International Conference on Computational Science and Its Applications (ICCSA 2011)
The GTI-learning group attended the 11th International Conference on Computational Science and Its Applications (ICCSA 2011). The Conference was held on June 20-23 at the University of Cantabria, Santander, Spain. In one hand, it was presented a poster about Javier Melero’s current research which consisted in describing a conceptual model of puzzle-based games implementing scaffolding mechanisms. In the other hand, Jonathan Chacón presented a full paper about his current research in the Computational Design for Technology Enhanced Learning (CD4TEL) that is a technical session organized as part of the conference. You can read the abstract about both works here:
Towards the Support of Scaffolding in Customizable Puzzle-based Learning Games
Javier Melero, Davinia Hernández-Leo, Josep Blat
Abstract: Serious games can be used as learning tools since learning games are more in correspondence with the current generation of students, foster students’ motivation, and increase the learning effects, making learning meaningful to students. This paper presents a conceptual model for representing designs coming down to a puzzle-based game implementing an active learning method that describes the activities flow for learners. Each activity refers to a collection of puzzle pieces needed to perform the activity. In order to support the performance of individual activities, micro-scaffolding support, such as question or hints, can be also defined using our proposed model.
From a Pattern Language to a Pattern Ontology Approach for CSCL Script Design
Jonathan Chacón, Davinia Hernández-Leo, Josep Blat
Abstract: Collaborative activities, in which students actively interact with each other, have proved to provide significant learning benefits. In Computer-Supported Collaborative Learning (CSCL), these collaborative activities are assisted by technologies. However, the use of computers does not guarantee collaboration, as free collaboration does not necessary lead to fruitful learning. Therefore, practitioners need to design CSCL scripts that structure the collaborative settings so that they promote learning. However, not all teachers have the technical and pedagogical background needed to design such scripts. With the aim of assisting teachers in designing effective CSCL scripts, we propose a model to support the selection of reusable good practices (formulated as patterns) so that they can be used as a starting point for their own designs. This model is based on a pattern ontology that computationally represents the knowledge captured on a pattern language for the design of CSCL scripts. A preliminary evaluation of the proposed approach is provided with two examples based on a set of meaningful interrelated patters computationally represented with the pattern ontology, and a paper prototyping experience carried out with two teaches. The results offer interesting insights towards the implementation of the pattern ontology in software tools.