VISOLE: An Example of Hybrid Learning

Shang, Jun Jie; Jong, Morris Siu‐Yung; Lee, Fong Lok; Lee, Jimmy Ho

doi:10.1007/978-3-540-85170-7_31

Cited by 11 publications

(8 citation statements)

References 2 publications

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“…Children naturally thought about games reproducing real situations they have already experienced and soon discussed them with their mates. Thus, the resulting designs reproduce realistic scenes that can help gamers to escape from the "magical circle" and understand that what is presented in the game is not just fantasy, it's real and there is some lesson to be learned behind [8]. Next paragraphs summarize some of the findings from the four workshops we carried out focusing on the results that can be used to refine or reassure the components of the conceptual model described in [5].…”

Section: Discussionmentioning

confidence: 86%

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Co-designing Social Games with Children to Support Non Formal Learning

Dı́az

Paredes

Alvarado

et al. 2012

2012 IEEE 12th International Conference on Advanced Learning Technologies

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In non-formal settings, intrinsic motivation becomes a major issue to keep in mind when designing an educational game. To understand how to make motivating, entertaining and playful educational games, the Embodied Narratives technique has been used to co-design social games with children. This paper discusses the motivation of using this technique as well as some of the findings drawn from its application.Non formal learning; social and educational games; codesign; embodied interaction I. MOTIVATION

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Section: Discussionmentioning

confidence: 86%

“…Conceptual models like [5,8] can provide components to design intrinsically motivating games, but before using them designers have to understand how to make the games motivating, entertaining and playful for the learners. As posited in [9] the focus is not the technology but "how to impart educational content in an entertaining and playful manner".…”

mentioning

confidence: 99%

Co-designing Social Games with Children to Support Non Formal Learning

Dı́az

Paredes

Alvarado

et al. 2012

2012 IEEE 12th International Conference on Advanced Learning Technologies

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“…The question-items can be distributed in the world, and the avatars have to interact doing user actions with the objects in order to provide a user input. As demonstrated by other authors before (de-Freitas & Oliver, 2006, Jong, Lee, Lee, & Shang, 2010Shang, Jong, Lee, & Lee, 2008), virtual worlds are a good option to simulate a learning environment where students can demonstrate their skills. Assessment system developers can take the Wonderland-QTI PSM as a reference model for representing assessment activities into virtual worlds.…”

Section: Figure 9 Avatar Demonstrating His Language Skillsmentioning

confidence: 99%

Modeling the Computing Based Testing domain extending IMS QTI: Framework, models and exemplary implementations

Santos

Hernández‐Leo

Pérez‐Sanagustín

et al. 2012

Computers in Human Behavior

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Using technology to create new types of questions is important, but also exploring new types of test representations or analyzing the most adequate technological device to support a specific assessment activity based on tests. This paper presents a conceptual model that defines and relates three dimensions to be considered for advancing on Computing-based Testing (CBT): the Question-item, the Test and the Activity. The framework assists in the categorization and design of advanced CBT scenarios and opens a new domain for questions and tests supported by ICT. Besides, the paper proposes two models for the technological design and implementation of the Test and Question-item dimensions. The models represent an extension of the IMS Question & Test Interoperability standard. They are platform-independent models (PIM) that formulate the elements that can be mapped to platform-specific models (PSM) for implementing advanced CBT solutions. To show the relevance, value and usability of the contributions, the paper also describes the application of the framework and PIMs to design and implement three exemplary CBT scenarios with their corresponding CBT-PSMs. Within the global scope of the CBT conceptual model, the first scenario shows how question-items can be enriched with specific multimedia information (web maps). The second scenario illustrates another particular case of the CBT domain where a test can be augmented with real physical elements. And finally, the third scenario describes an implementation that combines advanced question-items and tests using virtual worlds.

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“…Hybrid learning is a model that combines the advantages of face-to-face (F2F) instruction and technology-based learning (Shang et al, 2008). Hybrid learning is different from blended learning in that the latter is a simple combination of face-to-face instruction with e-learning.…”

Section: B Hybrid and Virtual And Writing Instructionmentioning

confidence: 99%

Hybrid Learning or Virtual Learning? Effects on Students' Essay Writing and Digital Literacy

Alsowat

2022

jltr

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This study compared the effect of a hybrid learning model and a virtual learning model on Saudi secondary school students' essay writing and digital literacy skills. The study employed the quantitative quasi-experimental design. The sample comprised 56 Saudi secondary school students divided into two experimental groups: hybrid learning group (n=29) and virtual learning group (n=27). A hybrid model learning and a virtual learning model were designed for the study purposes. Data sources included a pretest and posttest for essay writing and a questionnaire for assessing pre and post-digital literacy skills. Results indicated statistically significant differences in favor of the students in the hybrid learning model with large effect sizes in all essay writing domains. In addition, the hybrid learning model positively improved the students' digital literacy skills compared to the virtual learning model. The findings were discussed, and implications and further research were recommended.

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VISOLE: An Example of Hybrid Learning

Cited by 11 publications

References 2 publications

Co-designing Social Games with Children to Support Non Formal Learning

Co-designing Social Games with Children to Support Non Formal Learning

Modeling the Computing Based Testing domain extending IMS QTI: Framework, models and exemplary implementations

Hybrid Learning or Virtual Learning? Effects on Students' Essay Writing and Digital Literacy

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