Learner Modeling Using Educational Games: A Review of the Literature

Khenissi, Mohamed Ali; Essalmi, Fathi; Jemni, Mohamed; Kinshuk, Kinshuk

doi:10.1186/s40561-015-0014-y

Cited by 26 publications

(10 citation statements)

References 35 publications

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“…Current approaches for including customized feedback in DSG by unobtrusively gathering data about learners' progress are technically grounded in learner modeling (Khenissi, Essalmi, Jemni & Kinshuk, ). Creating such a learner model requires many observations of learner‐game interactions and interpreting them in terms of both learning progress and learner characteristics.…”

Section: Rcf Guidelines For Serious Gamesmentioning

confidence: 99%

Retrospective cognitive feedback for progress monitoring in serious games

Nadolski¹,

Hummel²

2016

Brit J Educational Tech

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Although the importance of cognitive feedback in digital serious games (DSG) is undisputed, we are facing some major design challenges. First of all, we do not know to which extend existing research guidelines apply when we stand the risk of cognitive feedback distorting the delicate balance between learning and playing. Unobtrusive cognitive feedback has to be interspersed with gameplay. Second, many effective solutions for providing cognitive feedback we do know might simply be too costly. To face both challenges, this study offers an efficient approach for providing unobtrusive and retrospective cognitive feedback (RCF) in DSG. This approach was applied onto a game where feedback messages were triggered via simple rules about learners' questioning behavior on four dimensions. We found the experimental condition including such RCF to yield better learning outcomes while maintaining similar motivation.

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Section: Rcf Guidelines For Serious Gamesmentioning

confidence: 99%

Retrospective cognitive feedback for progress monitoring in serious games

Nadolski¹,

Hummel²

2016

Brit J Educational Tech

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“…Among them, Jayalakshmi introduced VR technology, pointed out some precautions of VR technology, and combed its concept [4]. In his article, Khenissi analyzed the impact of VR technology on applied teaching, pointed out the important role of VR technology, and emphasized the research significance and current status of VR technology in English teaching [5]. In the article, Xiaojun elaborated the role of VR technology in detail, and analyzed and discussed related issues, which has important guiding significance [6].…”

Section: Introductionmentioning

confidence: 99%

Retracted: VR Technology in English Teaching from the Perspective of Knowledge Visualization

Zhou

2024

IEEE Access

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VR technology is virtual reality. Most people think that speaking English is the most important language skill, but at the same time speaking English is considered to be the most difficult learning skill. Virtual reality technology, namely VR technology, is a comprehensive information technology, which provides new ideas for English teaching. The purpose of this article is to study the application of VR technology in English teaching. Using the teaching simulation method, we discussed the feasibility of using VR technology to solve the problems of poor oral English, poor English expression ability, and lack of English thinking ability. The analysis technology performs a series of data analysis on the results of the survey data analysis. The analysis of the research results shows that the application of VR video in the educational teaching process not only enriches the teaching form, but also provides a new way of thinking for the teaching and experience of the course. The application of VR technology in actual English teaching not only improve the learner's learning effect by 45%, and also enhance the modernity and modernization of English teaching activities, effectively achieve the cultivation of students' comprehensive English quality.

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“…The objective of this learning game is to foster vocabulary acquisition for DL in both spoken and sign languages, to render the learning experience with more fun, to engage DL and to keep them motivated. In addition, this learning game, already available online, contributes in the creation of the Learner Model [22] by extracting useful information about learners.…”

Section: Discussionmentioning

confidence: 99%

A Learning Game for Deaf Learners

Khenissi¹,

Bouzid²,

Essalmi³

et al. 2015

2015 IEEE 15th International Conference on Advanced Learning Technologies

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Using computer games that support learning and teaching can offer various benefits to learners. The use of learning games can consume the attention of learners and increase their motivation and engagement which can then lead to stimulate learning. In particular, the use of learning versions of existing computer games has been found to have success in improving learners' motivation, increasing their desire to learn and making learning more enjoyable. However, most of the research to date on educational games, in particular learning versions of existing computer games, focused only on learner with typical development. Rather less is known about the designing of educational games for learners with special needs. For that, this paper presents a new educational game for deaf learners, called learning version of memory match game for deaf learners. This learning game was specially designed to foster vocabulary acquisition for deaf learners, to engage them, to keep them motivated and to render the learning experience with more fun.

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Learner Modeling Using Educational Games: A Review of the Literature

Cited by 26 publications

References 35 publications

Retrospective cognitive feedback for progress monitoring in serious games

Retrospective cognitive feedback for progress monitoring in serious games

Retracted: VR Technology in English Teaching from the Perspective of Knowledge Visualization

A Learning Game for Deaf Learners

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