Joint spaces between schools and museums via virtual worlds

Abstract

In this work, we describe the results in the study of the user experience of three groups of children within a flexible virtual space that connects school and museum. This integrated educational space includes not only the exploration of exhibition areas but also includes telepresence talks on the part of museum personnel, simulations, educational work in the form of virtual quests, all within a multi-user virtual environment based on OpenSim and simultaneously accessible from the different institutions involved in the experiment. The results obtained could serve as a starting point for a future implementation of this platform for connecting educational institutions and museums across the entire city.

GaTO: An Ontological Model to Apply Gamification in Intelligent Tutoring Systems

“…It may include the following elements: Challenge, Levels, Leaderboard, Story, Badges, Rewards , and Points ; Performance: this behavior includes game design elements that were used by several works (Smith and Baker, 2011 ; Cheong et al, 2013 ; Domínguez et al, 2013 ; Hakulinen et al, 2013 ) suggesting their use for increasing students' learning outcomes. It includes the following elements: Story, Feedback, Rewards, Badges, Challenges, Leaderboard, Points , and Levels ; Enjoyment: this behavior encompasses the game design elements used in the empirical works that are amenable to increase students' enjoyment (i.e., fun) (Landers and Callan, 2011 ; Hernández Ibáñez and Barneche Naya, 2012 ; Li et al, 2012 ; Denny, 2013 ). The following game design elements are included in this behavior: Story, Rewards, Badges, Points, Avatar , and Challenges ; Exploration: this behavior is supported by some empirical works (Fitz-Walter et al, 2011 ; Spence et al, 2012 ) which suggest that using some game design elements could enhance the exploration of the educational system by students.…”

“…Enjoyment: this behavior encompasses the game design elements used in the empirical works that are amenable to increase students' enjoyment (i.e., fun) (Landers and Callan, 2011 ; Hernández Ibáñez and Barneche Naya, 2012 ; Li et al, 2012 ; Denny, 2013 ). The following game design elements are included in this behavior: Story, Rewards, Badges, Points, Avatar , and Challenges ;…”

Transforming Learning and IT Management through Gamification

“…Through gamifi cation the museum can evolve to become, in the virtual world, an active part of a complex space where educators design, coordinate and lead various activities (Hernández and Barneche Naya 2012 ). Museum visitors look for knowledge, meaning and social experience; while museums provide an environment that is informative, social and entertaining.…”