A multifaceted students’ performance assessment framework for motion-based game-making projects with Scratch

Altanis, Ioannis; Retalis, Symeon

doi:10.1080/09523987.2019.1669876

Cited by 9 publications

(8 citation statements)

References 15 publications

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“…Notable studies suggest that MBTGs might have a positive impact on player's maths learning experience; particularly concerning reduced anxiety [22], enhanced problem understanding [4], [41], and increased academic performance [26], [39], [44]. Moreover, computational thinking skilled may be amplified via introducing students to programming languages that exploit MBT technologies, such as Scratch for Kinect (i.e., Kinect2Scratch) [2], [12].…”

Section: Related Work a Educational Motion-based Touch-less Gamesmentioning

confidence: 99%

Motion-Based Educational Games: Using Multi-Modal Data to Predict Player’s Performance

Lee-Cultura

Sharma

Papavlasopoulou

et al. 2020

2020 IEEE Conference on Games (CoG)

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Multi-Modal Data (MMD) can help educational games researchers understand the synergistic relationship between player's movement and their learning experiences, and consequently uncover insights that may lead to improved design of movement-based game technologies for learning. Predicting player performance fosters opportunities to cultivate heightened educational experiences and outcomes. However, predicting player's performance utilising player-generated MMD during their interactions with educational Motion-Based Touchless Games (MBTG) is challenging. To bridge this gap, we implemented an in-situ study where 26 users, age 11, played 2 maths MBTGs in a single 20-30 minute session. We collected player's MMD (i.e., gaze data from eye-tracking glasses, physiological data from wristbands, and skeleton data from Kinect) produced during game-play. To investigate the potential of MMD for predicting player's academic performance, we used machine learning techniques and MMD derived from player's game-play. This allowed us to identify the MMD features that drive rapid highly accurate predictions of players' academic performance in educational MBTGs. This might allow us to provide realtime proactive feedback to the player to support them through their educational gaming experience. Our analysis compared two data lengths corresponding to half and full duration of the player's question solving time. We showed that all combinations of extracted features associated with gaze, physiological, and skeleton data, predicted student performance more accurately than the majority baseline. Additionally, the most accurate prediction of player's performance derived from the combination of gaze and physiological data for both full and half data lengths. Our findings emphasise the significance of using MMD for realtime performance prediction in educational MBTG and offer implications for practice.

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Section: Related Work a Educational Motion-based Touch-less Gamesmentioning

confidence: 99%

Motion-Based Educational Games: Using Multi-Modal Data to Predict Player’s Performance

Lee-Cultura

Sharma

Papavlasopoulou

et al. 2020

2020 IEEE Conference on Games (CoG)

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“…They further pointed out the importance of general and specific assessment design principles for aligning instruction, assessment, and testing and for evaluating instructional innovations (Hickey & Zuiker, 2012). Altanis and Retalis (2019) have proposed a a multifaceted assessment framework of the degree of students' acquisition of multiple skills,which explored the highly positive learning experiences and promoting their thinking skills, e.g., programming and computational thinking (CT) skills (Altanis & Retalis, 2019).They implemented a system with computer science undergraduate students, which are presented, highlight the positive effects of combining and extending various assessment techniques and tools to draw holistic conclusions about students' higher skills including computational and spatial thinking skills (Altanis & Retalis, 2019). Vijayalakshmi et al (2013) have emphasized the importance of outcome based education and adopted OBE in their work and framed the course learning objectives for the final year under graduate project course work.…”

Section: Micro Level Objectivesmentioning

confidence: 99%

Learning Analytics Model and Bloom’s Taxonomy based Evaluation Framework for the Post Graduate Students’ Project Assessment – A Blended Project Based Learning Management System with Rubric Referenced Predictors

Ayyanathan

2022

education

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Effective engagement and monitoring of students’ online self-learning capacity and application of their acquired knowledge in the final year project is a challenging task for the educators worldwide. The author builds an evaluation framework to assess the stage-wise performance of students in this undertaken project. The primary objective of this research study is to classify the rubric reference predictors of the stage wise project performance assessment metrics for the learning analytics based decision support system and effective academic decision making. The students of the post graduate computer applications degree programme, supervisors, external industry guide, internal faculty members of the peer review committee, external examiner and Head of the Department are the major stake holders of the proposed evaluation framework. The proposed framework computes the students’ individual as well as class attainment level of learning outcomes in their final year capstone projects. The author adopts blended Learning approach based on the principles of Blooms’ taxonomy using Google classroom as the LMS. The correlation matrices of the assessment predictors, mapping with course outcome and blooms’ levels are also obtained. The students’ attainment level of course outcomes are assessed using effective cognitive sequencing of the assessment methods and the respective rubric referenced predictors with the stage-wise feedback system.

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“…Los estudios que utilizan la metodología cualitativa son 12 (Aguilar y Adell, 2018;Woessner, 2015;Campos et al, 2020;Näykki et al, 2019;Nor-Arevian et al, 2015). La metodología mixta es utilizada en 15 artículos (Edmonds y Smith, 2017;Habes et al 2020;Johnson, 2016;Li, 2018;Mathew et al, 2019;McGregor y Bartle, 2019;Schaffernak et al, 2020) y otros 3 utilizan otra metodología (Altanis y Retalis, 2019;Donald et al, 2017;Tazouti et al, 2019).…”

Section: Criterio 1: Metodología De Los Artículos Analizadosunclassified

“…Aunque sus resultados no aportarán información determinante, sí permitirá elaborar indicaciones e hipótesis para un abordaje posterior. También se suele utilizar para probar modelos teóricos en contextos reales (Altanis y Retalis, 2019;Janssen et al, 2016;Näykki et al, 2019).…”

Section: Nº 85unclassified

Investigación con videojuegos en educación. Una revisión sistemática de la literatura de 2015 a 2020

Antequera

Domínguez

2022

Rev. Colomb. Educ.

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El uso de videojuegos en el aula es una tendencia educativa planteada, documentada e investigada desde hace décadas. Este artículo de investigación parte con la premisa de plasmar mediante, una revisión sistemática de literatura, el estado actual de los estudios con videojuegos en contextos educativos formales. Para ello, se realizó una búsqueda de documentos en la base de datos Scopus, obteniéndose una muestra de 7320 documentos, la cual, tras pasar por un proceso de screening, se obtuvieron 90 que cumplían con los criterios de inclusión planteados para esta revisión en el periodo de 2015 a 2020. Los datos hallados fueron sometidos a análisis estadístico, mediante la utilización de software de análisis estadístico spss. Las conclusiones que se extrajeron de los documentos analizados arrojan que en las investigaciones con videojuegos y educación la metodología cuantitativa es la más utilizada por la comunidad científica; también destacan los estudios con diseños descriptivos, los cuales sirven para obtener datos de un modo general sobre el funcionamiento de los videojuegos en el aula. Finalmente, se ha destacado a los videojuegos educativos como los más utilizados en los documentos analizados debido a sus connotaciones didácticas.

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A multifaceted students’ performance assessment framework for motion-based game-making projects with Scratch

Cited by 9 publications

References 15 publications

Motion-Based Educational Games: Using Multi-Modal Data to Predict Player’s Performance

Motion-Based Educational Games: Using Multi-Modal Data to Predict Player’s Performance

Learning Analytics Model and Bloom’s Taxonomy based Evaluation Framework for the Post Graduate Students’ Project Assessment – A Blended Project Based Learning Management System with Rubric Referenced Predictors

Investigación con videojuegos en educación. Una revisión sistemática de la literatura de 2015 a 2020

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