An Architecture for Bidirectional Learning Games

Dynamic personalization of learning trajectories that integrate different perspectives and variable scenarios is a viable way to improve the effectiveness and efficiency of training and education. Serious games offer a designated platform for this, by aggregating learner interactions, and using these to dynamically configure, adjust and tailor the game to individuals and contexts. An architecture is presented to support the creation of serious games for specific scenarios, in a faster, more effective and efficient manner. Following a research-by-design approach, the architecture is simultaneously developed and applied in case studies, with the experiences infused as enhancements for subsequent design iterations.

The Perceived Effectiveness of Student Engagement Strategies in Open and Distance Learning

Student engagement is critical in online learning because it makes students feel more satisfied and motivated to learn. This study investigated how university students perceive various engagement tactics employed in online courses during the Covid 19 pandemic. Student engagement was measured using Moore's interaction framework. It implemented non-experimental quantitative research design through a survey with descriptive and causal-comparative approaches. A 29-item survey on learner-to-learner, learner-to-instructor, and learner-to-content engagement strategies was completed by 181 students from School of Engineering at Universiti Teknologi MARA. The students considered learner-to-content interactions to be the most engaging technique, according to the research. Learner-to-instructor interactions were the next most engaging method, while learner-to-learner interactions were the least engaging. Additionally, the most engaging technique is for them to search for and select appropriate materials in the learner-to-content category depending on their interests. Working jointly using online communication technologies to accomplish case studies, projects, or reports was deemed the most interesting technique by students in the learner-to-learner category. In the learner-to-instructor category, an email reminder or periodical notification is likewise regarded as the most engaging method. All three engagement mechanisms were shown to be interrelated, with learner-to-learner interactions heavily influencing learner-to-learner interactions. Mechanical engineering students were shown to be better at perceiving and implementing these tactics than students from the colleges of electrical, chemical, and civil engineering. It is believed that the findings of the present study will assist teachers and lecturers in increasing their participation in online courses.

Gamified Mobile Collaborative Location-Based Language Learning

As design-based research, this study describes the development and analysis of two location-based augmented reality (AR) serious learning games (SLG) for French second language (FL2) learning. Explorez and VdeUVic are collaborative quest-based SLGs. At different locations on campus, players interact with characters that give them quests including clues or options to further the storyline. These interactions take place in the form of either written text, or audio and video recordings, encouraging students to develop language skills both written and oral. Students choose their own learning path and advance at their own pace. Three cohorts of FL2 university students play-tested the games, with 58 of the 77 students choosing to participate in the study. The design-based research framework for the development of the game iterations and subsequent testing was an iterative process with each stage producing output that became input for the next stage. The evaluation of the AR language tools was implemented by means of a mixed-method case study, collecting data of both a qualitative and quantitative nature, through pre and post-play questionnaires, interviews, and video recordings of student gameplay interactions for analysis. Informed by situated cognition, one of the goals was to provide a contextual and immersive learning experience. Additionally, this research drew on sociocultural theory and the social nature of language learning, emphasizing learner interactions as a principal learning force. This research examined the learners’ perceptions of their learning experience, as well as the ways in which students collaborated to complete the tasks. Employing a situative approach framework informed by social regulation and content processing, student learning patterns were examined. Distinct types of learner interactions amongst teams during gameplay were shown. Patterns in the emergence of learners’ high-level co-regulation during collaborative learning are indicated in the findings. Key elements for the development and implementation of location-based serious games to foster collaborative learning are highlighted.

How use of learning management system mediates the relationships between learner interactions and learner outcomes

Purpose Online learning and the use of technology-based learning management systems (LMS) are on the rise in higher education. The purpose of this study is to explore how the frequent use of these LMS mediates the relationship between three types of learner interactions and student outcomes. Design/methodology/approach This was an exploratory study using surveys that collected information on students’ use of LMS, their interactions and student outcomes. The participants of this study consisted of 362 undergraduate students from a South Korean University who were taking online classes as part of their degree. Findings The findings support existing research that increased learner interactions have positive effects on learning outcomes. However, some of the positive effects were reduced when considering the effect of higher levels of LMS use. In particular, learner-to-learner interactions. Research limitations/implications This information will enable educators to identify, measure and evaluate their online courses and consider how to integrate LMS use effectively. Results imply that focus may need to be on how learner to learner interactions can be best supported through the application of LMS. Practical implications This information will enable educators to identify, measure and evaluate their online courses and consider how to integrate LMS use effectively. Social implications Learner-to-learner interaction through social networking platforms may be more beneficial in socially constructing knowledge than formalizing interaction through LMS. Originality/value This study contributes to the field of online learning by suggesting that the importance of some types of learner interactions may be overestimated in relation to the importance of LMS use.

Instructor-learner neural synchronization during elaborated feedback predicts learning transfer

The provision of feedback with complex information beyond the correct answer, i.e., elaborated feedback, can powerfully shape learning outcomes such as transfer. However, an understanding of neurocognitive mechanisms that support elaborated feedback during instructor-learner interactions remains elusive. Here, a two-person interactive design is used during simultaneous recording of functional near-infrared spectroscopy (fNIRS) signals from adult instructor-learner dyads. Instructors either provided elaborated feedback (i.e., correct answer and an example) or simple feedback (i.e., correct answer only) to learners during a concept learning task. Our results showed that elaborated feedback produced comparable levels of retention to simple feedback, however, transfer was significantly enhanced by elaboration. We also noted significant instructor-learner neural synchronization in frontoparietal regions during the provision of elaborated feedback, especially when examples were provided. Further, interpersonal neural synchronization in the parietal cortex successfully predicted the transfer of knowledge to novel contexts. This prediction was retained for both learner-delayed and learner-preceding neural synchronization, supporting the interpretation that deeper-level representations of knowledge, such as abstract structure and personal interpretation, may promote the transfer of learning. These findings point toward interpersonal neural synchronization as a key neurocognitive mechanism that supports learning transfer effects, and may have important implications for real-world learning and pedagogical efficacy.Educational Impact and Implications StatementFeedback provides the information regarding the gap between what is achieved and what is aimed to be achieved, and thus plays a critical role in any learning processes. In real-world settings, feedback is oftentimes provided and received during social interactions, and contains complex information beyond the correct answer, that is elaborated feedback. This study sought to investigate neurocognitive mechanisms that support elaborated feedback during instructor-learner interactions using fNIRS hyperscanning. It was revealed that providing learners with elaborated feedback enhanced the transfer of knowledge to novel contexts relative to simple feedback. Instructor-learner neural synchronization was detected in frontoparietal regions during the provision of elaborated feedback, especially for examples. Parietal instructor-learner neural synchronization predicted the transfer. This study provides a novel lens, i.e., interpersonal neural synchronization, for people to understand more about how elaborated feedback takes effects on learning transfer, and may have critical implications for real-world learning and pedagogical efficacy.

Visual-Based Character Origination, Design, Development, and Evolution for Learning

People can be highly responsive to the so-called “personality frame” through which to learn. Such framing may be achieved through a live human actor, a tutor agent, a non-playable character in a game, a representation of a professional, a digital avatar in a virtual world, an artificial intelligence (AI) robot, or some other representation of an individual being. Various types of characters—real or imaginary, dynamic (animated) or static, humanoid or animal or other—may appear in online teaching and learning. Various dimensions of a character's appearance, sound, communications, behaviors, actions, and other dimensions may communicate something of their designed (scripted) personality and motivations, resulting in learner engagement, learner interactions with the learning. This chapter explores visual-based character origination, design, development, and evolution for learning.