From conditioning to learning communities: Implications of fifty years of research in e‐learning interaction design

This paper will consider e‐learning in terms of the underlying learning processes and interactions that are stimulated, supported or favoured by new media and the contexts or communities in which it is used. We will review and critique a selection of research and development from the past fifty years that has linked pedagogical and learning theory to the design of innovative e‐learning systems and activities, and discuss their implications. It will include approaches that are, essentially, behaviourist (Skinner and Gagné), cognitivist (Pask, Piaget and Papert), situated (Lave, Wenger and Seely‐Brown), socio‐constructivist (Vygotsky), socio‐cultural (Nardi and Engestrom) and community‐based (Wenger and Preece). Emerging from this review is the argument that effective e‐learning usually requires, or involves, high‐quality educational discourse, that leads to, at the least, improved knowledge, and at the best, conceptual development and improved understanding. To achieve this I argue that we need to adopt a more holistic approach to design that synthesizes features of the included approaches, leading to a framework that emphasizes the relationships between cognitive changes, dialogue processes and the communities, or contexts for e‐learning

Phantom affordances in video games

In this paper, I am looking for the common ground to judge video game’s formal qualities, such as its interface, the rule system and game goals, which would include and explain both intentionally and unintentionally subversive games labeled as ‘bad’ and ‘not games’. I start with two cases of games that subvert expectations to the degree when players actively refuse to recognize them as games. Such games have inspired a variety of research and critique, but there is surprisingly little agreement on what makes them “bad” or subversive, as opposed to typical genre-conforming violent games, which are supposed to be subversive or “bad” but rarely produce the same disruptive experience. Relying on existing analysis of subversive and violent games, I apply usercentered, goal-oriented approaches of UX design (Norman, 1998; Cooper, 2007) to games and complement this framework with a new category, ‘phantom affordances’: perceived formal properties of a game that actively afford an action but do not deliver the expected outcome. This category can be productively applied to describe and design subversions in games.fi=vertaisarvioitu|en=peerReviewed

I am here - are you there? Sense of presence and implications for virtual world design

We use the language of presence and place when we interact online: in our instant text messaging windows we often post: Are you there? Research indicates the importance of the sense of presence for computer-supported collaborative virtual learning. To realize the potential of virtual worlds such as Second Life, which may have advantages over conventional text-based environments, we need an understanding of design and the emergence of the sense of presence. A construct was created for the sense of presence, as a collaborative, action-based process (Spagnolli, Varotto, & Mantovani, 2003) with four dimensions (sense of place, social presence, individual agency, and mediated collaborative actions). Nine design principles were mapped against the four dimensions. The guiding question for the study\u27s exploration of the sense of presence was: In the virtual world Second Life, what is the effect on the sense of presence in collaborative learning spaces designed according to the sense of presence construct proposed, using two of the nine design principles, wayfinding and annotation? Another question of interest was: What are the relationships, if any, among the four dimensions of presence? The research utilized both quantitative and qualitative measures. Twenty learners recruited from the Graduate School of Education and Psychology at Pepperdine University carried out three assigned collaborative activities in Second Life under design conditions foregrounding each of the two design conditions, and a combination of the two. Analyses from surveys, Second Life interactions, interviews and a focus group were conducted to investigate how various designed learning environments based in the virtual world contributed to the sense of presence, and to learners\u27 ability to carry out collaborative learning. The major research findings were: (a) the construct appears robust, and future research in its application to other virtual worlds may be fruitful; (b) the experience of wayfinding (finding a path through a virtual space) resulted overall in an observed pattern of a slightly stronger sense of place; (c) the experience of annotation (building) resulted overall in an observed pattern of a slightly stronger sense of agency; and (d) there is a positive association between sense of place and sense of agency

Enactivism, action and normativity: a Wittgensteinian analysis

In this paper, we offer a criticism, inspired by Wittgenstein’s rule-following considerations, of the enactivist account of perception and action. We start by setting up a non-descriptivist naturalism regarding the mind and continue by defining enactivism and exploring its more attractive theoretical features. We then proceed to analyse its proposal to understand normativity non-socially. We argue that such a thesis is ultimately committed to the problematic idea that normative practices can be understood as private and factual. Finally, we offer a characterization of normativity as an essentially social phenomenon and apply our criticisms to other approaches that share commitments with enactivism

The RobotCub Approach to the Development of Cognition

This paper elaborates on the workplan of an initiative in embodied cognition: RobotCub. Our goal here is to provide background and to motivate our long-term plan of empirical research including brain and robotic sciences following the principles of epigenetic robotics

Language-Learner Computer Interactions

This book focuses on learner-computer interactions (LCI) in second language learning environments drawing largely on sociocultural theories of language development. It brings together a rich and varied range of theoretical discussions and applications in order to illustrate the way in which LCI can enrich our comprehension of technology-mediated communication, hence enhancing learners’ digital literacy skills. The book is based on the premise that, in order to fully understand the nature of language and literacy development in digital spaces, researchers and practitioners in linguistics, sciences and engineering need to borrow from each others’ theoretical and practical toolkits. In light of this premise, themes include such aspects as educational ergonomics, affordances, complex systems learning, learner personas and corpora, while also describing such data collecting tools as video screen capture devices, eye-tracking or intelligent learning tutoring systems

Morality Play: A Model for Developing Games of Moral Expertise

According to cognitive psychologists, moral decision-making is a dual-process phenomenon involving two types of cognitive processes: explicit reasoning and implicit intuition. Moral development involves training and integrating both types of cognitive processes through a mix of instruction, practice, and reflection. Serious games are an ideal platform for this kind of moral training, as they provide safe spaces for exploring difficult moral problems and practicing the skills necessary to resolve them. In this article, we present Morality Play, a model for the design of serious games for ethical expertise development based on the Integrative Ethical Education framework from moral psychology and the Lens of the Toy model for serious game design

Generative Design in Minecraft (GDMC), Settlement Generation Competition

This paper introduces the settlement generation competition for Minecraft, the first part of the Generative Design in Minecraft challenge. The settlement generation competition is about creating Artificial Intelligence (AI) agents that can produce functional, aesthetically appealing and believable settlements adapted to a given Minecraft map - ideally at a level that can compete with human created designs. The aim of the competition is to advance procedural content generation for games, especially in overcoming the challenges of adaptive and holistic PCG. The paper introduces the technical details of the challenge, but mostly focuses on what challenges this competition provides and why they are scientifically relevant.Comment: 10 pages, 5 figures, Part of the Foundations of Digital Games 2018 proceedings, as part of the workshop on Procedural Content Generatio