Opening User Model Data for Motivation and Learning: The Case of an Adaptive Multiplication Game

Leonardou, Angeliki; Rigou, Maria; Garofalakis, John

doi:10.5220/0007735603830390

Cited by 8 publications

(8 citation statements)

References 0 publications

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“…The Multiplication Game (MG) is a web-based practice and progress monitoring application pursuing scientific and educational aims. This application, which is currently in its fourth stage of development, started as an adaptive mobile application (version 1-v.1) [69] and was revised as a desktop application with incorporated Open Learner Model (OLM) elements (version 2-v.2) [70]. An OLM offers to students (and other stakeholders of the learning process) easily perceivable access to personal progress information [71].…”

Section: The Multiplication Gamementioning

confidence: 99%

“…Another way in which pupils are motivated to continue playing in the MG is that, after the completion of each level, the learner has the choice to visually be informed about previous level achievements ( Figure 5) though performance graphs [70]. Studies [78] showed that people are twice as likely to achieve a goal if they are given a sense of advancement toward it.…”

Section: The Multiplication Gamementioning

confidence: 99%

“…More specifically, pupils gain points in the form of coins, displayed at the top of the game interface, by answering question-items correctly. To increase the challenge for the pupils of Preliminary tests were conducted on both v.2 [70] and v.3 [72] of the MG. A questionnaire was provided about the usability and usefulness of MG, as well as the OLM and OSLM available features, where particular questions with a focus on the motivational value of the OLM and OSLM visualizations are offered. The feedback received by both pupils and teachers was quite encouraging and supportive of the positive effect on increasing pupil motivation to self-improve when assessing multiplication skills using the adaptive game-based approach.…”

Section: The Multiplication Gamementioning

confidence: 99%

“…The feedback received by both pupils and teachers was quite encouraging and supportive of the positive effect on increasing pupil motivation to self-improve when assessing multiplication skills using the adaptive game-based approach. More specifically, MG v.2 [70] was tested with 36 pupils (17 girls and 19 boys) of a primary school. Pupils answered a Likert-type scale questionnaire from 1 (definitely not) to 5 (surely yes) about the usability and usefulness of MG and the available OLM elements.…”

Section: The Multiplication Gamementioning

confidence: 99%

“…MG v.3 [72] was tested by 41 pupils (18 girls and 23 boys) of the third and fourth grades of a primary school. Pupils played the MG during two school teaching hours of the information and communication technology (ICT) course and then were asked by their teacher to answer the questionnaire in Figure 6 (a revised version of the questionnaire in Reference [70]) about the usability and usefulness of the MG and the available OLM and OLSM elements. A Motivation supported via coins, leaderboards, badges, and levels fosters the need for status, recognition, and prestige, as well as strengthen competence and mastery.…”

Section: The Multiplication Gamementioning

confidence: 99%

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Techniques to Motivate Learner Improvement in Game-Based Assessment

2020

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Learner motivation to self-improve is a crucial effectiveness factor in all modes and settings of learning. Game-based learning was long used for attracting and maintaining students’ interest especially in small ages, deploying means such as scoring, timing, scores of peers (i.e., hall of fame), etc. These techniques can provide recognition for high-scoring players, while also developing a sense of safe “distance” in the impersonal electronic environment for low-scoring players. In addition, constructive feedback on mistakes a player makes can contribute to avoiding similar mistakes in the future, thus achieving better performance in the game, while constructing valuable new knowledge when a knowledge gap is detected. This paper investigates an integrated approach to designing, implementing, and using an adaptive game for assessing and gradually improving multiplication skills. Student motivation is fostered by incorporating the Open Learner Model approach, which exposes part of the underlying user model to the students in a graphically simplified manner that is easily perceivable and offers a clear picture of student performance. In addition, the Open Learner Model is expanded with visualizations of social comparison information, where students can access the progress of anonymous peers and summative class scores for improving self-reflection and fostering self-regulated learning. This paper also presents the feedback received by the preliminary testing of the game and discusses the effect of assessing multiplication skills of primary school pupils using the adaptive game-based approach on increasing pupil motivation to self-improve.

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Section: The Multiplication Gamementioning

confidence: 99%

Section: The Multiplication Gamementioning

confidence: 99%

Section: The Multiplication Gamementioning

confidence: 99%

Section: The Multiplication Gamementioning

confidence: 99%

Section: The Multiplication Gamementioning

confidence: 99%

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Techniques to Motivate Learner Improvement in Game-Based Assessment

2020

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Intelligent techniques in e-learning: a literature review

Ilić¹,

Mikić²,

Kopanja³

et al. 2023

Artif Intell Rev

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Online learning has become increasingly important, having in mind the latest events, imposed isolation measures and closed schools and campuses. Consequently, teachers and students need to embrace digital tools and platforms, bridge the newly established physical gap between them, and consume education in various new ways. Although literature indicates that the development of intelligent techniques must be incorporated in e-learning systems to make them more effective, the need exists for research on how these techniques impact the whole process of online learning, and how they affect learners’ performance. This paper aims to provide comprehensive research on innovations in e-learning, and present a literature review of used intelligent techniques and explore their potential benefits. This research presents a categorization of intelligent techniques, and explores their roles in e-learning environments. By summarizing the state of the art in the area, the authors outline past research, highlight its gaps, and indicate important implications for practice. The goal is to understand better available intelligent techniques, their implementation and application in e-learning context, and their impact on improving learning in online education. Finally, the review concludes that AI-supported solutions not only can support learner and teacher, by recommending resources and grading submissions, but they can offer fully personalized learning experience.

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