in different domains and how H2020 RAGE project is trying to simplify this analytics processes by creating an open software infrastructure.
Gaming learning analytics and how this learning analytics applied to games can help to improve the use in different learning scenarios
We also present how H2020 european projects RAGE and BEACONING are creating infrastructure and technology to improving and simplify how gaming analytics is applied to serious games
Serioug games as open educational resources. We present eAdventure and open code platform for creating SG and the new eAdventure 2.0 with HTML5 technoogies that we are developing now.
Uncover the secrets to everything you've ever wondered about regarding making money online!
Find out how to easily get started with your own domain, hosting, blog, and more, even if you have no experience whatsoever!
Discover the easiest ways to find free and inexpensive tools, and how to use those tools effectively!
Learn about the best resources for internet marketers, including the best places to host your site, get a domain name and find legal images to use!
And much, much more!
Gerald
gerald-pilcher.com
Early Churn Prediction and Personalised Interventions in Top Eleven gameNordeus
Churn alone, it is a widely known term in many industries, including banking, telecommunications and gaming.
When people think about churn, it is mostly about veteran or late churn, however, nobody ever speaks about early churn. In gaming, there can be many definitions of early churn, and they vary based on the game, but some general definition is that early churn is when a user comes into your game, plays the game for a limited short period of time, and then leaves the game, never to return again.
This presentation proposes that Social Learning Analytics (SLA) can be usefully thought of as a subset of learning analytics approaches. SLA focuses on how learners build knowledge together in their cultural and social settings. In the context of online social learning, it takes into account both formal and informal educational environments, including networks and communities. The paper introduces the broad rationale for SLA by reviewing some of the key drivers that make social learning so important today. Five forms of SLA are identified, including those which are inherently social, and others which have social dimensions. The paper goes on to describe early work towards implementing these analytics on SocialLearn, an online learning space in use at the UK’s Open University, and the challenges that this is raising. This work takes an iterative approach to analytics, encouraging learners to respond to and help to shape not only the analytics but also their associated recommendations
Uniface has strategic strengths that mean your application not only gets developed (or migrated to the web) fast, but will also have a long and productive life, adapting to whatever business and technology changes lie ahead.
Global Report on Serviced Apartments 2013-2014David Mora
Informe de "The Apartment Service" sobre la oferta y demanda de apartamentos turísticos (aparthotel, condohotel, etc.) La oferta por ahora no cumple los requisitos demandados por corporate, ni por calidad, estandarización, canales de reserva, etc.
This is a slide created for a better understanding on the topic of humanitarianism and volunteerism. This include the definition of humanitarianism and volunteerism, what is and what is not humanitarianism and volunteerism, the difference and similarity between both and the example of each.
Promote Your YouTube Videos Online | Get Viewed By MillionsOlivia Taylor
Here listed the strategies to promote your youTube videos Online. Youtube is considered as the 3rd largest search engine globally. Videos are the brilliant way to drive conversions online
Service Operations and Office Work
Comparisons: Products vs. Services
Types of Service Providers
Level Of Customer Contact
Manual Work vs. Service Work
Routine Office Work Activities
DU NEUF AU PÂTURAGE
16/03/17 (9h45) à La Reid (HEPL Agronomie, Rue du Haftay, 21)
Enquête sur les pratiques de pâturage en Wallonie. Impact économique du pâturage. Part de l’herbe dans la production laitière : une meilleure estimation pour une meilleure gestion. Valorisation du lait à l’herbe: filière «Marguerite Happy Cow». CAP'2ER, présentation d'un outil de diagnostic environnemental pour les exploitations wallonnes. Concilier robot de traite et pâturage. Pâturage et robot de traite - Expériences du Grand-Duché de Luxembourg. Autograssmilk: outils de conseils. Témoignages
Gaming Learning Analytics: using data for improving serious games applicability”
This talk will present how to use a data-driven approach to improve how serios games are applied in different domains and how H2020 RAGE project is trying to simplify this analytics processes by creating an open software infrastructure.
Gaming learning analytics and how this learning analytics applied to games can help to improve the use in different learning scenarios
We also present how H2020 european projects RAGE and BEACONING are creating infrastructure and technology to improving and simplify how gaming analytics is applied to serious games
Serioug games as open educational resources. We present eAdventure and open code platform for creating SG and the new eAdventure 2.0 with HTML5 technoogies that we are developing now.
The aim of our study is to extract the profiles of students activities, performed during the training sessions of a course of logic networks, and to relate such activities with the students’ performance at intermediate verification tests. In this course, undergraduate students learn and practice the concepts of logic networks with Deeds Simulator.
The Deeds is a set of educational tools for digital electronics, which stands for "Digital Electronics Education and Design Suite". It is used in courses of Electronic Engineering at DITEN, UNIGE.
By applying learning analytics methods to the data captured from activity logs and questionnaires, we aim to understand the learning behavior of students.
This project was presented at Learning Analytics Data Sharing – LADS14 Workshop at EC-TEL.
Downtown, A Subway Adventure: Using Learning Analytics to Improve the Develop...Ana Rus Cano Moreno
In this paper we analyze the process of designing and developing a Serious Game intended to train people with intellectual disabilities in moving around a city using the public transportation system. The first step in our investigation is to understand the cognitive, psychological and motor abilities of our users and their specific needs. Secondly, we translated the characteristics of the players into user requirements, with adapted mechanics to improve the understanding and to increase the probability for the user to be able to carry out the tasks to perform in the video game. Finally, due to the specific characteristics of our final users a Learning Analytics module has been included in the game to collect relevant information about how users are actually playing and to infer how the learning process of every user is occurring. We also discuss the next steps in our research and the future work related with it: design a range of experimental tests to verify the adequacy of the video game as a learning tool for this type of users
VII Jornadas eMadrid "Education in exponential times". Mesa redonda eMadrid L...eMadrid network
VII Jornadas eMadrid "Education in exponential times". Mesa redonda eMadrid Learning Analytics. "Using Learning Analytics to support a more scientific approach to Serious Games: Three Examples". Baltasar Fernández Majón. 04/07/2017.
Using Learning Analytics to support a more scientific approach to Serious Gam...Baltasar Fernández-Manjón
Using Learning Analytics to support a more scientific approach to Serious Games: Three Examples
Do games actually works?
Usually, no full formal evaluation has been carried out
Limited number of users
Formal evaluation could be as expensive as creating the game (or even more expensive)
Difficult to deploy games in the classroom
Teachers have very little info about what is happening when a game is being used
Game Learning analytics can help us to: create better games and to (formally) validate games
Moving from pre-post to Learning Analytics based evaluation
To use games as assessments
In this talk we will introduce serious games as games which purpose is not only amusement and can be effectively used for educational or training purposes. This kind of games are also frequently named as educational games or even as game-like simulations. We will describe the general characteristics of serious games and how they are used in several domains (e.g. military, medicine), describing their main advantages (e.g. engagement, student motivation) and some of the shortcomings that prevent a wider generalization in educational settings (e.g. cost, deployment). We will also describe new emerging trends in the field of serious games such as gaming for solving scientific problems or how the application of learning analytics techniques can improve and simplify serious games application in different domains.
This talk presents how learning analytics can be applied to improve serious games and serious games research. It describe what is needed for implementing a sucessful game learning analytics approach. It presents 3 examplos of how GLA are being actually used with games in schools, one in the medical domain, one for improving independent life of people with cognitive impairement and one dealing with cyberbullying.
keynote talk given at the Internationa Joint Conference on Serious Games
In this talk we will analyze the effects of gamification in the social network of a large online course on ‘digital skills for teachers.’ Educational social networking websites and learning systems can gather information about contributions of participants and about the underlying social network. We will present an experimental gamification layer with three game elements (points, badges, and leaderboard) that was delivered to students. Social network analysis (SNA) and principal component analysis (PCA) can then be used to analyze the differences between groups using information about contributions to the website, and position and influence in the social network of each participant. Initial results suggest that variables and participants group differently, and that gamification may influence the structure of the social network of participants in the course. The first component (F1) can be a good descriptor of students’ work and position in the network that can be used to build predictive models of learning success. The models suggest that the probability of passing the course increases more rapidly in the experimental (gamified) groups for students that participate.
Game Design Course Development Panel at the Foundations of Digital Games Conference held on a Royal Caribbean cruise to Cozumel, Mexico. The panel speakers were Dr. Ken Hoganson, Dr. Cynthia Calongne, Dr. Mario Guimaraes (our mastermind) and Dr. Barbara Truman. Dr. Jing (Selena) He was unable to join us. Slides by Dr. Calongne from her games and simulation design classes with Dr. Andrew Stricker at Colorado Technical University.
Multi-level game learning analytics for serious games - VSGames 2018Iván Pérez Colado
Serious games are usually used or deployed in an educational setting as an isolated or individual activity, disconnected from other curricular activities. However, to really increase the adoption of serious games in different educational scenarios, the combination and integration of games into the educational flow should be simplified. We envision Serious Games as new type of educational activity that can be combined as parts of other games (e.g. minigames integrated in larger games), integrated into other online activities, or even mixed with both game and non-game activities. In addition, if we want to make the most from serious games, a learning analytics system must be in place to harvest and analyze interactions, providing metrics and insights to instructors regarding the gameplay sessions. Moreover, if a course-level learning analytics strategy is designed, it must be aligned with the game learning analytics. This approach requires communication between games and educational activities used during the educational experience. From a game learning analytics standpoint, gaining insights from these integrated experiences introduces new requirements within potentially complex multi-level or hierarchical activities. Moreover, the analysis required to generate these metrics should be both efficient and provide insight in an understandable way and for different stakeholders. This paper describes an approach to multilevel game learning analytics from the perspectives of data model, implementation architecture, and result visualization in teacher-oriented dashboards.
Sefi 2015-IFP School-MOOC and Serious Game An Educational Approach on Transfe...Olivier Bernaert
The past years have seen the exponential growth of the number of Massive Open Online Courses (MOOCs). Many universities made the move to predominantly address positioning and students’ selection concerns. Nonetheless, the components used in a MOOC are still pretty much the same as the ones used in online education: lecture, videos, forums and quizzes.
As an application school in engineering for the energy and transportation sectors, IFP School launched its first MOOC on November 2014. In this paper, we describe how the school challenged the current practices with the design and implementation of a Serious Game over a three weeks period of the online course. This pedagogical innovation facilitates knowledge transfer through situational learning. The Serious Game allows the learners to put their knowledge into practice and to face situations they would face in the industry in their future careers.
The paper is organized in two parts. First, we review the main steps of the project: the educational objectives, the instructional design, the content development, the Serious Game usage and the learners’ qualitative feedback. For its first edition, the MOOC has a 31% retention rate on the total number of registered people, a high score considering that the average completion rate for a MOOC is around 10%. According to the MOOC survey, the majority of users considers the Serious Game to be the main positive asset of the course. In addition, partly due to the Serious Game implementation, 49% of the registered people are students under 25 year olds considering that in France, the average for other MOOCs is between 15 and 19%. In a second part, we discuss the characteristics of the Serious Game as it has been implemented in the IFP School MOOC. In particular, we use typological studies on gamification and also multimedia learning to understand if all or part of the components are exclusively related Serious Games theories and principles. Finally, we conclude with the interest of gamification in an application school like IFP School.
Articoding es un juego educativo para mejorar el aprendizaje de la programación en la escuela.
Es un juego de tablero que contempla los conceptos básicos de la programación, desde las variables a las funciones, pasando por los condicionales o los bucles. Los alumnos deben ir resolviendo los sucesivos desafíos que plantea el juego
Como se pueden usar los juegos serios para atraer nuevos publicos a los museos y para crear nuevas experiencias de usuario. Las tecnologías de juegos cada vez van a ser mas prevalentes y sobre todo con el movimiento actual hacia los metaversos y mundos virtuales
Jornada sobre museos y nuevas tecnologías
This presentation describes how uAdventure's adventure game narrative model has been augmented by mini-games that support other types of game mechanics. Now uA allows through Unity programming to include new mini-games that implement other game mechanics. However, once the mini-games have been created, it is still easy to include and launch them from the uAdventure visual editor and the mini-games can also include analytics so as not to lose the white box model of uAdventure games.
Educación e investigación híbridas en tiempos de pandemia COVID. Es necesario adaptar la docencia a este modo híbrido, con estudiantes en modo presencial y en remoto, aunque a veces el sistema de las universidades es rígido y no permite una adaptación completa. Además es necesario adaptar la investigación sobre todo cuando se hacen pruebas con usuarios. En nuestro caso se ha desarrollado tecnología para simplificar y dar apoyo a diseños experimentales. Por ejemplo, integrando formularios y analíticas de aprendizaje aplicadas a juegos serios.
Presentación sobre juegos serios y analyticas de aprendizaje realizada en la escuela de verano de la Union Iberoamericana de Universidades “Nuevas generaciones, nuevas tecnologías. La enseñanza en el nivel superior y los desafíos del escenario digital” que tuvo lugar en Buenos Aires from 16 to 18 October 2019.
Ponencia invitada sobre investigacion en juegos serios hecha en el 1st Serious Game Experience organizado por la Consejería de Cultura y Patrimonio Histórico de la Junta de Andalucía, un encuentro nacional destinado al análisis y debate del uso cultural y educativo de los videojuegos y las nuevas tecnologías en general.
En esta ponencia se describe la experiencia de investigacion del grupo e-UCM en juegos serios y gamificación, haciendo un énfasis especial en las analíticas de aprendizaje aplicadas a juegos y en los resultasdos de nuestra experiencia en proyectos europeos (e.g. H2020 RAGE y BEACONING y Erasmus+ IMPRESS).
Una visión critica sobre las tecnologias inmersivas en educación Aumentame 2019Baltasar Fernández-Manjón
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Estas tecnologías son muy prometedoras pero hace falta tener en cuenta a los profesores y ver cuales son los costes y la aplicabilidad y en casos se justifica el beneficio educativo.
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.
Descripción de como los juegos serios y las analiticas de aprendizaje se pueden usar para abordar un problema complejo como es el acoso escolar (y en concreto el ciberbullying). Se presenta el juego Conectado y como se ha validado con experimentos reales en colegios e institutos de España
Uso de tecnología de juegos para automatizar pruebas neuropsicológicas e inve...Baltasar Fernández-Manjón
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El uso de tecnología de juegos permite simplificar la creación de entornos mas ecológicos donde es posible obtener datos que puedan ser posteriormente utilizados por expertos en mejorar el diagnostico. Si los juegos y test se comparten en abierto como código libre esto permitirá la mejora colaborativa de las pruebas, reducir costes y comprobar que dichas evaluaciones no tienen sesgos
Conectado es un videojuego desarrollado dentro del grupo de investigación eUCM, diseñado con el objetivo de concienciar contra el acoso escolar, siendo una herramienta para los profesionales de la educación que les ayuda a educar sobre el problema a jóvenes de secundaria. El videojuego ya ha sido probado con más de 600 usuarios, incluidos profesores para comprobar su eficacia y aplicabilidad en clase. Durante la duración del videojuego el jugador verá cómo, progresivamente, sus compañeros de instituto le dan de lado, le mandan mensajes ofensivos y suplantan su identidad en las redes sociales. El jugador se encontrará con pesadillas en forma de minijuegos imposibles de superar que harán que el jugador sienta frustración, angustia e impotencia. De esta forma, se pone al jugador en la piel de una persona que sufre acoso escolar y puede experimentar, de una manera segura, estas situaciones acercándose a los sentimientos de las víctimas para comprenderlas mejor. Mediante esta experiencia común a todos los alumnos, el profesor puede iniciar un debate posterior para que a los jugadores terminen de comprender las consecuencias de sus actos así como la importancia de pedir ayuda y no mirar a otro lado.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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Applying learning analytics in serious games
1. Applying Learning Analytics
in Serious Games
Baltasar Fernandez-Manjon
e-UCM research group, www.e-ucm.es
balta@fdi.ucm.es
@BaltaFM
École Normale Supérieure de Lyon, Novembre 2014
http://www.slideshare.net/BaltasarFernandezManjon/
2. About me and context
• CS Professor at Complutense University
• Director of e-UCM
• e-UCM research group about
Learning technologies
• 15 researchers
• Serious games
• Development of technology
• eAdventure, GLEANER
• Application to the medical domain
• European projects
• H2020 – RAGE (call 21)
• SEGAN
• www.e-ucm.es
RAGE -H2020
2
3. Educational games in the classroom: game
• The Radix Endeavor
• https://www.radixendeavor.org
• MMOG with Science,
Technology, Engeneering and
Math (STEM) topics
• Many different quests
• Adapted to middle and high
school curriculum
• Facilities for teachers
• Class configuration
• Quest assignation
• Now being tested in actual
settings
4. Educational games in the classroom: settings
• Master students in the e-learning
class
• 13 students, 8 nationalities
• No previous info about the game
• If stuck ask for help or watch the
help videos
• One hour free play
• Who perform “better” at 30
minutes and at the end
• Publish screen captures in the
class Moodle course forum
5. Educational games in the classroom: outcome
• Students were really engaged for the whole hour
• They enjoyed the experience
• Consider the game a commercial quality game
• No one asked for help
• All of them published the screenshots in the Moodle class forum
• Educational outcome
• Only 4 of the students complete more than 2 quests
• Most of the students just spend the time exploring the environment but not
doing anything “useful” or learning anything
• Actual data can be contradictory with simple observation
6. Learning Analytics
• Improving education based on
data analysis
• Data driven
• Evidence-based education
• Educational theories/approaches
can be contrasted with actual
data
• Related with …
• Educational data mining
• Business intelligence
• Visual analytics
www.ed.gov/edblogs/technology/files/2012/03/edm-la-brief.pdf 6
7. Learning analytics steps
• 1. Collecting large amounts of data from a number of channels
• Interaction with the system
• 2. Translating that data into information or actionable insights.
• It may be impossible to track how much a student really absorbed from one
lesson but the system CAN track his/her behaviour and use that as a signal
• 3. Use of the information for different purposes
• Personalization and adaptation. Once the system gets the signal, it can then
personalize each student’s learning environment.
• Assessment. Use that information for formative or summative assessment
• Predicting the best course in the future. As students use the system for a
prolonged period of time, educators will be able to track what works and
what doesn’t – and adjust accordingly.
http://www.edudemic.com/grades-2-0-how-learning-analytics-are-changing-the-teachers-role/
8. The 4 Levels of Learning Analytics
• Descriptive
• What has happened?
• Diagnostic
• Why did it happen?
• Predictive
• What will happen?
• Prescriptive
• What should I do?
http://www.edudemic.com/4-levels-learning-analytics-graphic/
9. Game Analytics: a parallel world
• Application of analytics to game
development and research
• Telemetry
• Data obtained over distance
• Mobile games, MMOG
• Game metrics
• Interpretable measures of data
related to games
• Player behavior
• User metrics
• Generics metrics
• Genre specific metrics
• Game specific metrics
9
10. Uses of Learning Analytics in educational games
• Game testing – game analytics
• It is the game realiable?
• How many students finish the game?
• Average time to complete the game?
• Game evaluation
• From pre-post test to learning analytics evaluation
• Game deployment in the class
• Real-time information for supporting the teacher
• “Stealth” student evaluation
• Knowing what is happening when the game is deployed in the class
11. The Feedback loop
• Not only important the feedback but also when is provided
• Learning analytics can help in improving feedback
http://www.wired.com/2011/06/ff_feedbackloop/
http://safety.fhwa.dot.gov/speedmgt/ref_mats/fhwasa12004/
12. Use of the educational games: Black box model
• Games as independent pieces of
content
• No information about what is
happening during the in-game
play
• Or very simple
• Completed or not completed
• Time used
12
del Blanco et al (2013). Using e-Learning standards in educational video games.
Computer Standards & Interfaces 36 (1) pp. 178–187
13. Designing for Learning Analytics in Games
• Educational games need to be designed for Learning Analytics
• Games make use of in game mechanisms for the assessment of player
performance and progress
• Interrelate observable in game behaviors to a competency based
model related with learning outcomes rather than game performance
• What are the relevant educational situations that want to be identified?
• Do we have the way to communicate the game state?
• Varibles, flags, identifiers
Implications of Learning Analytics for Serious Game Design. Jannicke Baalsrud Hauge, Riccardo Berta, Giusy Fiucci,
Baltasar Fernandez Manjon, Carmen Padron-Napoles, Wim Westera and Rob Nadolski. IEEE ICALT 2014
14. Use of educational/serious games at the school
Takeuchi, L. M., & Vaala, S. (2014). Level up learning: A national survey on teaching with digital games. New York: The Joan Ganz Cooney Center at Sesame Workshop
17. eAdventure game platform
Open code authoring environment for the production of point-and-click
adventure games & immersive learning simulations
Easy to include Learning
Analytics in eAdventure
games
http://sourceforge.net/projects/e-adventure/
20. GLEANER
• GLEANER: Game Learning Analytics for education research
• Open code framework to capture game traces
20
Reference model in the EU NoE GALA, http://e-ucm.github.io/gleaner/
Ángel Serrano-Laguna, Javier Torrente, Pablo Moreno-Ger, Baltasar Fernández-Manjón (2014): Application of
Learning Analytics in Educational Videogames. Entertainment Computing, Elsevier (in press, early access available).
23. GLEANER Analysis
• Reporter has access to the database, and presents its data through reports
• graphics, heat-maps, relational tables…
• Evaluator has access to the database and checks the educational defined goals
in the assessment model
24. ADL eXperience API (xAPI)
‣ Result of Project Tin Can
‣ Tracks experiences, informal learning, real-world
experiences (not just completions)
‣ Allows data storage AND retrieval (ex. 3rd party reporting
and analytics tools)
‣ Enables tracking mobile, games, ITS, and virtual worlds
experiences
‣ Developed by open source community
24 From Damon Regan (ADL) presentation at SINTICE2013
25. 25
Activity Streams
• http://activitystrea.ms
• Collaboration between Google, Facebook, Microsoft and others
• Allows reporting of experiences, not just completions
• Format: <Actor> <Verb> <Object> (I did this):
Simple Statement:
I (actor) watched (verb) a video on protecting employee data (object)
Complex:
in the context of [information assurance certification training] with result
[timestamp:2013-0618T18:30:32.360Z ].
From Damon Regan (ADL) presentation at SINTICE2013
26. Reporting
Systems
Assessme
nt Services
Semantic
Analysis
Statistical
Services
xAPI Learning Record Store (LRS)
26 From Damon Regan (ADL) presentation at SINTICE2013
28. Example: A game to learn XML
http://gleaner.e-ucm.es/lostinspace/play/index.html
29. About the game...
• A basic platform game to acquire familiarity with XML documents
• Learn the syntax
• Understand nesting and attributes
• Gain agility writing and reading XML documents
• Designed as a complementary activity in a Web Programming Course
• For undergraduate computer science students
• Not developed with eAdventure
30. Understanding the game…
Main character
Goal
Write XML snippets here
to move the main
character to the goal
Power-ups
(new syntax elements)
32. LA perspective
• What does GLEANER trace?
• Higher level events
• Generic traces & game specific traces
• Only those relevant for our learning objectives
• The aggregator will filter and transmit:
• Level completion events
• Each XML fragment submitted by the player
34. Progress report
34
User
Session
Phases
completed
Current
score
Learning achievements
Achievements are
updated and
highlighted in real time
35. Detailed traces
35
Filters XML snipets
The fragments are updated in real time as submitted by
the student. The instructor can filter to see only mistakes,
or all the fragments submitted by a specific students.
36. LA simplify SG deployment in the classroom
• Experiment: Gamified experience in the classroom
Goals
• First to complete the game
• Maximum points in the game
but
• Initially students were not informed that LA was in place
After some playing time LA data was showed to the students
‣ Instructor knows what is happening in the class
‣ Behavior change when students know that LA was in place
• More oriented to success and less exploration or “playing”
Ángel Serrano-Laguna, Baltasar Fernández-Manjón (2014): Applying learning analytics to simplify serious games deployment in the
classroom. Proceedings of the 2014 IEEE Global Engineering Education Conference (EDUCON) Pages 872-877.
37. Experimental design and Learning Analytics
• Learning Analytics should be in-line with the experimental design
• Annonymization
• Use of the data
• Specific regulations in several domains
• Medical: ethics committees
38. La Dama Boba : Educational game for promoting
students interest in classical theater
Based on The Foolish Lady by Lope de Vega
The game is available at http://damaboba.e-ucm.es/ (in Spanish)
Also in in Android Market
39. Experiment game vs class
• Teacher with an improved
standard content
• 757 students
• From 8 middle and high schools
in Madrid region
• Control group and experimental
group
40. Formal evaluation pre-post
• Off-line learning analytics
• Formal evaluation of games is
very complex and expensive
• Pre-test
• Post-test
• Very few games have been
formally probed to be effective
• Similar results with Learning
Analytics than with pre-post
test?
40
43. Open issues in learning analytics in games
• How to distinguish automatically game exploration from conceptual
errors?
• Traces across different types of games
• Long term learning across games
44. Other important issues in LA
• Ethical and legal aspects
• Security model
• Ownership of information
• Informing the user
• Anonymization of information
• Aspects specially relevant if you are working with kids or in the medical
domain!
44
45. Conclusions
• LA in Serious Games has a great potential from the application and research
perspective
• Ease the deplyment of game in the classroom
• Simplify game evaluation with users
• LA in Serious Games should benefits from Games Analytics experience and
work
• Still complex to implement LA in SG
• Increases the (already high) cost of the games
• Frameworks and new standards specifications could greatly simplify LA
implementation and adoption
45
47. Our current projects
RAGE
H2020 ICT2014-21ª
Realising an Applied Gaming Eco-system
Editor's Notes
1. Collecting large amounts of data from a number of channels – including, but not limited to, online learning environments, social, mobile – and perhaps in the future, games. Couple this data with various learning theories and we can begin to form a more holistic picture of a student’s learning progress than just theories.
2. Translating that data into actionable insights. It may be impossible to track how much a student really absorbed from one lesson but the system CAN track his/her behaviour and use that as a signal. Here are a few examples of behavioural signals:
- Language of frustration in any media.- Low time on site, relative to the class.- Long lag between logins.- Tracking areas of studies in which the student is weak in over years.- Detecting the TYPE of mistakes that was made – careless or a fundamental lack of understanding?- Theoretically, learning analytics would even be able to track whether or not a student is guessing in a multiple choice test.
3. Personalization and adaptation. Once the system gets the signal, it can then personalize each student’s learning environment. For example, if a student spends significantly less time attempting to solve a problem compared to other students, the system can display prompts and clues to keep him/her going – in real time. This is crucial because when a student gets feedback is just as crucial to learning as what feedback the students get. This wasn’t possible in the past, where students have to wait at least a few days for their assignments to be marked.
4. Predicting the best course in the future. As students use the system for a prolonged period of time, educators will be able to track what works and what doesn’t – and adjust accordingly. In fact, it will soon be possible for each student to essentially be working with a custom-built and personalized curriculum that’s unique to them.
Descriptive: What has happened? Look at facts, figures, and any other data you have that give you a detailed picture. Did a student fail a math quiz? What concepts were mastered and what ones weren’t?
Diagnostic: Why did it happen? Examining the descriptive elements allows you to critically assess why an outcome happened? The student did ok on geometry questions but bombed the algebra-based material? Was less class time spent on the algebra stuff? Were different types (or amounts) of homework given? Look for explanations
Predictive: What will happen? This is where you look forward: What would the outcome be based on different elements. Think of it as a choose your own adventure – will the student learn the algebra based material better if X, Y, or Z happened?
Prescriptive: What should I do How can a specific outcome be achieved through the use of specific elements? Take what you’ve learned through 1, 2, and 3 and apply it in an effort to achieve the learning outcome you’re looking for!
Educational game, to get teenagers interested in Spanish classical theatre.