Observation of Collaborative Activities in a Game-Based Learning Platform

Marty, Jean‐Charles; Carron, Thibault

doi:10.1109/tlt.2011.1

Cited by 45 publications

(19 citation statements)

References 26 publications

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“…This new way of learning offers new opportunities to use collaborative tools, allowing the students to co-construct efficiently knowledge (González-González, Collazos, Guerrero, & Moreno, 2016). If the collaboration process is improved, the quality and quantity of topics learned by the group will be increased (Marty & Carron, 2011). Results indicate these DGBL increases student motivation to pursue geoscience learning (Bursztyn, Shelton, Walker, & Pederson, 2016).…”

Section: A New Dgbl Approach To Improve Education Outcomes 423mentioning

confidence: 98%

Learning on Gaming: A New Digital Game Based Learning Approach to Improve Education Outcomes

Maraffi¹,

Sacerdoti²,

Paris³

2017

UCER-A

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Educational technologies that use more suitable tools to help students improve the teaching-learning process: games and video games are excellent educational vehicles. The project GeoQuest is a class-interactive role-playing computer game-computer class role plating game (CCRPG), to teach inter-disciplinary science and humanities. The students interact with the game using their own smartphone or tablet and the system collects the individual answers. Game paths, such as several activities, videos, animations, and hands-on activities, to incentivise different perception channels and multiple communication codes. GeoQuest is a new teaching approach designed for learning on gaming (LoG) to learn while playing, different from edutainment (educate and entertain together) and gaming to learn (playing a game without specific didactic). With LoG, the game "hides" didactic inside the game. The CCRPG allows a significantly greater attention, with a persistent attention during the whole game. This improves learning processes, and at the same time, renew teaching competences of mentors integrating information and communications technology (ICT), storytelling, and digital game base learning (DGBL) with an ease of realise new didactic product.

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Section: A New Dgbl Approach To Improve Education Outcomes 423mentioning

confidence: 98%

Learning on Gaming: A New Digital Game Based Learning Approach to Improve Education Outcomes

Maraffi¹,

Sacerdoti²,

Paris³

2017

UCER-A

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“…Some researchers investigated various instructional strategies in the game-based learning [31], [11], [14], [44], [50]. Leisure game industry has established a series of unified standards in the product process, but for serious games for learning the situation still suffers from fragment and lack of coherence, therefore lots of efforts [31], [25], [5], [47], [15], [43], [51] were invested to study the system design and development of the game-based learning system platforms. Up to now, a broad range of curricula have been redesigned for game-based learning environments [24], [28], [44], [35], [12].…”

Section: Serious Game and Science Educationmentioning

confidence: 99%

“…In addition [32], designed adapted problem posing tasks to probe students' understanding of concepts. This adapted mode of problem posing is significantly different from that of the original ones [31], [34]. It may test a specific conceptual knowledge, and is quite suited to the algebra-based problems when represented in the form of equations.…”

Section: Pedagogical Strategy Based On Problem Solvingmentioning

confidence: 99%

Intelligent tutoring Module for a 3Dgame-based science e-learning platform

Liu

Barba-Guamán

Valdiviezo-Díaz

et al. 2017

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The three-dimensional (3D) game-based intelligent science tutoring system (GIST) is an e-learning platform for science. The individual complexity of 3D games and conventional intelligent tutoring systems (ITS) results in extra complexities in system design and development of GIST. It is significant to develop practical GIST, not just to seek the powerful ones. The main contribution of this paper is the lightweight modelling of the intelligent tutoring module based on the brief-desire-intention (BDI) framework. The tutoring module, which is implemented by integration of the BDI framework into a game actor, can be able to suggest to each student specific learning tasks based on his/her learning histories. As a study case, algebra-based physics are intentionally chosen as the learning contents in this 3D game-based learning system, since the most of existing 3D game-based learning systems only focused on the qualitative understanding of physical concepts. Our proposed modelling is only based on the BDI reasoning mechanism, so it can be easily extended to obtain practical GIST by using standard game engines.Resumen El juego serio en tres dimensiones (3D), basado en un tutor de sistema inteligente (GITS) para una plataforma e-learning de ciencias. La complejidad de un juego en 3D y de los sistemas de tutoría inteligente hacen difícil el desarrollo de un GIST, es decir, el desarrollo práctico de este. La principal contribución de la investigación es un modelo ligero de un módulo de tutor inteligente basado en la estructura de conciso-necesidadintensión(BDI). El módulo tutor, se implementó para integrar la estructura (BDI) en el actor de juego, este puede ser capaz de sugerir a cada estudiante una tarea específica basado en su historial de aprendizaje. Un caso de estudio es la física basada en el álgebra, se escogió intencionalmente como un contenido de aprendizaje en este juego serio en 3D, ya que la mayoría de estos sistemas de aprendizaje solamente se enfocan en la comprensión cualitativa de los conceptos físicos. Nuestro modelo propuesto solamente se basa en un mecanismo de razonamiento del BDI, de esta manera puede ser fácilmente ampliado y obtener un GIST mediante el uso de motores de juego estándar.

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“…Currently, we observe the emergence and success of online multiplayer games in the world [3] and even in education [4]. Multiplayer Learning Games (MLG) usually immerse the players in a virtual 2D or 3D environment [5] and propose collaborative activities. This type of games can support development of a number of skills: strategic thinking, planning, communication, collaboration, group decision-making and negotiating skills [6].…”

Section: Multiplayer Gamesmentioning

confidence: 99%

“…We describe in this section how the proposed scenario is meant to enhance collaboration into the teams and social interactions into the global community. 5 http://www.musees-gallo-romains.com/ The "observation task" (see Figure 1) is an example of a task we consider as individual: the players can play right after entering the game without waiting for others. Such a task is also meant to help them learn the specialization associated to their role.…”

Section: A Combination Of Individual Team and Community Experiencesmentioning

confidence: 99%

A Multiplayer Learning Game based on Mixed Reality to Enhance Awareness on Archaeology

Loiseau¹,

Lavoué²,

Marty³

et al. 2014

EAI Endorsed Transactions on Game-Based Learning

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Our research deals with the development of a new type of game-based learning environment: (M)MORPG based on mixed reality, applied in the archaeological domain. In this paper, we propose a learning scenario that enhances players' motivation thanks to individual, collaborative and social activities and that offers a continuous experience between the virtual environment and real places (archaeological sites, museum). After describing the challenge to a rich multidisciplinary approach involving both computer scientists and archaeologists, we present two types of game: multiplayer online role-playing games and mixed reality games. We build on the specificities of these games to make the design choices described in the paper. We also present three modular features we have developed to support independently three activities of the scenario. The proposed approach aims at raising awareness among people on the scientific approach in Archaeology, by providing them information in the virtual environment and encouraging them to go on real sites. We finally discuss the issues raised by this work, such as the tensions between the perceived individual, team and community utilities, as well as the choice of the entering point in the learning scenario (real or virtual) for the players' involvement in the game.

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Observation of Collaborative Activities in a Game-Based Learning Platform

Cited by 45 publications

References 26 publications

Learning on Gaming: A New Digital Game Based Learning Approach to Improve Education Outcomes

Learning on Gaming: A New Digital Game Based Learning Approach to Improve Education Outcomes

Intelligent tutoring Module for a 3Dgame-based science e-learning platform

A Multiplayer Learning Game based on Mixed Reality to Enhance Awareness on Archaeology

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