An e-learning systems engineering methodology

Gilbert, Lester; Wang, Chu; Sim, Yee Wai

doi:10.1109/icalt.2005.50

Cited by 6 publications

(9 citation statements)

References 2 publications

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“…The framework that we have developed includes learning and pedagogy theory in combination with gaming requirements [5][6][7][8] and aims to establish a conceptual model that will be used by the game designer or educational practitioner when designing serious games for effective learning. The framework is illustrated in Figure 1 and is an evolution of the input-process-outcome game model discussed by Garris et al [5] and presented by Yusoff et al [9].…”

Section: Serious Games Frameworkmentioning

confidence: 99%

Validation of Serious Games Attributes Using the Technology Acceptance Model

Yusoff

Crowder

Gilbert

2010

2010 Second International Conference on Games and Virtual Worlds for Serious Applications

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Abstract-The paper introduces a conceptual model for the design of serious games and uses the Technology Acceptance Model (TAM) for its validation. A specially developed game introduced international students to public transport in Southampton. After completing the game, participants completed a short questionnaire and the data was analysed using structural equation modelling (SEM). The results identified the attributes and combinations of attributes that led the learner to accept and to use the serious game for learning. These findings are relevant in helping game designers and educational practitioners design serious games for effective learning.

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Section: Serious Games Frameworkmentioning

confidence: 99%

Validation of Serious Games Attributes Using the Technology Acceptance Model

Yusoff

Crowder

Gilbert

2010

2010 Second International Conference on Games and Virtual Worlds for Serious Applications

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“…The proposed framework includes learning and pedagogy theory in combination with gaming requirements [5][6][7][8] and aims to establish a conceptual model that will be used by the game designer or educational practitioner when designing serious games for effective learning.…”

Section: Serious Games Conceptual Frameworkmentioning

confidence: 99%

“…The detail of the actual subject matter to learn, or the type of content that the learner learns, could be an exhaustive list. Gilbert & Gale [7] state that contents can be classified into four types: facts, procedures, concepts, and principles.…”

Section: Instructional Contentmentioning

confidence: 99%

“…Typical examples of learning outcomes are based on taxonomies of educational objectives with learner capabilities drawn from the psychomotor, cognitive, and affective domains [7] For example, pilots undertake rigorous training in both the classroom and in aircraft. A study has shown that by introducing a number of hours playing aviation computer games, pilots have performed better in test flights.…”

Section: Intended Learning Outcomesmentioning

confidence: 99%

“…Gilbert & Gale [7] suggested a number of methods for constructing learning activities to support given intended learning outcomes. For example, if a learner needs to be able to recall a concept, the learning activities would include showing an example of the concept and asking the learner for the concept name, followed by feedback on the answer.…”

Section: Learning Activitymentioning

confidence: 99%

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A Conceptual Framework for Serious Games

Yusoff

Crowder

Gilbert

et al. 2009

2009 Ninth IEEE International Conference on Advanced Learning Technologies

175

113

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A Conceptual Culture-Oriented e-Learning System Development Framework (e-LSDF): A Case of Higher Education Institutions in South Africa

Chukwuere¹,

Mavetera²,

Mnkandla³

2015

IJTEF

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 Abstract-The development of educational software cannot be improved without a full understanding of methodologies, techniques, and cultural factors that inform the system development process. In education, technology has become a crucial tool. Computer-based technology brings a positive change, increasing knowledge and information sharing. The software crisis remains an issue in the software development industry. Although several articles have been published to address this problem, no solution has been found. Incorporation of culture into e-learning system cannot be neglected because it can enhance the use of e-learning content and services effectively. This study explores how culture can be captured during e-learning system design in South Africa (SA). SA is a country with eleven (11) official languages and different cultural practices spreading across nine (9) provinces. The study proposes that choice, use and effectiveness of e-learning systems is influenced by these languages and the associated cultures. The current e-learning environment provides a one size fits all type of framework where differences in the cultural background of learners are not considered. To consider difference in culture, a new e-learning framework that will capture these differences is needed. This paper provides a conceptual e-Learning System Development Framework (e-LSDF) which can be used by e-learning system developers in capturing cultural differences in society during the development of e-learning systems.Nehemiah Mavetera was born in Gutu, Zimbabwe in 1969. He is an associate professor in information systems, a master and PhD internal and external examiner, an editor, reviewer of journal and conference papers in this field. Currently he is also a director of the School of Economic and Decision Sciences. He is a holder of a PhD in information technology from the University of Pretoria, a master in geoinformation science and earth observation specializing in cadastre and land administration from ITC, University of Twente in the Netherlands and a BSc (honors) engineering degree in surveying from University of Zimbabwe.Ernest Mnkandla held an honors degree in the field of electrical engineering from the University of Zimbabwe, Harare, Zimbabwe in 1992, an MSc degree in computer science from the National University of Science and Technology, Bulawayo, Zimbabwe in 1997, and a PhD in electrical and information engineering from the University of the Witwatersrand, Johannesburg, South Africa, 2008. His research interests are software engineering, software project management with specific focus on software quality management. He is currently an associate professor at

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An e-learning systems engineering methodology

Cited by 6 publications

References 2 publications

Validation of Serious Games Attributes Using the Technology Acceptance Model

Validation of Serious Games Attributes Using the Technology Acceptance Model

A Conceptual Framework for Serious Games

A Conceptual Culture-Oriented e-Learning System Development Framework (e-LSDF): A Case of Higher Education Institutions in South Africa

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