scholarly journals Plan Recognition for Exploratory Learning Environments Using Interleaved Temporal Search

AI Magazine ◽  
2015 ◽  
Vol 36 (2) ◽  
pp. 10-21 ◽  
Author(s):  
Oriel Uzan ◽  
Reuth Dekel ◽  
Or Seri ◽  
Ya’akov (Kobi) Gal
Keyword(s):  
Learning Environments ◽  
Educational Software ◽  
State Of The Art ◽  
Recognition Algorithm ◽  
Plan Recognition ◽  
Exploratory Learning ◽  
Domain Expert ◽  
Teaching Chemistry ◽  
Exploratory Learning Environments ◽  
New Algorithms

This article presents new algorithms for inferring users’ activities in a class of flexible and open-ended educational software called exploratory learning environments (ELE). Such settings provide a rich educational environment for students, but challenge teachers to keep track of students’ progress and to assess their performance. This article presents techniques for recognizing students activities in ELEs and visualizing these activities to students. It describes a new plan recognition algorithm that takes into account repetition and interleaving of activities. This algorithm was evaluated empirically using two ELEs for teaching chemistry and statistics used by thousands of students in several countries. It was able to outperform the state-of-the-art plan recognition algorithms when compared to a gold-standard that was obtained by a domain-expert. We also show that visualizing students’ plans improves their performance on new problems when compared to an alternative visualization that consists of a step-by-step list of actions.

Effective Knowledge Development in Game-Based Learning Environments

2010 ◽  
pp. 152-168
Author(s):  
Amy B. Adcock ◽  
Ginger S. Watson ◽  
Gary R. Morrison ◽  
Lee A. Belfore
Keyword(s):  
Learning Environments ◽  
Deep Understanding ◽  
Serious Game ◽  
Knowledge Development ◽  
Exploratory Learning ◽  
Simulation Design ◽  
Game Play ◽  
Knowledge Domains ◽  
Instructional Content ◽  
Exploratory Learning Environments

Serious games are, at their core, exploratory learning environments designed around the pedagogy and constraints associated with specific knowledge domains. This focus on instructional content is what separates games designed for entertainment from games designed to educate. As instructional designers and educators, the authors want serious game play to provide learners with a deep understanding of the domain, allowing them to use their knowledge in practice to think through multifaceted problems quickly and efficiently. Attention to the design of serious game affordances is essential to facilitating the development of domain knowledge during game play. As such, the authors contend that serious game designers should take advantage of existing prescriptions found in research on knowledge development in exploratory learning environments and tests of adaptive instructional designs in these environments. It is with this intention that the authors use evidence from research in cognitive processes and simulation design to propose design heuristics for serious game affordances to optimize knowledge development in games.

Exploratory Learning Environments: What are They and Do Students Explore?

1993 ◽  
Vol 9 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Jing-Fong J. Hsu ◽  
Carol A. Chapelle ◽  
Ann D. Thompson
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Learning Environments ◽  
Exploratory Learning ◽  
Esl Students ◽  
Software Environment ◽  
Computer Based Learning ◽  
Descriptive Research ◽  
Computer Based ◽  
Exploratory Learning Environments

Computer-based learning environments have been defined as settings where students use software to facilitate active, exploratory learning. We distinguish between illocutionary and non-illocutionary learning environments: the computer interprets the intent of students in the former but not in the latter. We apply these terms to language learning environments, and report descriptive research on ESL students' use of a non-illocutionary learning environment. Results indicated students “explored” the learning environment in a routine way, but failed to explore creatively the program's morphosyntactic possibilities; routine exploration was positively related to attitudes for part of the group, but negatively related to attitudes for students who may have found the software environment too easy. Implications for illocutionary and non- illocutionary learning environments are discussed.

scholarly journals The educator’s LSP journey: creating exploratory learning environments for responsible management education using Lego Serious Play

2021 ◽  
Vol 3 ◽  
pp. 2 ◽  
Author(s):  
Vasilis Gkogkidis ◽  
Nicholas Dacre
Keyword(s):  
Learning Environments ◽  
Management Education ◽  
Learning Theories ◽  
Exploratory Learning ◽  
Learning Enhancement ◽  
Effective Learning ◽  
Responsible Management ◽  
Learning Content ◽  
Effective Learning Environments ◽  
Exploratory Learning Environments

Research into responsible management education has largely focused on the merits, attributes, and transformation opportunities to enhance responsible business school education aims. As such, a prominent part of the literature has occupied itself with examining if responsible management modules are inherently considered a non-crucial element of the curriculum and determining the extent to which business schools have introduced such learning content into their curriculum. However, there has been scant research into how to apply novel teaching approaches to engage students and promote responsible management education endeavours. As such, this paper seeks to address this gap through the development of a teaching framework to support educators in designing effective learning environments focused on responsible management education. We draw on constructivist learning theories and Lego Serious Play (LSP) as a learning enhancement approach to develop a pedagogical framework titled The Educator’s LSP Journey. LSP is chosen due to its increasing application in learning environments to help promote critical discourse, and engage with highly complex problems, whether these are social, economic, environmental, or organisational. Therefore, this paper contributes to the responsible management education discourse by providing educators with a practical methodology to support student engagement and co-creation of knowledge by fostering exploratory learning environments and enriching the practices of active learning communities.

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