Adaptive game-based e-leaming using semantic web technologies

Ali, Asad; Şah, Melike

doi:10.1109/icosst.2017.8278999

Cited by 8 publications

(14 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, future work might include other noncognitive measures to prove this assumption. Second, it was observed that previous research has adopted different methods to operationalize this learning efficiency so far (Ali & Sah, 2017; Hubalovsky, Hubalovska, & Musilek, 2019; Van Oostendorp et al , 2014). In this study, we separately analyzed performance on posttest (research question 1) and total time spent (research question 3).…”

Section: Discussionmentioning

confidence: 99%

“…For example, learning efficiency can be calculated by dividing success of completed exercises by the participant’s completion time (ie, time needed for exercise completion; Hubalovsky et al , 2019). Finally, the study of Ali and Sah (2017) used performance scores during learning and the time participants needed to finish the quiz was logged and independently compared to examine whether participants were more efficient in one or the other condition. As also pointed by Hubalovsky and colleagues (2019), an interesting direction for future research would be to investigate how learning efficiency should be operationalized and to document the advantages and disadvantages of these methods.…”

Section: Discussionmentioning

confidence: 99%

“…Results revealed that participants in the adaptive condition learned significantly more per victim case, and were therefore more efficient than participants of the nonadaptive condition. Ali and Sah (2017) used a within subjects design to evaluate efficiency when learning geometry, physics and chemistry in an adaptive and nonadaptive game. Students showed higher efficiency scores in the adaptive compared to the nonadaptive game.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

See 2 more Smart Citations

The effectiveness of an adaptive digital educational game for the training of early numerical abilities in terms of cognitive, noncognitive and efficiency outcomes

Vanbecelaere¹,

Cornillie²,

Sasanguie³

et al. 2020

Brit J Educational Tech

View full text Add to dashboard Cite

Adaptive educational games provide new opportunities to train early numerical skills. However, empirical evidence for the effectiveness of adaptive educational games is scarce. This study investigated the effectiveness of an adaptive game compared to a nonadaptive game in terms of cognitive, noncognitive and efficiency outcomes. In total, 84 children were randomly assigned to a condition in which children trained early numerical skills with an adaptive version of the Number Sense Game (NSG), or to a condition in which they trained with a nonadaptive version. Early numeracy was evaluated before the training, immediately after the training and 3 weeks after the training. Math anxiety (MA) was assessed before and 3 weeks after the training. The time children practiced with the NSG was used to assess efficiency. Results revealed that children in both conditions improved on early numerical ability, with sustained effects 3 weeks after the training. In both conditions, children’s MA scores were lower after the training. Children in the adaptive condition learned more efficiently compared to the nonadaptive condition, and the interaction between prior knowledge and condition has shown that children with low prior knowledge benefited more from a nonadaptive training while children with high prior knowledge benefited more from an adaptive training in terms of learning efficiency. These results confirm that adaptive educational games can offer solace in terms of the need for differentiation.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

See 1 more Smart Citation

The effectiveness of an adaptive digital educational game for the training of early numerical abilities in terms of cognitive, noncognitive and efficiency outcomes

Vanbecelaere¹,

Cornillie²,

Sasanguie³

et al. 2020

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…In [1], Ali and Sah created an adaptive, quiz-based e-learning system by using ontologies that allow users of different levels and capabilities to learn their course content. The learning materials include physics, chemistry, and geography extracted from DBpedia and are presented to the users as a question/answer activity.…”

Section: Related Workmentioning

confidence: 99%

“…The test consisted of 3 questions for each of the 3 subjects chosen for the class (see Table 4). 1 For each class, Table 3 reports the average scores achieved by each group of students on the three subjects and the corresponding success rate. In all cases, a better learning effect was recorded for the group of students who used the geoLO+ resources (EG in table 3).…”

Section: ) Students' Learning Assessmentmentioning

confidence: 99%

Maps4Learning: Enacting Geo-Education to Enhance Student Achievement

2020

View full text Add to dashboard Cite

During the last few years, increasing emphasis has been given to geo-education in middle and high school curricula, transforming the way certain subjects are now taught to provide students with comprehensive knowledge about dynamics and interconnections in the world, which also rely on relevant geographic information. This is the case for history, geography, the earth sciences, and other subjects. However, so far, little has been done to provide adequate learning tools that can support such an important transformation. This paper proposes the integration of advanced geospatial technology in traditional interactive learning tools as a way to describe experiences that help students understand phenomena and improve their competencies. The system is the result of a usability engineering process aimed at providing users with an effective learning experience, iteratively analysing their expectations and needs with respect to georeferenced content. The resulting learning environment, Maps4Learning, allows users to manage content in terms of learning objects named geoLO+, which are extended with spatial and temporal components and built according to standardized metadata. The system was tested in the context of a middle school programme. A usability study was carried out to analyse the impact of geoLO+ resources in terms of perceived quality, engagement, and student learning performance, and the outcomes of the resources were compared to the outcomes of traditional teaching methods. The results were encouraging and showed that learning improvement can indeed be achieved using Maps4Learning.

show abstract

An Ontology-Based Approach to Semi-Automate Systematic Literature Reviews

Ali

Gravino

2018

2018 12th International Conference on Open Source Systems and Technologies (ICOSST)

View full text Add to dashboard Cite

Adaptive game-based e-leaming using semantic web technologies

Cited by 8 publications

References 11 publications

The effectiveness of an adaptive digital educational game for the training of early numerical abilities in terms of cognitive, noncognitive and efficiency outcomes

The effectiveness of an adaptive digital educational game for the training of early numerical abilities in terms of cognitive, noncognitive and efficiency outcomes

Maps4Learning: Enacting Geo-Education to Enhance Student Achievement

An Ontology-Based Approach to Semi-Automate Systematic Literature Reviews

Contact Info

Product

Resources

About