Gamification of collaborative learning scenarios: an ontological engineering approach to deal with the motivation problem caused by computer-supported collaborative learning scripts

Many distance learning scenarios, for example, virtual seminars, use collaborative arrangements for learning. By applying them, they offer learners the chance to construct knowledge collaboratively. However, learners often do not possess the skills necessary for a beneficial collaboration. It is therefore important that learners are offered support in these learning scenarios. Scripts for collaborative learning can provide support. They can guide learners through their collaboration process (Ertl, Kopp, & Mandl, 2007b) and help them to acquire collaboration skills (Rummel & Spada, 2005). Scripts for collaboration were originally developed in order to support text comprehension. They facilitate two or more learners—who are similar as far as their existing knowledge and learning strategies are concerned— in their efforts to understand contents provided by theory texts. Collaboration scripts split this process into a sequence of smaller steps, assign each learner to a particular role, and offer a number of comprehension strategies, such as questions, feedback, and elaboration. Each one of these learners has a defined role to play, which in turn is associated with certain strategies and varies within the different phases.

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An Ontology Engineering Approach to Gamify Collaborative Learning Scenarios

Lecture Notes in Computer Science - Collaboration and Technology ◽

10.1007/978-3-319-10166-8_17 ◽

2014 ◽

pp. 185-198 ◽

Cited By ~ 8

Author(s):

Geiser Chalco Challco ◽

Dilvan A. Moreira ◽

Riichiro Mizoguchi ◽

Seiji Isotani

Keyword(s):

Collaborative Learning ◽

Ontology Engineering ◽

Engineering Approach ◽

Learning Scenarios

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Computer Supported Collaborative Learning Scenarios

Encyclopedia of Information Technology Curriculum Integration ◽

10.4018/978-1-59904-881-9.ch022 ◽

2011 ◽

pp. 138-143

Author(s):

Bernhard Ertl

Keyword(s):

Collaborative Learning ◽

Learning Environment ◽

Central Element ◽

Learning Task ◽

External Representation ◽

Learning Material ◽

Computer Supported Collaborative Learning ◽

Computer Screen ◽

Learning Scenarios ◽

Best Fit

There are many ways in which information technology (IT) can be integrated into the curriculum. IT can, for example, enable access to learning material and resources, it can feature learners’ communication, and also provide instructional elements for the learners. The exact method by which IT is applied to the learning situation is however dependant upon the scenario in which it is required. This article is about computer-supported collaborative learning scenarios. These are characterised by the fact that two or more learners work together to acquire knowledge about a particular topic. Learners may sit together in front of the same computer screen and work in a learning environment, or they may be spatially or temporally separated and use IT for their communication as well as for access to the learning environment. This communication may use chatrooms, newsgroups, or one of the forms of audio-visual communication, such as videoconferencing. The method of communication should be adapted to best fit the learning scenario for which it is being applied (Ertl, Kopp, & Mandl, 2007). Whether or not the collaboration partners are in the same place, the computer screen and its contents are always the central element in the computer supported learning environment. The information displayed on the screen is used to focus the collaborative learning process on particular aspects of the learning task, for example, on ontologies and argumentation moves (Ertl, Fischer, & Mandl, 2006; Suthers & Hundhausen, 2003). Consequently, the design of the screen is of great importance, and an improvement in this area can be an improvement in the instructional make up of a learning environment. It must be noted that the term ‘design’ in this case is not used to mean the particular aspects of usability, but refers to development of an instructional prestructure of the shared screen (Ertl et al., 2006; Fischer, Bruhn, Gräsel, & Mandl, 2002; Suthers & Hundhausen, 2003). This structure can be seen as an external representation of the instructor’s knowledge about the topic at hand, and is given to the learners as instructional support.

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