Towards Hyper Activity Books for Children. Connecting Activity Books and Montessori-like Educational Materials

Fuccio, Raffaele Di; Ponticorvo, Michela; Ferdinando, Andrea Di; Miglino, Orazio

doi:10.1007/978-3-319-24258-3_31

Cited by 15 publications

(10 citation statements)

References 10 publications

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“…From a technical point of view, STELT is an SDK (software development kit) containing software libraries for sensor, storyboarding, monitoring and adapting tutoring management and for the creation of applications in Windows (Vista, 7 and 8), Android and iOS environment. STELT platform has been used to implement different products, such as Block Magic, a hybrid physical/software tool that enhances traditional blocks and methods for teaching in kindergarten and primary schools [4,5]. In this STELT application many tasks for children are present, addressing memory, creativity, logic.…”

Section: Stelt: Smart Technologies To Enhanced Learning and Teachingmentioning

confidence: 99%

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Tangible Interfaces for Cognitive Assessment and Training in Children: LogicART

Ferrara

Ponticorvo

Ferdinando

et al. 2016

Smart Education and E-Learning 2016

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This paper describes how to use tangible interfaces for cognitive assessment and training. Assessment and training are two fundamental phases in the learning process: assessment allows to gather information in order to identify the learner starting level and monitor progresses that training can lead to. Assessment uses tests, some of which are addressed to cognitive abilities. Many tests for cognitive abilities are based on verbal materials that are not suitable for population such as young children or people with special needs, and people with hard cognitive disabilities or sensory impairment. In these cases it would be more fruitable to use physical objects. This paper illustrates a hardware-software system, LogicART, that can be used in assessment and training of cognitive abilities, such as reasoning, memory, categorization, etc. exploiting physical materials augmented by RFID/NFC Technology. These materials, employed to study cognitive abilities, offer the advantage to stimulate multisensoriality and manipulation.

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Section: Stelt: Smart Technologies To Enhanced Learning and Teachingmentioning

confidence: 99%

“…Up to now it has been tested with many users, especially children, who confirmed the system attractiveness and teachers, who underlined the system efficacy. More details can be retrieved in reports about BM [4,5].…”

Section: Stelt: Smart Technologies To Enhanced Learning and Teachingmentioning

confidence: 99%

Tangible Interfaces for Cognitive Assessment and Training in Children: LogicART

Ferrara

Ponticorvo

Ferdinando

et al. 2016

Smart Education and E-Learning 2016

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“…Block Magic [46,47] is an educational platform that exploits augmented reality based on RFID/NFC technology that allows building custom educational games with both physical and digital components. It consists of a set of magic blocks, a magic board/tablet device, and specific software ( Figure 4).…”

Section: Block Magicmentioning

confidence: 99%

“…It provides feedback to the player (arc on the left) during the game, it affects the human OSA teacher proposing existing exercises and recording learner's interaction, it has an indirect effect on the learner OSA through the trainer OSA. The BSA is built according to adaptive tutoring systems theories [46,47]. To validate the SPA approach, some data were collected with BM users.…”

Section: Block Magic Representation In Spa Termsmentioning

confidence: 99%

Situated Psychological Agents: A Methodology for Educational Games

et al. 2019

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Featured Application: The present paper introduces a methodology based on situated psychological agents that can be fruitfully applied to design and implement educational games, as it permits to represent the flows inside the game on the educational, psychological, and pedagogical level while detailing agents' features at a psychological level.Abstract: In recent years, the ever-increasing need for valid and effective training to acquire competences in multiform contexts has led to a wide diffusion of educational games (EG). In spite of their diffusion, there is still a need to reflect on the design process that should embed the games' pedagogical potential and the instructional process in the entertainment scope. Moreover, as building EG, especially in digital environments, is an enterprise that involves specialists with different expertise, it can be useful to have a shared methodology that is easily understandable and usable by many users. In this paper, we propose to use situated psychological agents (SPA) as a methodology to design and build effective EG and show how to represent games in terms of SPA and their interactions by diagrams and describe different examples of how this approach has been applied. Appl. Sci. 2019, 9, 4887 2 of 22 and social media to obtain information. The world where education takes place is no more limited to the physical classroom but is expanded to cover potentially an unlimited world, in terms of space and time, that is totally or partially virtual. If we consider the tools that have been introduced in the educational context, it seems that, in spite of their wide diffusion, there is still a need to reflect on the methodology to design, implement, and use them in a learning scenario.In more detail, it can be a useful reflection on the methodology to design and implement educational games, as an effective methodology should permit to have a shared formal representation of the main game elements, of their connections and their interactions.In what follows, we will propose a methodology that meets this requirement, which is based on the situated psychological agents (SPA) approach, connecting it to the EG design process. Educational and Serious Games: The Design ProcessSerious games are games that educate, train, and inform, to use the title of the highly cited paper by Michael and Chen [5]. Since the first book by Abt [11], which referred to card and board games, serious games have become digital and have strongly affirmed their educational potentials [12,13]. This fact forces to critically reflect on this kind of games, as they intervene in the learning process in a way that has not been faced yet in traditional learning theory and typical game theory as well. Many remarkable theoretical frameworks have been proposed, also recently, to satisfy this need. Among these, it is useful to cite the learning mechanics-game mechanics model [14], which draws a set of pre-defined game mechanics and pedagogical elements abstracted from the literature and connects them to identify the ma...

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“…The first implementation of the architecture described above is Block Magic (Di Ferdinando et al, ; Di Fuccio, Ponticorvo, Di Ferdinando, & Miglino, ). Block Magic is a prototype for educational materials developed in a successful European research project under the framework of LLP‐Comenius programme.…”

Section: Block Magic and Sniff: Two Technology‐enhanced Learning Applmentioning

confidence: 99%

An agent‐based modelling approach to build up educational digital games for kindergarten and primary schools

et al. 2017

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Most of the educational materials, such as the exercises contained in activity books or the Montessori-like games that are commonly used in kindergartens and primary schools share a common deep structure and have similar features. Capturing these commonalities in an explanatory model leads to a general framework that may be useful to develop games engine, in particular, digital games for children that enhance the learning and teaching experiences. In this paper, we analyze the structure of above mentioned educational materials and propose to describe it in terms of interacting agents' model. Moreover, we present Block Magic and SNIFF, first two examples of educational Montessori-like games to better explain how this general framework can be employed in educational game developmen

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Towards Hyper Activity Books for Children. Connecting Activity Books and Montessori-like Educational Materials

Cited by 15 publications

References 10 publications

Tangible Interfaces for Cognitive Assessment and Training in Children: LogicART

Tangible Interfaces for Cognitive Assessment and Training in Children: LogicART

Situated Psychological Agents: A Methodology for Educational Games

An agent‐based modelling approach to build up educational digital games for kindergarten and primary schools

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