ABSTRACT
We present the preliminary work in the TAEMILE project, which aims to co-regulate the learning process in educational games by automatically balancing learners autonomy and the pedagogical processes intended by educators. We focus on our design rationale and the initial results from our user study.
- Alfieri, L., Brooks, P. J., Aldrich, N. J., and Tenenbaum, H. R. Does discovery-based instruction enhance learning? Journal of Educational Psychology 103, 1 (2011), 1.Google ScholarCross Ref
- Ames, C. Classrooms: Goals, structures, and student motivation. Journal of educational psychology 84, 3 (1992), 261.Google Scholar
- Aylett, R., and Louchart, S. Towards a narrative theory of virtual reality. Virtual Reality 7, 1 (2003), 2--9.Google ScholarDigital Library
- Boekaerts, M. What have we learned about the social context-student engagement link? Teachers College Record 113, 2 (2011), 375--393.Google ScholarCross Ref
- Foster, A. N. The process of learning in a simulation strategy game: Disciplinary knowledge construction. Journal of Educational Computing Research 45, 1 (2011), 1--27.Google ScholarCross Ref
- Hadwin, A., and Oshige, M. Self-regulation, coregulation, and socially shared regulation: Exploring perspectives of social in self-regulated learning theory. Teachers College Record 113, 6 (2011), 240--264.Google ScholarCross Ref
- Heeter, C., Magerko, B., Medler, B., and Fitzgerald, J. Game design and the challenge-avoiding, self-validator player type. International Journal of Gaming and Computer-Mediated Simulations (IJGCMS) 1, 3 (2009), 53--67.Google ScholarCross Ref
- Mayer, R. E. Should there be a three-strikes rule against pure discovery learning? American Psychologist 59, 1 (2004), 14.Google ScholarCross Ref
- Riedl, M. O., Stern, A., Dini, D., and Alderman, J. Dynamic experience management in virtual worlds for entertainment, education, and training. International Transactions on Systems Science and Applications 4, 2 (2008), 23--42.Google Scholar
Index Terms
Towards balancing learner autonomy and pedagogical process in educational games
Recommendations
Learning Differences Between 3D vs. 2D Entertainment and Educational Games
Background. Many physics concepts can be abstract and difficult to learn from books or lectures. Experiments are frequently used to overcome such difficulties and provide a sound learning experience. However, some concepts may not be experienced through ...
Transparent Player Model: Adaptive Visualization of Learner Model in Educational Games
Innovative Technologies and LearningAbstractDespite the success of Learning Analytics (LA), there are two obstacles to its application in educational games, including transparency in assessing educational outcomes in real-time gameplay, and clarity in representing those results to players. ...
Toward Modeling the Learner's Personality Using Educational Games
Learner modeling is a crucial step in the learning personalization process. It allows taking into consideration the learner's profile to make the learning process more efficient. Most studies refer to an explicit method, namely questionnaire, to model ...
Comments