Collaborative Learning and Game Mastering in Multiplayer Games

2013 ◽  
pp. 85-104 ◽  
Author(s):  
Johannes Konert ◽  
Viktor Wendel ◽  
Kristina Richter ◽  
Stefan Göbel
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Serious Games ◽  
Best Practice ◽  
Educational Games ◽  
Instructional Support ◽  
Individual Feedback ◽  
Learning Scenarios ◽  
Theoretical Foundations

The purpose of the chapter is to provide a state of the art survey addressing research and development aspects for the control of multiplayer Serious Games for collaborative learning scenarios. Hereby, several facets of multiplayer scenarios are addressed: synchronous and asynchronous gameplay and the role of an instructor as Game Master, supervisor, and provider of individual feedback as well as individual feedback among learners in the process of continuous adaptation of the on-going gameplay. Existing approaches and best-practice examples focus on digital educational games for pupils and collaborative learning environments for students. The theoretical foundations of instructional support as well as the implications and technical approaches are discussed. They include some aspects of authoring Serious Games (as already covered in chapter “Authoring Serious Games”).

Game Mastering in Collaborative Serious Games

2015 ◽  
Vol 5 (4) ◽  
pp. 27-49 ◽  
Author(s):  
Viktor Wendel ◽  
Stefan Krepp ◽  
Michael Oliver Gutjahr ◽  
Stefan Göbel ◽  
Ralf Steinmetz
Keyword(s):  
Collaborative Learning ◽  
Serious Games ◽  
Serious Game ◽  
Novel Approach ◽  
Learning Scenarios ◽  
User Centric ◽  
Learning Together

In collaborative learning scenarios, the role of the instructor is vital. This aspect directly carries over to the concept of collaborative multiplayer Serious Games, where a group of players is learning together using a Serious Game. In this paper, the authors propose a novel approach for integration and support of instructors in collaborative multiplayer Serious Game scenarios. Their approach considers instructor tasks and responsibilities. It defines an interface for 3D action adventure-like games, defining relevant game information and adaptation access. It further includes a Game Mastering framework for orchestrating and adapting such games at runtime via an instructor. The concept was implemented on top of an existing Serious Game (Escape from Wilson Island) and evaluated in a user-centric study with N=40 participants (age m=23.39; SD=3.05). Results show that an instructor using our framework in a collaborative learning scenario can positively influence players' game experience (p<.05) and success towards the intended goals, as well as recognize and counteract problems at runtime.

Intelligent Agents Supporting Distributed Collaborative Learning

2011 ◽  
pp. 1105-1127
Author(s):  
Weiqin Chen ◽  
Barbara Wasson
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Intelligent Agents ◽  
Support Students

In the context of distributed collaborative learning, it is usually difficult for students to be aware of others’ activities and for instructors to overview the process and regulate the collaboration. In order to facilitate collaborative learning, intelligent agents were developed to support the awareness and regulation of the collaboration. This chapter discusses the facilitation role of intelligent agents and how they support students and instructors in distributed collaborative-learning environments. By monitoring the collaboration, the agents compute statistics, detect possible problems, and give advice synchronously and asynchronously to the students and instructor based on their activities and requests. In so doing, the agents not only help students to self-regulate their activities but also help instructors to maintain an overview of the collaboration so that they can intervene when necessary.

scholarly journals The influence of online mathematics learning on prospective teachers mathematics achievement: The role of independent and collaborative learning

2019 ◽  
Vol 11 (4) ◽  
pp. 257-265
Author(s):  
Murat Tezer ◽  
Ezgi P. Yildiz ◽  
Seyma Bozkurt ◽  
Hasan Tangul
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Mathematics Achievement ◽  
Learning Environments ◽  
Prospective Teachers ◽  
Mathematics Learning ◽  
Online Learning Environments ◽  
Post Test ◽  
Online Mathematics

The aim of this study is to influence of online mathematics learning on prospective teachers mathematics achievement based on the role of independent and collaborative learning. An experimental design model with pre-test and post-test control group was used in the study. The working group constitutes a total of 60 prospective teachers in the first and second years of education in the Department of Elementary Teaching and Preschool Teaching of a private university in 2016–2017 academic year in Northern Cyprus. As a means of data collection, mathematics achievement test consisting of 30 questions was administered as pre-test, and after the study, the same success test was administered as a post-test. As a result of the findings, it has been determined that the prospective teachers have a significant increase in their successes due to the teaching practices in online learning environments. Keywords: Online learning environments, independent learning, Moodle, mathematics achievement, teacher candidate, intelligence.

Intelligent Agents Supporting Distributed Collaborative Learning

2011 ◽  
pp. 33-66 ◽  
Author(s):  
Weiqin Chen ◽  
Barbara Wasson
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Intelligent Agents ◽  
Support Students

In the context of distributed collaborative learning, it is usually difficult for students to be aware of others’ activities and for instructors to overview the process and regulate the collaboration. In order to facilitate collaborative learning, intelligent agents were developed to support the awareness and regulation of the collaboration. This chapter discusses the facilitation role of intelligent agents and how they support students and instructors in distributed collaborative-learning environments. By monitoring the collaboration, the agents compute statistics, detect possible problems, and give advice synchronously and asynchronously to the students and instructor based on their activities and requests. In so doing, the agents not only help students to self-regulate their activities but also help instructors to maintain an overview of the collaboration so that they can intervene when necessary.

scholarly journals Role of Serious Games in enriching Watershed Conservation Manoeuvres

2021 ◽  
Author(s):  
Parampreet Singh ◽  
Nadeem Ahmad Khan ◽  
Arun Khosla ◽  
Girish Pujar
Keyword(s):  
Sustainable Development ◽  
Watershed Management ◽  
Serious Games ◽  
Educational Games ◽  
Good Practices ◽  
Watershed Conservation

Watershed management is important for sustainable development. But now because of lack of education, faulty practices and other uncertain factors, watersheds are deteriorating and that needs to be checked. Already, lots of government/non-government projects and are going on in that direction. Serious games or educational games are also being used as a tool to teach watershed conservation. This paper brings out the importance of serious games in the enriching of watershed conservation activities. How these games can solve various issues regarding watershed management and can bring about coherence in authorities and stakeholders to work together. In this paper, we will evaluate a few games about how they help to enhance knowledge among individuals, teach them good practices about watershed conservation and refrain them from using their ongoing wrong practices that have the potential to harm them and their surroundings in the long term.

MOOCs

2015 ◽  
pp. 1282-1300 ◽  
Author(s):  
Vanessa Camilleri ◽  
Leonard Busuttil ◽  
Matthew Montebello
Keyword(s):  
Social Networks ◽  
Learning Environments ◽  
Best Practice ◽  
Online Courses ◽  
Collective Intelligence ◽  
International Markets ◽  
Lessons Learned ◽  
The Masses ◽  
Social Applications

MOOCs have become a new trend in education, taking the world by storm in 2012. Is this just a fad or is it because of their nature in opening education to the masses? In this chapter, the authors explore how Massive Open Online Courses (MOOCs) use networks that connect people across the globe to foster education that cannot be replicated in any walled classroom. They illustrate case studies, emphasizing best practice strategies employed as well as lessons learned, in an attempt to understand what makes these courses the new cry in higher education. The authors ask whether the local, European, and international markets are ready to accept these massive, open learning environments and how the transfer and transformation of information occurs during exploits of massive collective intelligence. They address learning that is manifested inside social networks and this can be augmented through the sharing of knowledge within the global community. In this digital economy, the authors look at capturing and harvesting “open knowledge” using means that are accessible to all. Is academia ready for all of this? The authors propose an outline of a journey from the birth of MOOCs to their indicative future directions. The scope of this chapter is that of discussing the role of social networks and social applications in these massive courses, as the authors describe why they think this lies at the root of the courses' success.

MOOCs

2014 ◽  
pp. 348-366 ◽  
Author(s):  
Vanessa Camilleri ◽  
Leonard Busuttil ◽  
Matthew Montebello
Keyword(s):  
Social Networks ◽  
Learning Environments ◽  
Best Practice ◽  
Online Courses ◽  
Collective Intelligence ◽  
International Markets ◽  
Lessons Learned ◽  
The Masses ◽  
Social Applications

MOOCs have become a new trend in education, taking the world by storm in 2012. Is this just a fad or is it because of their nature in opening education to the masses? In this chapter, the authors explore how Massive Open Online Courses (MOOCs) use networks that connect people across the globe to foster education that cannot be replicated in any walled classroom. They illustrate case studies, emphasizing best practice strategies employed as well as lessons learned, in an attempt to understand what makes these courses the new cry in higher education. The authors ask whether the local, European, and international markets are ready to accept these massive, open learning environments and how the transfer and transformation of information occurs during exploits of massive collective intelligence. They address learning that is manifested inside social networks and this can be augmented through the sharing of knowledge within the global community. In this digital economy, the authors look at capturing and harvesting “open knowledge” using means that are accessible to all. Is academia ready for all of this? The authors propose an outline of a journey from the birth of MOOCs to their indicative future directions. The scope of this chapter is that of discussing the role of social networks and social applications in these massive courses, as the authors describe why they think this lies at the root of the courses’ success.

scholarly journals Why Story Matters: A Review of Narrative in Serious Games

2019 ◽  
Vol 58 (3) ◽  
pp. 687-707 ◽  
Author(s):  
Emily Naul ◽  
Min Liu
Keyword(s):  
Learning Environments ◽  
Serious Games ◽  
Educational Games ◽  
Design Strategy ◽  
Virtual Agents ◽  
Immersive Learning ◽  
Narrative Design ◽  
Learning Game ◽  
Games And Simulations ◽  
Motivation And Learning

Literature has shown that immersive learning environments such as digital educational games and simulations often incorporate storytelling elements in their designs as narrative can be an effective way of making learning more meaningful to students. The purpose of this study is to review the literature on the role narrative can play in the experience of a learner engaging in learning games and to synthesize research on features of story that have demonstrated success in these learning environments. The findings have shown that distributed narrative, intrinsically integrated fantasies, empathetic characters and virtual agents, and adaptiveness or responsivity are four characteristics of game narratives found to be effective. Several learning game analyses were performed to illustrate how these games used narrative to foster greater immersion, engagement, motivation, and learning. Finally, a narrative design strategy for serious games is suggested which integrates the effective narrative features as shown in the example games, along with two analysis frameworks, Game Discourse Analysis and Narrative Centered Informant Design. The findings of this study should provide much-needed insights to designers and researchers who are involved in creating immersive learning environments.

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