Navigation support in complex open learner models: assessing visual design alternatives

Guerra, Julio; Schunn, Christian D.; Bull, Susan; Barria-Pineda, Jordan; Brusilovsky, Peter

doi:10.1080/13614568.2018.1482375

Cited by 13 publications

(7 citation statements)

References 37 publications

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“…The game activities such as game scenarios are the key elements that can be adapted. Learning adaptation in serious games can be adaptive and interactive storytelling (Lester et al, 2013;Rowe et al, 2010;Chen et al, 2018), motivational interventions, adaptive presentation, adaptive curriculum sequencing (David et al, 2016), as well as navigation support (Guerra et al, 2018).…”

Section: Game Adaptation and Personalisationmentioning

confidence: 99%

Personalised Learning through Context-Based Adaptation in the Serious Games with Gating Mechanism

et al. 2023

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When the traditional "one size fits all" approach is used in designing educational games, the game context is usually arranged in a fixed sequence. However, the designated content may not effectively support the diversity of players. The player's ability and characteristics should be considered and supported with an appropriate learning context embedded in the game to facilitate personalised experiences. Adapting game scenarios to a player's characteristics can boost motivation and ultimately improve learning outcomes. This research applies a context-aware design approach and the Learner-Centered Design approach to establish a personalised adaptation framework for designing educational serious games and enhancing personalised knowledge delivery. The proposed framework decouples the game logic implementation and adaptation mechanism. It dynamically adapts the designed game objects and activities to personal learning objectives, learning levels and learning progress to achieve a non-linear learning sequence. Through synchronous real-time xAPI message exchange mechanisms, system components and learning content adaptation are enabled. The adaptation aims to fit personal learning objectives and provide a non-linear learning sequence in a game environment. The framework provides students with personalised learning experiences. A game named GhostCoder is implemented and used to evaluate the framework. Based on the externalised adaptive mechanism, the game content is adapted to the player's performance by adjusting the difficulty of the learning content within the game. Testing of the game in the lab environment has been performed. At the next stage, an evaluation will be conducted with the target groups of students.

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Section: Game Adaptation and Personalisationmentioning

confidence: 99%

Personalised Learning through Context-Based Adaptation in the Serious Games with Gating Mechanism

et al. 2023

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“…Open Learner Models (OLM) are used in modern e-learning to show system users the content of their learner models [113]. OLM represents a valuable tool in elearning environments for increasing students' reflection, and self-awareness [49,132].…”

Section: Other Intelligent Techniques Used In E-learningmentioning

confidence: 99%

Personalisation methods in e‐learning‐A literature review

Mikić¹,

Ilić²,

Kopanja³

et al. 2022

Comp Applic In Engineering

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Over the years, personalisation in e‐learning has evolved as a promising paradigm for matching learners' specific requirements. Although many literature reviews on personalised e‐learning have been conducted, there are still voids and limitations in the comprehensive literature survey regarding how personalisation might occur in e‐learning environments and benefit the teaching and learning process. In addition, no design guidelines, frameworks, or tools to guide its implementation exist, so practice can vary widely. The principal purpose of this literature review is to examine the subject, provide insights into the use of personalised techniques and systems in e‐learning, and investigate its impact on the engagement and success of the students. This study applies methods of precise selection criteria to determine which of the selected publications have the strongest interconnection and relevance with the topic of e‐learning personalisation. It also categorises the personalisation techniques employed by each identified system and highlights new perspectives and advances in the area.

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“…In our own work, we have explored visual interfaces, which combine topic-level open learner modeling with navigation support in order to help learners in selecting most relevant learning content [13]. Most recently, we explored student-focused conceptlevel knowledge visualization to help students in tracking their knowledge and selecting relevant smart content [14]. In this paper, we attempt to further expand the application area of concept-level knowledge visualization by exploring its value in a different context-helping instructors select learning content in a blended learning context.…”

Section: Open Learner Modelling and Navigation Support For Smart Learmentioning

confidence: 99%

“…To support teachers in adapting this complex context, our designed visualization offered a concept-level visualization of a learning session being constructed and allowed teachers to compare different aspects of the constructed session on the concept-level by using a mirrored bar chart visualization (i.e., balance of concepts between problems and examples). Firstly, the bar chart approach for showing the distribution of concepts in a programming domain was defined after a series of user studies described in [14]. Secondly, the mirrored layout was grounded by findings in information visualization research, which show that correlation tasks (i.e.…”

Section: Concept-level Design Analytics For Blended Learningmentioning

confidence: 99%

Concept-Level Design Analytics for Blended Courses

Albó

Barria-Pineda

Brusilovsky

et al. 2019

Lecture Notes in Computer Science

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Although many efforts are being made to provide educators with dashboards and tools to understand student behaviors within specific technological environments (learning analytics), there is a lack of work in supporting educators in making data-informed design decisions when designing a blended course and planning learning activities. In this paper, we introduce concept-level design analytics, a knowledge-based visualization, which uncovers facets of the learning activities that are being authored. The visualization is integrated into a (blended) learning design authoring tool, edCrumble. This new approach is explored in the context of a higher education programming course, where teaching assistants design labs and home practice sessions with online smart learning content on a weekly basis. We performed a within-subjects user study to compare the use of the design tool both with and without the visualization. We studied the differences in terms of cognitive load, design outcomes and user actions within the system to compare both conditions to the objective of evaluating the impact of using design analytics during the decision-making phase of course design.

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Navigation support in complex open learner models: assessing visual design alternatives

Cited by 13 publications

References 37 publications

Personalised Learning through Context-Based Adaptation in the Serious Games with Gating Mechanism

Personalised Learning through Context-Based Adaptation in the Serious Games with Gating Mechanism

Personalisation methods in e‐learning‐A literature review

Concept-Level Design Analytics for Blended Courses

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