A Conceptual Framework for Learning Systems Evaluation

Author(s):  
Samantha Jimenez ◽  
Reyes Juarez-Ramirez ◽  
Alan Ramirez-Noriega ◽  
Angeles Quezada ◽  
Sergio Inzunza ◽  
...  
Author(s):  
Danielle S. McNamara ◽  
G. Tanner Jackson ◽  
Art Graesser

Intelligent Tutoring Systems (ITSs) have been producing consistent learning gains for decades. The authors describe here a conceptual framework that provides a guide to how adding game-based features and components may improve the effectiveness of ITS learning environments by improving students’ motivation to engage with the system. A problem consistently faced by ITS researchers is the gap between liking and learning. ITSs effectively produce learning gains, but students often dislike interacting with the system. A potential solution to this problem lies in games. ITS researchers have begun to incorporate game-based elements within learning systems. This chapter aims to describe some of those elements, categorize them within functional groups, and provide insight into how elements within each category may affect various types of motivation.


2013 ◽  
Vol 9 (1) ◽  
pp. 57-70 ◽  
Author(s):  
Michalis Feidakis ◽  
Thanasis Daradoumis

In the current paper, the authors propose a new conceptual framework in Computer Supported Learning System-CSCL design that takes emotion into account. They conduct their analysis through five layers: physiological, emotional, sociological, technological, and educational, in relation to learning. This study reviews the literature in emotional learning and emotion assessment and proposes a model for the design of a social-emotional computer supported learning system.


1999 ◽  
Vol 18 (1) ◽  
pp. 23-33
Author(s):  
Anne-Mette Hjalager

The occurrence of organizational and interorganizational learning processes is not only the result of management endeavors. Industry structures and market related issues have substantial spill-over effects. The article reviews literature, and it establishes a learning model in which elements from organizational environments are included into a systematic conceptual framework. The model allows four types of learning to be identified: P-learning (professional/craft systems learning), T-learning (technology embedded learning), D-learning (dualistic learning systems, where part of the labor force is exclude from learning), and S-learning (learning in social networks or clans). The situation related to service industries illustrates the typology.


2011 ◽  
pp. 963-981
Author(s):  
H. K. Yau ◽  
E. W.T. Ngai ◽  
T. C.E. Cheng

In this era of information, traditional practices, technologies, skills, and knowledge are becoming obsolete at a much faster pace than ever before. This makes lifelong learning a necessity for everyone. An e-learning system is a promising solution to the demand for a flexible means of delivering knowledge to educate a large number of people over a vast area. Knowledge management systems (KMSs) are a fast growing area of research on the creation and sharing of knowledge. Agent-oriented software engineering is opening up a new horizon for the analysis and development of systems in an open, complex, and distributed environment. This article proposes a conceptual framework and architecture for the development of an agent-oriented e-learning system supported by knowledge management to provide a flexible, self-paced, and collaborative learning environment with the least constraints. The framework is based on the technologies of e-learning systems, multi-agent systems (MASs), and KMSs. The proposed system architecture consists of three levels: user level, domain level, and Web level. The system will provide all of the basic teaching- and learning-related support facilities, plus some enhanced features that are provided by the agents within the system. The system will also provide the facilities for capturing and sharing the knowledge created during utilization of the system. Finally, conclusions and the potential theoretical and practical implications of the proposed system are presented.


1999 ◽  
Vol 41 (1) ◽  
pp. 55-59 ◽  
Author(s):  
Charlene Butler ◽  
Henry Chambers ◽  
Murray Goldstein ◽  
Susan Harris ◽  
Judy Leach ◽  
...  

Crisis ◽  
2011 ◽  
Vol 32 (4) ◽  
pp. 204-216 ◽  
Author(s):  
M. L. Rurup ◽  
H. R. W. Pasman ◽  
J. Goedhart ◽  
D. J. H. Deeg ◽  
A. J. F. M. Kerkhof ◽  
...  

Background: Quantitative studies in several European countries showed that 10–20% of older people have or have had a wish to die. Aims: To improve our understanding of why some older people develop a wish to die. Methods: In-depth interviews with people with a wish to die (n = 31) were carried out. Through open coding and inductive analysis, we developed a conceptual framework to describe the development of death wishes. Respondents were selected from two cohort studies. Results: The wish to die had either been triggered suddenly after traumatic life events or had developed gradually after a life full of adversity, as a consequence of aging or illness, or after recurring depression. The respondents were in a situation they considered unacceptable, yet they felt they had no control to change their situation and thus progressively “gave up” trying. Recurring themes included being widowed, feeling lonely, being a victim, being dependent, and wanting to be useful. Developing thoughts about death as a positive thing or a release from problems seemed to them like a way to reclaim control. Conclusions: People who wish to die originally develop thoughts about death as a positive solution to life events or to an adverse situation, and eventually reach a balance of the wish to live and to die.


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