Enhancing Affect Detection in Game-Based Learning Environments with Multimodal Conditional Generative Modeling

2020 ◽  
Author(s):  
Nathan Henderson ◽  
Wookhee Min ◽  
Jonathan Rowe ◽  
James Lester
Keyword(s):  
Learning Environments ◽  
Game Based Learning ◽  
Generative Modeling ◽  
Affect Detection

scholarly journals Kahoot!: Bring the Fun Into the Classroom!

2018 ◽  
Vol 2 (2) ◽  
pp. 127 ◽  
Author(s):  
Grace Nathania Clara Sabandar ◽  
Noldy Richard Supit ◽  
Effendy Suryana
Keyword(s):  
Learning Environments ◽  
Learning Process ◽  
Multiple Choice ◽  
Digital Games ◽  
Goal Achievement ◽  
The Internet ◽  
Multiple Choice Questions ◽  
Game Based Learning ◽  
Methods And Techniques ◽  
Interactive Workshop

During the height of 21<sup>st</sup> Century Learning, educators across the globe are demanded to find ways, methods and techniques to engage modern learners in the learning process. Nowadays, with the simplicity provided by the Internet, it is not as difficult and painful to help with the process. One of the fun ways to educate learners is with games, digital games. Games are usually intended to increase learners’ desire for competition, goal achievement and genuine self-expression, all in the while games are also great to promote interactivity, have a set of rules with a quantifiable result, can be colorful, as well as appealing and extremely realistic. This paper is based on an interactive workshop which was focused in exploring the app, Kahoot!, that claims to provide educators with a chance to create a game-based assessment in different forms, such as multiple-choice questions, jumbled vocabulary, jumbled sentences. Healthy competition and rewarding good ideas provided by Kahoot! app also said to be motivational both to educators and for modern learners. It is expected that through this workshop participants are comfortable and able to incorporate Kahoot! into a variety of learning environments and will have the opportunity to design game-based learning events that can be used in the classroom. Finally, the workshop provided an opportunity for participants to discuss strengths, weaknesses, benefits and challenges in using Kahoot!.

Application of Gamification to Blended Learning in Higher Education

2019 ◽  
pp. 50-61
Author(s):  
Kamini Jaipal-Jamani ◽  
Candace Figg
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Traditional Instruction ◽  
Teaching Strategy ◽  
Digital Game ◽  
Game Based Learning ◽  
Web Based ◽  
Face To Face ◽  
Gamified Learning

Digital game-based learning (DGBL) has been identified as an effective digital teaching strategy to foster 21st century learning. The inclusion of digital game-based learning in instruction is challenging for educators to structure in higher education learning environments, often because of the lack of coherence with curriculum. Gamification is a recent DGBL strategy that enables the instructor to incorporate the motivational and engagement elements of games in ways that can be adapted to curriculum requirements. Gamification, supported with digital technologies such as web-based tools and learning management systems, offers the instructor the benefits of both face-to-face traditional instruction and online learning. An example of how blended learning in higher education incorporates gamification is presented. Study findings indicate that the blended gamified learning environment motivated learners and promoted cognitive, skill, and attitude development.

Digital Games

2013 ◽  
pp. 253-272 ◽  
Author(s):  
Paul Pivec ◽  
Maja Pivec
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Digital Games ◽  
Design Guidelines ◽  
Game Based Learning ◽  
Constructivist Learning Theory ◽  
Effective Learning ◽  
Effective Learning Environments ◽  
New Ideas ◽  
Collaborative Platform

Digital Games are becoming a new form of interactive content and game playing provides an interactive and collaborative platform for learning purposes. Collaborative learning allows participants to produce new ideas as well as to exchange information, simplify problems, and resolve the tasks. Context based collaborative learning method is based on constructivist learning theory and guides the design of the effective learning environments. The constructivist design required for successful Game-Based Learning is discussed in this chapter and the model of recursive learning is discussed suggesting how Game-Based Learning (GBL) and how to maximize its affect. This chapter defines “Gameplay” and tables the perceptions of both players and teachers in the area of abilities learnt from playing digital games. Resources for implementing GBL are highlighted and the need for these is discussed. We conclude this chapter with design guidelines that will ensure effective learning outcomes are attained and suggest why these steps are necessary.

Supporting Foreign Language Vocabulary Learning Through Kinect-Based Gaming

2019 ◽  
pp. 1486-1503
Author(s):  
Mehmet Fatih Urun ◽  
Hasan Aksoy ◽  
Rasim Comez
Keyword(s):  
Learning Environments ◽  
Traditional Learning ◽  
Control Group ◽  
State University ◽  
Game Based Learning ◽  
Structured Interviews ◽  
Post Test ◽  
Quasi Experimental ◽  
Foreign Language Vocabulary Learning ◽  
Qualitative Part

This study aimed to explore the effectiveness of a Kinect-based game called Tom Clancy's Ghost Recon: Future Soldier to investigate possible contributions of game-based learning in a virtual language classroom at a state university in Ankara, Turkey. A quasi-experimental design where the treatment group (N= 26) was subjected to kinect-based learning environments, and the control group (N = 26) continued with traditional learning environments was used. All the participants were administered an achievement test as a pre-test, and a post-test. Moreover, the qualitative part of the study included post-study semi-structured interviews with 10 students. The findings showed that there was significant mean difference in student achievement in post-test scores in favor of the experimental group. In addition, the study explored the opinions of the students toward the use of gesture-based computing systems for instructional purposes. The findings suggested some important points to consider while making use of kinect-based games for educational purposes like interaction and learner motivation.

Shooting for the Stars

2020 ◽  
pp. 239-258
Author(s):  
Rotem Israel-Fishelson ◽  
Arnon Hershkovitz
Keyword(s):  
Learning Environments ◽  
Deleterious Effect ◽  
Large Scale ◽  
Computational Thinking ◽  
Game Based Learning ◽  
School Students ◽  
Low Achieving Students ◽  
Multi Level ◽  
Context Of Learning ◽  
Elementary And Middle School

Persistence is considered a crucial factor for success in online learning environments. However, in interactive game-based learning environments, persistence in progressing in the game may come at the expense of investing in each of the game's levels. That is, the motivation to complete the game may have a deleterious effect on learning at specific levels and hence on learning from the game in general. Therefore, it is imperative that research focuses on micro-persistence, i.e., persistence during each component of the learning process. Taking a learning analytics approach, this large-scale log-based study (N=25,812 elementary- and middle-school students) examines micro-persistence within the context of learning computational thinking, a key skill for the 21st-century. Data was collected and analyzed from an online, game-based learning environment (CodeMonkey™). Results suggest that the acquisition of computational thinking is a multi-dimensional process, and that persistence is a crucial factor for success in multi-level game-based learning environments. The authors also found that game-based learning environments may prove effective in narrowing the gap between high-and low-achieving students.

Gamification of Formative Feedback in Language Arts and Mathematics Classrooms

2020 ◽  
Vol 10 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Man-Wai Chu ◽  
Teresa Anne Fowler
Keyword(s):  
Learning Outcomes ◽  
Learning Environments ◽  
Computer Games ◽  
Cognitive Learning ◽  
Maximum Flow ◽  
Game Based Learning ◽  
Knowledge Content ◽  
And Mathematics ◽  
Teaching Learning ◽  
Game Elements

The use of computer games in education has been increasing in popularity during the past decade. Game-based learning environments are designed to teach specific knowledge content and skill-based learning outcomes using game elements. One main reason for using game-based learning environments is to increase student motivation and engagement while teaching learning outcomes. Many of the game-based learning environments are designed so that students will reach maximum flow, which is defined as students being so completely immersed in that game that they do not notice that they are learning. These learning environments have been shown to improve many behaviour and cognitive learning outcomes. While game-based learning has many benefits, some educational researchers have indicated that it is often very costly to develop a complex game-based assessment to teach a few learning outcomes. Hence, in some cases it is more beneficial to approach the use of computer games in education using gamification.

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