Scripting Environments of Gamified Learning Management Systems for Programming Education

2017 ◽  
pp. 278-294 ◽  
Author(s):  
Jakub Swacha
Keyword(s):  
Learning Management Systems ◽  
Management Systems ◽  
Design Decisions ◽  
Programming Education ◽  
Course Content ◽  
Open Design ◽  
Execution Environment ◽  
Learning Management ◽  
Gamified Learning ◽  
Adequate Design

This chapter is devoted to the scripting environments that are pivotal for the development and usage of gamified Learning Management Systems in programming education. They are classified into four types, which include: the student's code execution environment, the scripting wrapper for processing input and output of the code execution environment, the game-based rule processing environment, and the environment for processing scripts embedded in the course content. The chapter describes the functionality of each of these environments, with exemplary usage scenarios provided. Also, the key requirements for each environment are specified, and adequate design and technological solutions suggested. For open design decisions, consequences of choosing particular options are investigated.

scholarly journals Techniques for Fostering Self-Regulated Learning Via Learning Management Systems in On-Campus and Online Courses

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Sarah E. Heath ◽  
Beau Shine
Keyword(s):  
Learning Management Systems ◽  
Management Systems ◽  
Delivery Mode ◽  
Full Potential ◽  
Course Content ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Online Coursework ◽  
Regulated Learning ◽  
Learning Management

While self-regulated learning is a standard model for online coursework, this approach emphasizes the applicability of Learning Management System (LMS) usage in face-to-face and hybrid course formats. Self-regulated learning has become an important component of education, both as a primary tool in online coursework and as a supplemental resource in face-to-face courses. (Boekaerts, 1999).  Yet despite its importance, research suggests that rather than utilizing the full potential of learning management and course management systems, instructors primarily use LMS and CMS as a delivery mode for course content (Boekarts, 1997; Vovides et al., 2007).  Such underutilization not only minimizes the capacities of such systems, but limits the opportunities for students to engage in multimodal self-regulated learning. This paper offers three specific techniques to improve self-regulated learning via LMS: flipped learning, chunking, and micro-learning.  Research findings have led to support for each of the above-mentioned techniques (Nwosisi et al., 2016; Miller, 1956; Major & Calandrino, 2018). The authors provide examples of techniques used in their own courses, how each facilitates self-regulated learning, and how utilizing the full capabilities of learning management systems engages students in multimodal self-regulated learning.  Common findings and recommendations will also be noted, with the goal of providing a framework for instructors to apply each technique via learning management systems in their own courses.

Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa

10.31355/42 ◽  
2019 ◽  
Vol 3 ◽  
pp. 065-077
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Eastern Cape ◽  
Next Generation ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.

scholarly journals An analysis of users’ preferences on learning management systems: a case on German versus Spanish students

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Hasan Tinmaz ◽  
Jin Hwa Lee
Keyword(s):  
Information And Communication Technologies ◽  
Age Groups ◽  
Learning Management Systems ◽  
Content Management ◽  
Ease Of Use ◽  
Management Systems ◽  
Smart Learning ◽  
School Year ◽  
Design For All ◽  
Learning Management

Abstract The recent advancements in information and communication technologies have altered instructional contexts and re-shaped them into smart learning environments. One of the most common practices of these environments are learning management systems (LMS) where the learners and instructors utilize a software platform to fulfill, support and manage instructional activities around predefined objectives. Successful implementations of LMS have brought a variety on its usage from different cultures, genders, age groups or schooling levels. Hence, this study focuses on understanding the role of culture on LMS design, in along with the effects of gender, age and school year variables. The study participants were German (n = 83) and Spanish (n = 83) university students attending a fully online course offered by a South Korean university. At the end of the course, the students were asked to fulfill a survey on effective LMS design by pointing which features of LMS were more important for them. The survey included twenty questions on four major design factors; content management (six items), ease of use (five items), communication within LMS (four item) and screen design (five items). The dataset was analyzed by non-parametric statistical techniques around four variables on four dimensions (and their related survey questions). The most important result was insufficiency of one unique LMS design for all students which demonstrates the necessity of student demographics tailored smart systems. Additionally, age and gender variables were not making significant differences on LMS design as much as culture and school year variables. The study also revealed that while German students would appreciate goal-oriented individual learning, Spanish students would value process-oriented group learning with active communication. Furthermore, many features of LMS were highly valued by the freshman students more than other levels. The paper discusses these variables with possible explanations from the literature and depicts implementations for future design practices.

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