scholarly journals Exploring Apprenticeship Learning for Player Modelling in Interactive Narratives

2019 ◽  
Author(s):  
Jessica Rivera-Villicana ◽  
Fabio Zambetta ◽  
James Harland ◽  
Marsha Berry
Keyword(s):  
Apprenticeship Learning ◽  
Interactive Narratives ◽  
Player Modelling

THE APPRENTICESHIP IN CRAFT GUILDS IN PREINDUSTRIAL EUROPE: A MODEL FOR ENGINEERING EDUCATION IN THE EUROPEAN HIGHER EDUCATION AREA

10.6036/9821 ◽  
2021 ◽  
Vol 96 (5) ◽  
pp. 460-463
Author(s):  
OSCAR MARTIN LLORENTE
Keyword(s):  
Higher Education ◽  
Engineering Education ◽  
Learning By Doing ◽  
Term Survival ◽  
European Higher Education Area ◽  
Educational Methods ◽  
Apprenticeship Learning ◽  
European Higher Education ◽  
Craft Guilds

This work aims to carry out a comparative study between the apprenticeship system in the craft guilds in preindustrial Europe and the educational methods used in the European Higher Education Area (EHEA), with the aim of highlighting the role, within the field of engineering education in the EHEA, of the practice-driven approach (learning by doing), which yielded excellent results during centuries to craft guilds, since their institutionalized apprenticeship system was one of the reasons for their long-term survival. The transmission of technical skills and associated innovation were effectively supported by craft guilds but not as a main objective and even, sometimes, as a cause of undesired effects (formation of future competitors, revelation of secrets or shift of control over the production process from the owners of skills to the owners of capital. It has been demonstrated that both the organizational modalities or scenarios and the educational methods of the EHEA (except the binomial scenario-method formed by the theoretical class and the master lecture) used in engineering education, have a clear precedent in the preindustrial craft guilds, which emphasize the learning process instead of the teaching process and established, several centuries in advance and without intending to, a model for the EHEA. Keywords: Craft guilds; Apprenticeship; Learning by doing; Engineering education; EEES

Designing and Developing Interactive Narratives for Collaborative Problem-Based Learning

2019 ◽  
pp. 86-100
Author(s):  
Bradford W. Mott ◽  
Robert G. Taylor ◽  
Seung Y. Lee ◽  
Jonathan P. Rowe ◽  
Asmalina Saleh ◽  
...  
Keyword(s):  
Problem Based Learning ◽  
Collaborative Problem ◽  
Interactive Narratives

The Story Maker - An Authoring Tool for Multimedia-Rich Interactive Narratives

2020 ◽  
pp. 349-352
Author(s):  
Ektor Vrettakis ◽  
Christos Lougiakis ◽  
Akrivi Katifori ◽  
Vassilis Kourtis ◽  
Stamatis Christoforidis ◽  
...  
Keyword(s):  
Authoring Tool ◽  
Interactive Narratives

scholarly journals Developing a Co-Creative Methodology of Narrative Artwork Production for the BEACONING Platform Metagame.

2020 ◽  
Author(s):  
Jackie Calderwood ◽  
Rachael Till ◽  
Vytautas Vasiliauskas
Keyword(s):  
Comic Book ◽  
The European Union ◽  
Book Art ◽  
Horizon 2020 ◽  
Educational Barriers ◽  
Interactive Narratives ◽  
Learning Platform ◽  
Process Creation ◽  
Gamified Learning ◽  
Media Learning

This paper presents an emergent co-creative methodology for the conception, making and sharing of narrative artwork for a gamified learning platform. Drawing on cinema, the graphic novel, and comic book art, two unusual characters were developed by Student Activators working with researchers at the Disruptive Media Learning Lab, Coventry University. The creative process began by using Clean Language and Clean Space to bring the artists’ character sketches to life, and developed into a series of basic, linear and interactive narratives with original working practices. Extending this collaboration, the paper is co-authored with the two students involved. The authors reflect from their different perspectives on the Collaborative process, creation of narrative artwork and building of a series of metagames for the BEACONING platform ‘Breaking Educational Barriers with Contextualised Pervasive and Gameful Learning’, co-funded by Horizon 2020 programme of the European Union.

Paradox and Pedagogy in The Stanley Parable

2018 ◽  
Vol 15 (2) ◽  
pp. 179-197
Author(s):  
Antranig Arek Sarian
Keyword(s):  
Programmed Learning ◽  
Interactive Narratives ◽  
Theatre Of The Absurd

The Stanley Parable uses metafiction and elements borrowed from the “Theatre of the Absurd” to reveal a didactic, pedagogical, and despotic voice that lies below many of the choices found within gamebooks, literary games, and interactive narratives. The satirical character of the “narrator,” coupled with the game’s use of paradoxes, makes choosers aware of the catechistic structure that many didactic choices employ. This pedagogic choice structure has its roots in the TutorText series of programmed learning novels—a structure repeated (and hidden) by the Choose Your Own Adventure-style gamebooks that followed and that is subsequently parodied in The Stanley Parable. The Stanley Parable itself provides players with choices that lack a solution, with choices such as the “two doors” embodying a juxtaposition between the closed choices of TutorText and the open choices presented by the game.

scholarly journals Generalizing Hyper-heuristics via Apprenticeship Learning

2013 ◽  
pp. 169-178 ◽  
Author(s):  
Shahriar Asta ◽  
Ender Özcan ◽  
Andrew J. Parkes ◽  
A. Şima Etaner-Uyar
Keyword(s):  
Apprenticeship Learning
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