The document discusses gamifying field studies to collect data from children for a technology-enhanced learning (TEL) project called TERENCE. TERENCE aims to develop an adaptive learning system with digital books and games to help children with text comprehension difficulties. Field studies need to gather data from over 500 children and educators across Italy and the UK on how to design TERENCE's materials and system to be effective and usable. However, directly collecting data from children faces challenges regarding reliability, engagement, and school time constraints. The document proposes gamifying field studies to address these challenges and effectively inform TERENCE's design decisions based on its intended users' context of use.
Bridging the New Digital Divide: Innovation in Mobile Education �PlayScience
Presentation by Dr. J. Alison Bryant for Colombia 3.0 Innovation & Entrepreneurship Summit (Bogota, Oct. 31, 2013)
We look at the promise (and challenges) of mobile education around the world, with case studies of innovative approaches to solving educaitonal
PlayCollective is a global research and strategy group focused on the impact of changing media and technology on education and entertainment for children and families. For the last two years, PlayCollective has also partnered with Digital Book World to track the growth of e-reading among families with children ages 2-13 and parents’ increasing belief in the beneficial power of ebooks. Join David Kleeman, PlayVangelist for PlayCollective, to get some insight on how parents', teachers', and kids' attitudes toward digital media are changing and what today's brands and tech companies are integrating into their products and content for both the home and the classroom.
Bridging the New Digital Divide: Innovation in Mobile Education �PlayScience
Presentation by Dr. J. Alison Bryant for Colombia 3.0 Innovation & Entrepreneurship Summit (Bogota, Oct. 31, 2013)
We look at the promise (and challenges) of mobile education around the world, with case studies of innovative approaches to solving educaitonal
PlayCollective is a global research and strategy group focused on the impact of changing media and technology on education and entertainment for children and families. For the last two years, PlayCollective has also partnered with Digital Book World to track the growth of e-reading among families with children ages 2-13 and parents’ increasing belief in the beneficial power of ebooks. Join David Kleeman, PlayVangelist for PlayCollective, to get some insight on how parents', teachers', and kids' attitudes toward digital media are changing and what today's brands and tech companies are integrating into their products and content for both the home and the classroom.
Wellness-Broschüre vom Granpanorama Hotel StephansHof, Ihrem 4 Sterne Hotel in Südtirol mit dem einmaligen Panoramablick auf die Dolomiten und ins Eisacktal aus jedem Zimmer.
http://www.stephanshof.com/de/ihr-hotel.html
Kukri - Unique Selling training programEka_Academy
Kukri program will alter the basic mindset of the participants - and will instill a killer instinct in each one of them...to make them walk that extra miles and work towards glory. The program is so effective that we could expect the output to start from the very next day, the curve gradually growing up and a perceivable and measurable output emerging by the second week or so.
Kukri is also very unique because all our research points to a fact that this might be the perfect model of salesmanship that the world is seeking out for. This captures all the elements of salesmanship - from killer instinct to understanding the clients to knowledge of products to relationship to invoking commitments, we covered them all.
This program is Registered Trademark of Eka Academy.
Follow us on https://www.facebook.com/Eka.the.academy
Dentro del programa de Zona Creativa de UNAPEC, hablo sobre las principales estrategia de marketing online, las ventajas de la comunicación en redes sociales para empresas, los medios digitales y las ventajas de publicidad online versus la tradicional.
Welcome to hydraforum, An Aquarium forums is talk about freshwater aquarium, saltwater aquarium, planted aquarium, fish, etc. Know more visit on our website.
Wellness-Broschüre vom Granpanorama Hotel StephansHof, Ihrem 4 Sterne Hotel in Südtirol mit dem einmaligen Panoramablick auf die Dolomiten und ins Eisacktal aus jedem Zimmer.
http://www.stephanshof.com/de/ihr-hotel.html
Kukri - Unique Selling training programEka_Academy
Kukri program will alter the basic mindset of the participants - and will instill a killer instinct in each one of them...to make them walk that extra miles and work towards glory. The program is so effective that we could expect the output to start from the very next day, the curve gradually growing up and a perceivable and measurable output emerging by the second week or so.
Kukri is also very unique because all our research points to a fact that this might be the perfect model of salesmanship that the world is seeking out for. This captures all the elements of salesmanship - from killer instinct to understanding the clients to knowledge of products to relationship to invoking commitments, we covered them all.
This program is Registered Trademark of Eka Academy.
Follow us on https://www.facebook.com/Eka.the.academy
Dentro del programa de Zona Creativa de UNAPEC, hablo sobre las principales estrategia de marketing online, las ventajas de la comunicación en redes sociales para empresas, los medios digitales y las ventajas de publicidad online versus la tradicional.
Welcome to hydraforum, An Aquarium forums is talk about freshwater aquarium, saltwater aquarium, planted aquarium, fish, etc. Know more visit on our website.
Webinar: Making the Case for Early STEM Learning- 2016-11-02TechSoup
Explore how to make a stronger case for early STEM experiences. A FrameWorks research into American public thinking revealed that people assume that science, technology, engineering, and math are highly specialized areas of knowledge that aren’t appropriate for young learners. In turn, this limits public support for the policies, funding, and programs that can foster early learning in these vital areas. We'll discuss and explore proven, practical ways for early childhood advocates to talk about why and how early STEM matters.
This presentation discusses how the learning community can facilitate & build learning environments that enable continuous learning in the workplace. This stems from the company's ethos that learning is all around us and it never stops.
How can we use Artificial Intelligence (AI) for improving reading comprehension of poor comprehenders? This presentation, delivered at AI*IA 2014 for Society in Pisa (Italy), explain how natural language processing and constraint-based reasoning technologies can help in automating the generation of serious games for improving the reading comprehension of poor comprehenders. The slides also analyse the results in terms of pedagogical effectiveness of the system for improving reading comprehension and quality of the automated generation process for delivering games.
Towards Tangible Gamificaiton of Co-design Contexts: Two Studies in Primary S...Rosella Gennari
Co-design is an ideal approach to design with users. It allows designers to create products, such as games, with their intended users and in their natural environment, e.g., children and their teachers in their school. Nowadays school contexts, however, pose their own requirements to co-design, which can affect its success. For instance, school contexts tend to be associated to boring rote by learners, who are used to interactive digital games. Gamification can then help in creating a positive engaging experience for school classes that co-design, as games do. This paper takes up such a view: it gamifies co-design contexts in order to positively engage school classes. To this end it presents two studies with gamified co-design in primary schools: heterogeneous teams co-designed prototypes by resolving missions as in a game, in the first short-term study; they did it in an even more gamified context, in the second long-term study. Results of both studies are encouraging for the approach. The paper also advances basic guidelines for tangibly gamifying co-design at school, grounded in the studies and literature.
Extreme Apprenticeship Meets Playful Design at Operating System Labs: A Case ...Rosella Gennari
The extreme apprenticeship instructional methodology, recently born in Scandinavia, serves to organise education in formal contexts, such as university courses. The fundamental idea is that a new task is learned by apprentices, looking at the master who is performing it, and then repeating the task under his or her guidance. Continuous feedback and learning by doing are key principles of extreme apprenticeship. However, in e-learning contexts, the direct contact with the master may be missing. Then engagement of students with learning material becomes a challenging goal to achieve when designing the material. In this paper, we see how extreme apprenticeship and playful design were combined for designing the learning material of the laboratories of a traditionally `boring' university course, namely, operating systems. A preliminary analytic evaluation concludes the paper showing the viability of the blended approach.
Intelligent systems and learning centred designRosella Gennari
What are intelligent systems for enhancing learning? How do we design them so as to enhance a certain learner's experience? This talk starts with pedagogy theories focusing on designing learning experiences according to learner characteristics. Then it boldly connects them to specific design methodologies, which aims at producing usable and pedagogically effective intelligent systems for delivering enhanced learning material and experiences. Then the real pulp starts: how we designed the intelligent system of the TERENCE FP7 EU project for designing adequate learning material, specifically, smart games for reasoning about stories and adequate to the needs of poor comprehenders. The talk concludes reflecting upon the speaker's change in research areas possibly due to several factors, such as personal reasons, interests and project-dependent requirements. The on-going work is also briefly illustrated, that is, how to design smart games not only for learners but also with learners, engaging and including all.
This presentation was delivered at the first international conference on teaching deaf learners, held in Amsterdam, 19-21 March 2014.
The first part is by Caselli and Rinaldi and is concerned with language development of deaf children in the era of cochlear implants.
The second part is by Gennari with contributions by Melonio and is concerned with technology enhanced learning for deaf learners.
GaCoCo in 30 minutes: Gamified Co-design of Products at School with Cooperati...Rosella Gennari
A long presentation of GAmified COdesign with COperative Learning for alt-CHI 2014. Co-design is an ideal approach to design with mixed teams that include learners and teachers. However, in modern learning contexts, learning and playful engagement are both key goals, and that poses several challenges to co-design. This work investigates such challenges after outlining co-design and situating it in current user experience
design trends. Then it uses the challenges to derive requirements for co-design, and shows how to meet requirements, fostering playful (fun) engagement as well as social learning, by blending co-design with gamication and cooperative learning--GaCoCo.
GaCoCo in 30 seconds: Gamified Codesign of Products at School with Coperative...Rosella Gennari
A short presentation of GAmified COdesign with COperative Learning for alt-CHI 2014. Co-design is an ideal approach to design with mixed teams that include learners and teachers. However, in modern learning contexts, learning and playful engagement are both key goals, and that poses several challenges to co-design. This work investigates such challenges after outlining co-design and situating it in current user experience
design trends. Then it uses the challenges to derive requirements for co-design, and shows how to meet requirements, fostering engagement as well as social learning, by
blending co-design with gamication and cooperative learning--GaCoCo.
A small-scale lab within Junior Uni activities at the Free University of Bozen-Bolzano for engaging a mixed group of children, from 5 to 8 year olds, in co-designing together an educational game
TERENCE automated reasoning and natural language processing for generating ed...Rosella Gennari
This presentation, held a the final review meeting of the FP7 European TERENCE project, recaps the results of work package 4 (WP4) for generating textual components of educational games, designed according to learner requirements and developed starting from pre-defined frameworks.
The TERENCE FP7 project S&T Goals and Results for Schools and BeyondRosella Gennari
The presentation of how the TERENCE FP7 EU project met its scientific and technological goals, and worked for its beneficiaries, e.g., schools, at the final review meeting of TERENCE
Play and Learn with Learners to Early Form your Design DecisionsRosella Gennari
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.
Generating a custom Ruby SDK for your web service or Rails API using Smithyg2nightmarescribd
Have you ever wanted a Ruby client API to communicate with your web service? Smithy is a protocol-agnostic language for defining services and SDKs. Smithy Ruby is an implementation of Smithy that generates a Ruby SDK using a Smithy model. In this talk, we will explore Smithy and Smithy Ruby to learn how to generate custom feature-rich SDKs that can communicate with any web service, such as a Rails JSON API.
Kubernetes & AI - Beauty and the Beast !?! @KCD Istanbul 2024Tobias Schneck
As AI technology is pushing into IT I was wondering myself, as an “infrastructure container kubernetes guy”, how get this fancy AI technology get managed from an infrastructure operational view? Is it possible to apply our lovely cloud native principals as well? What benefit’s both technologies could bring to each other?
Let me take this questions and provide you a short journey through existing deployment models and use cases for AI software. On practical examples, we discuss what cloud/on-premise strategy we may need for applying it to our own infrastructure to get it to work from an enterprise perspective. I want to give an overview about infrastructure requirements and technologies, what could be beneficial or limiting your AI use cases in an enterprise environment. An interactive Demo will give you some insides, what approaches I got already working for real.
Connector Corner: Automate dynamic content and events by pushing a buttonDianaGray10
Here is something new! In our next Connector Corner webinar, we will demonstrate how you can use a single workflow to:
Create a campaign using Mailchimp with merge tags/fields
Send an interactive Slack channel message (using buttons)
Have the message received by managers and peers along with a test email for review
But there’s more:
In a second workflow supporting the same use case, you’ll see:
Your campaign sent to target colleagues for approval
If the “Approve” button is clicked, a Jira/Zendesk ticket is created for the marketing design team
But—if the “Reject” button is pushed, colleagues will be alerted via Slack message
Join us to learn more about this new, human-in-the-loop capability, brought to you by Integration Service connectors.
And...
Speakers:
Akshay Agnihotri, Product Manager
Charlie Greenberg, Host
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
Securing your Kubernetes cluster_ a step-by-step guide to success !KatiaHIMEUR1
Today, after several years of existence, an extremely active community and an ultra-dynamic ecosystem, Kubernetes has established itself as the de facto standard in container orchestration. Thanks to a wide range of managed services, it has never been so easy to set up a ready-to-use Kubernetes cluster.
However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
Key Trends Shaping the Future of Infrastructure.pdfCheryl Hung
Keynote at DIGIT West Expo, Glasgow on 29 May 2024.
Cheryl Hung, ochery.com
Sr Director, Infrastructure Ecosystem, Arm.
The key trends across hardware, cloud and open-source; exploring how these areas are likely to mature and develop over the short and long-term, and then considering how organisations can position themselves to adapt and thrive.
Transcript: Selling digital books in 2024: Insights from industry leaders - T...BookNet Canada
The publishing industry has been selling digital audiobooks and ebooks for over a decade and has found its groove. What’s changed? What has stayed the same? Where do we go from here? Join a group of leading sales peers from across the industry for a conversation about the lessons learned since the popularization of digital books, best practices, digital book supply chain management, and more.
Link to video recording: https://bnctechforum.ca/sessions/selling-digital-books-in-2024-insights-from-industry-leaders/
Presented by BookNet Canada on May 28, 2024, with support from the Department of Canadian Heritage.
Builder.ai Founder Sachin Dev Duggal's Strategic Approach to Create an Innova...Ramesh Iyer
In today's fast-changing business world, Companies that adapt and embrace new ideas often need help to keep up with the competition. However, fostering a culture of innovation takes much work. It takes vision, leadership and willingness to take risks in the right proportion. Sachin Dev Duggal, co-founder of Builder.ai, has perfected the art of this balance, creating a company culture where creativity and growth are nurtured at each stage.
Essentials of Automations: Optimizing FME Workflows with ParametersSafe Software
Are you looking to streamline your workflows and boost your projects’ efficiency? Do you find yourself searching for ways to add flexibility and control over your FME workflows? If so, you’re in the right place.
Join us for an insightful dive into the world of FME parameters, a critical element in optimizing workflow efficiency. This webinar marks the beginning of our three-part “Essentials of Automation” series. This first webinar is designed to equip you with the knowledge and skills to utilize parameters effectively: enhancing the flexibility, maintainability, and user control of your FME projects.
Here’s what you’ll gain:
- Essentials of FME Parameters: Understand the pivotal role of parameters, including Reader/Writer, Transformer, User, and FME Flow categories. Discover how they are the key to unlocking automation and optimization within your workflows.
- Practical Applications in FME Form: Delve into key user parameter types including choice, connections, and file URLs. Allow users to control how a workflow runs, making your workflows more reusable. Learn to import values and deliver the best user experience for your workflows while enhancing accuracy.
- Optimization Strategies in FME Flow: Explore the creation and strategic deployment of parameters in FME Flow, including the use of deployment and geometry parameters, to maximize workflow efficiency.
- Pro Tips for Success: Gain insights on parameterizing connections and leveraging new features like Conditional Visibility for clarity and simplicity.
We’ll wrap up with a glimpse into future webinars, followed by a Q&A session to address your specific questions surrounding this topic.
Don’t miss this opportunity to elevate your FME expertise and drive your projects to new heights of efficiency.
JMeter webinar - integration with InfluxDB and GrafanaRTTS
Watch this recorded webinar about real-time monitoring of application performance. See how to integrate Apache JMeter, the open-source leader in performance testing, with InfluxDB, the open-source time-series database, and Grafana, the open-source analytics and visualization application.
In this webinar, we will review the benefits of leveraging InfluxDB and Grafana when executing load tests and demonstrate how these tools are used to visualize performance metrics.
Length: 30 minutes
Session Overview
-------------------------------------------
During this webinar, we will cover the following topics while demonstrating the integrations of JMeter, InfluxDB and Grafana:
- What out-of-the-box solutions are available for real-time monitoring JMeter tests?
- What are the benefits of integrating InfluxDB and Grafana into the load testing stack?
- Which features are provided by Grafana?
- Demonstration of InfluxDB and Grafana using a practice web application
To view the webinar recording, go to:
https://www.rttsweb.com/jmeter-integration-webinar
5. TERENCE
in
a
nutshell
TERENCE
is
a
collabora/ve
FP7
project
‣ for
Technology
Enhanced
Learning
(TEL)
‣ for
children
with
specific
text
comprehension
problems
and
their
educators
‣ for
developing
and
adap/ve
learning
system
that
recommends
its
learners
the
adequate
learning
material,
made
of
digital
6. TERENCE
in
a
nutshell
TERENCE
is
a
collabora/ve
FP7
project
‣ for
Technology
Enhanced
Learning
(TEL)
‣ for
children
with
specific
text
comprehension
problems
and
their
educators
‣ for
developing
and
adap/ve
learning
system
that
recommends
its
learners
the
adequate
learning
material,
made
of
digital
‣ books
of
stories
7. TERENCE
in
a
nutshell
TERENCE
is
a
collabora/ve
FP7
project
‣ for
Technology
Enhanced
Learning
(TEL)
‣ for
children
with
specific
text
comprehension
problems
and
their
educators
‣ for
developing
and
adap/ve
learning
system
that
recommends
its
learners
the
adequate
learning
material,
made
of
digital
Who runs fast?
‣ books
of
stories
‣ and
smart
games
for
reasoning
about
stories
8. TERENCE
in
a
nutshell
TERENCE
is
a
collabora/ve
FP7
project
‣ for
Technology
Enhanced
Learning
(TEL)
‣ for
children
with
specific
text
comprehension
problems
and
their
educators
‣ for
developing
and
adap/ve
learning
system
that
recommends
its
learners
the
adequate
learning
material,
made
of
digital
‣ How
do
we
design
the
TERENCE
learning
material
and
overall
system
so
as
to
be
Who runs fast?
‣ books
of
stories
‣ and
smart
games
for
reasoning
about
stories
9. TERENCE
in
a
nutshell
TERENCE
is
a
collabora/ve
FP7
project
‣ for
Technology
Enhanced
Learning
(TEL)
‣ for
children
with
specific
text
comprehension
problems
and
their
educators
‣ for
developing
and
adap/ve
learning
system
that
recommends
its
learners
the
adequate
learning
material,
made
of
digital
‣ How
do
we
design
the
TERENCE
learning
material
and
overall
system
so
as
to
be
Who runs fast?
‣ books
of
stories
‣ and
smart
games
for
reasoning
about
stories
‣ usable
by
its
users
10. TERENCE
in
a
nutshell
TERENCE
is
a
collabora/ve
FP7
project
‣ for
Technology
Enhanced
Learning
(TEL)
‣ for
children
with
specific
text
comprehension
problems
and
their
educators
‣ for
developing
and
adap/ve
learning
system
that
recommends
its
learners
the
adequate
learning
material,
made
of
digital
‣ How
do
we
design
the
TERENCE
learning
material
and
overall
system
so
as
to
be
Who runs fast?
‣ books
of
stories
‣ and
smart
games
for
reasoning
about
stories
‣ and
effec>ve
for
them?
‣ usable
by
its
users
11. Data
for
context
of
use
from
children
start
no
release
yesok?
gather data
specify requirements
design
develop
evaluation
12. Data
for
context
of
use
from
children
start
no
release
yesok?
gather data
specify requirements
design
develop
evaluation
282
learners
in
Italy
226
learners
in
UK
30
school
educators
10
domain
experts
13. Data
for
context
of
use
from
children
start
no
release
yesok?
gather data
specify requirements
design
develop
evaluation
282
learners
in
Italy
226
learners
in
UK
30
school
educators
10
domain
experts
how
to
do
that
with
so
many
young
learners
at
school?
15. Challenges
in
collecGng
data
from
children
Reliability
of
collected
data:
‣ children
might
become
anxious
at
the
thought
of
taking
a
test
(Rubin
1995)
and
hence
not
express
their
true
selves,
‣ thus
direct
methods
should
be
avoided
(Druin
2010)
16. Challenges
in
collecGng
data
from
children
Reliability
of
collected
data:
‣ children
might
become
anxious
at
the
thought
of
taking
a
test
(Rubin
1995)
and
hence
not
express
their
true
selves,
‣ thus
direct
methods
should
be
avoided
(Druin
2010)
Drop-‐outs
easily
occur
‘cause
for
children
(Chiasson
and
Gutwin
2005)
‣ “mo>va>on
and
engagement
are
[...]
important”
‣ “children
[need]
to
see
the
results
of
their
ac>ons
immediately”
17. Challenges
in
collecGng
data
from
children
Reliability
of
collected
data:
‣ children
might
become
anxious
at
the
thought
of
taking
a
test
(Rubin
1995)
and
hence
not
express
their
true
selves,
‣ thus
direct
methods
should
be
avoided
(Druin
2010)
Drop-‐outs
easily
occur
‘cause
for
children
(Chiasson
and
Gutwin
2005)
‣ “mo>va>on
and
engagement
are
[...]
important”
‣ “children
[need]
to
see
the
results
of
their
ac>ons
immediately”
School/environment
constraints:
ac>vi>es
should
‣ involve
an
en>re
class,
‣ respect
school
>me-‐tables,
e.g.,
each
session
should
last
no
longer
than
2
hours
19. What
we
did:
we
gamified
data
gathering
GamificaGon
is
the
usage
of
game-‐play
elements
in
a
non-‐game
context
for
engaging
and
mo>va>ng
users,
e.g.,
in
ac>vi>es
20. What
we
did:
we
gamified
data
gathering
Reliability
of
collected
data
‣ can
be
achieved
if
children
get
engaged
in
diverse
progressive
challenges
for
diverse
skills
GamificaGon
is
the
usage
of
game-‐play
elements
in
a
non-‐game
context
for
engaging
and
mo>va>ng
users,
e.g.,
in
ac>vi>es
21. What
we
did:
we
gamified
data
gathering
Reliability
of
collected
data
‣ can
be
achieved
if
children
get
engaged
in
diverse
progressive
challenges
for
diverse
skills
GamificaGon
is
the
usage
of
game-‐play
elements
in
a
non-‐game
context
for
engaging
and
mo>va>ng
users,
e.g.,
in
ac>vi>es
Drop-‐outs
‣ can
be
avoided
via
>mely
usable
feedback
and
engagement
22. What
we
did:
we
gamified
data
gathering
Reliability
of
collected
data
‣ can
be
achieved
if
children
get
engaged
in
diverse
progressive
challenges
for
diverse
skills
GamificaGon
is
the
usage
of
game-‐play
elements
in
a
non-‐game
context
for
engaging
and
mo>va>ng
users,
e.g.,
in
ac>vi>es
Drop-‐outs
‣ can
be
avoided
via
>mely
usable
feedback
and
engagement
School/environment
constraints
require
we
‣ involve
all
children
in
social
ac>vi>es,
‣ a
linear
planning/storyline
and
engagement
for
mee>ng
>me-‐tables
23. What
we
did:
we
gamified
data
gathering
Reliability
of
collected
data
‣ can
be
achieved
if
children
get
engaged
in
diverse
progressive
challenges
for
diverse
skills
GamificaGon
is
the
usage
of
game-‐play
elements
in
a
non-‐game
context
for
engaging
and
mo>va>ng
users,
e.g.,
in
ac>vi>es
Drop-‐outs
‣ can
be
avoided
via
>mely
usable
feedback
and
engagement
School/environment
constraints
require
we
‣ involve
all
children
in
social
ac>vi>es,
‣ a
linear
planning/storyline
and
engagement
for
mee>ng
>me-‐tables
24. What
we
did:
we
gamified
data
gathering
Reliability
of
collected
data
‣ can
be
achieved
if
children
get
engaged
in
diverse
progressive
challenges
for
diverse
skills
GamificaGon
is
the
usage
of
game-‐play
elements
in
a
non-‐game
context
for
engaging
and
mo>va>ng
users,
e.g.,
in
ac>vi>es
‣ But
which
gamifica9on
‘model’,
i.e.,
what
of
game-‐play
can
ensure
us
we
really
engage
our
learners
in
our
data
collec9on?
Drop-‐outs
‣ can
be
avoided
via
>mely
usable
feedback
and
engagement
School/environment
constraints
require
we
‣ involve
all
children
in
social
ac>vi>es,
‣ a
linear
planning/storyline
and
engagement
for
mee>ng
>me-‐tables
26. The
“video
game
uses
and
gratifications”
model
(Sherry
&
Lucas
2003)
says
that
different
players
engage
in
games
for
different
gratifications:
competition
challenge
diversion
arousal
fantasy
social
interaction
Gamification: diverse views
27. Flows
are
engaging
activities
(e.g.,
games)
with
a
balance
between
challenges
and
skills,
and
for
(Kiili
2005)
are
realised
in
games
via:
balanced
challenges
and
skills
timely
usable
feedback
clear
goals
immersive
storylines
intrinsic
rewards
The
“video
game
uses
and
gratifications”
model
(Sherry
&
Lucas
2003)
says
that
different
players
engage
in
games
for
different
gratifications:
competition
challenge
diversion
arousal
fantasy
social
interaction
Gamification: diverse views
28. The
motivational
model
(Przybylski
et
al.
2010)
explains
engagement
in
games
in
relation
to
the
satisfaction
of
universal
basic
needs:
autonomy
competence
relatedness
needs
Flows
are
engaging
activities
(e.g.,
games)
with
a
balance
between
challenges
and
skills,
and
for
(Kiili
2005)
are
realised
in
games
via:
balanced
challenges
and
skills
timely
usable
feedback
clear
goals
immersive
storylines
intrinsic
rewards
The
“video
game
uses
and
gratifications”
model
(Sherry
&
Lucas
2003)
says
that
different
players
engage
in
games
for
different
gratifications:
competition
challenge
diversion
arousal
fantasy
social
interaction
Gamification: diverse views
29. Which
are
the
preferred
avatars?Which
are
the
preferred
avatars?
Goals: describe
children’s
preferred
avatars
Moves: cards
with
game
consoles
are
in
a
box;
in
turn,
each
player
picks
up
the
cards
of
the
consoles
the
player
uses
and
describes
her/his
preferred
avatars
for
the
consoles
Feedback: a
moderator
assists,
and
provides
children
with
support
if
necessary
Gamified
data
gathering
1
30. Which
are
the
preferred
avatars?Which
are
the
preferred
avatars?
Autonomy: children
are
free
to
par/cipate,
to
say
what
they
wish
Relatedness: each
learner
feels
part
of
the
class
by
telling
about
their
own
experiences
Competence: verbal
skills
Gamified
data
gathering
1
31. Which
are
the
preferred
acGviGes?Which
are
the
preferred
acGviGes?
Goals: describe
children’s
preferred
extracurricular
ac>vi>es
Moves: each
learner
received
a
paper
sheet
with
s>ckers
represen>ng
ac>vi>es
(e.g.,
going
on
the
internet)
and
a
blank
sheet
with
3
empty
circles
represen>ng
morning,
aYernoon
and
evening.
Learners
have
to
paste
s>ckers
into
the
per>nent
circles
or
draw
ac>vi>es.
Feedback: a
moderator
assists,
and
supports
children
if
necessary
Gamified
data
gathering
2
32. Which
are
the
preferred
acGviGes?Which
are
the
preferred
acGviGes?
Autonomy: children
are
free
to
par>cipate
or
not,
to
a[ach
what
they
wish
Relatedness: each
learner
feels
part
of
the
class
by
showing
the
class
their
own
choices
Competence: non-‐verbal
skills
Gamified
data
gathering
2
33. Morale: game over
Pros:
– reliable
and
dependable
data
for
creating
fine-‐grained
learner
profiles
as
triangulated
with
data
from
domain
experts
or
referent
adults
– gamifica>on
of
data
gathering
with
learners
was
engaging
for
children
and
their
teachers
to
the
point
that
– schools
par>cipated
in
the
prosecu>on
of
TERENCE
ac>vi>es
(“let’s
play
again”
effect)
– there
were
no
drop-‐outs
– school
constraints
were
respected
34. Morale: game over
Pros:
– reliable
and
dependable
data
for
creating
fine-‐grained
learner
profiles
as
triangulated
with
data
from
domain
experts
or
referent
adults
– gamifica>on
of
data
gathering
with
learners
was
engaging
for
children
and
their
teachers
to
the
point
that
– schools
par>cipated
in
the
prosecu>on
of
TERENCE
ac>vi>es
(“let’s
play
again”
effect)
– there
were
no
drop-‐outs
– school
constraints
were
respected
Contras:
– considerable
resources
and
personnel
for
construc>ng
data
gathering
material
and
specifying
protocols/storyline
– the
method
leads
to
collec>ng
poorly
structured
huge
diversified
data
which
requires
considerable
analysis
>mes