UniCraft: Exploring the impact of asynchronous multiplayer game elements in gamification

This paper describes the development and evaluation of UniCraft: a gamified mobile app designed to increase the engagement of undergraduate students with the content and delivery of their course. Gamification projects rely on extrinsic motivators to encourage participants to engage, such as compulsory participation or real-world rewards. UniCraft incorporates an asynchronous multiplayer battle game that uses constructive competition to motivate students, without using motivational levers that may reduce intrinsic motivation. The novel battle game employed by UniCraft employs Player vs Environment (Shafer, 2012) and Player Matching (Jennings, 2014) to ensure students work together in similarly ranked small groups as a team against a shared enemy. A study was undertaken which examined students' long-term engagement with UniCraft within the context of a 12-week long undergraduate programming course. The app was initially provided with the battle feature disabled, so that the effect on motivation and engagement could be studied when it was introduced during the intervention. Detailed interaction data recorded by the app was augmented by semi-structured interviews in order to provide a richer perspective on its effect at an individual and group level. The interaction data revealed convincing evidence for the increased motivational power of the battle feature, and this was supported by the interview data. Although no direct negative effects of competition were observed, interviews revealed that cheating was prevalent and this could in turn have unintended negative side-effects on motivation. Full results are presented and case studies are described for three of the participants, giving an insight into the different styles of interaction and motivation experienced by students in this study

From collaborative virtual research environment SOA to teaching and learning environment SOA

This paper explores the extension of the CORE VRE SOA to a collaborative virtual teaching and learning environment (CVTLE) SOA. Key points are brought up to date from a number of projects researching and developing a CVTLE and its component services. Issues remain: there are few implementations of the key services needed to demonstrate the CVTLE concept; there are questions about the feasibility of such an enterprise; there are overlapping standards; questions about the source and use of user profile data remain difficult to answer; as does the issue of where and how to coordinate, control, and monitor such a teaching and learning syste

A note on organizational learning and knowledge sharing in the context of communities of practice

Please, cite this publication as: Antonova, A. & Gourova, E. (2006). A note on organizational learning and knowledge sharing in the context of communities of practice. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. September 12th, Sofia, Bulgaria: TENCompetence. Retrieved June 30th, 2006, from http://dspace.learningnetworks.orgThe knowledge management (KM) literature emphasizes the impact of human factors for successful implementation of KM within the organization. Isolated initiatives for promoting learning organization and team collaboration, without taking consideration of the knowledge sharing limitations and constraints can defeat further development of KM culture. As an effective instrument for knowledge sharing, communities of practice (CoP) are appearing to overcome these constraints and to foster human collaboration.This work has been sponsored by the EU project TENCompetenc

MOOCs and the Expansion of Open Knowledge

La aparicion de los MOOC ( massive open on-line course ) ha supuesto un impacto en el ambito educativo, especialmente en el universitario, debido, entre otras cosas, a la posibilidad de acceso a los mismos a distancia, al numero ilimitado de usuarios que se pueden matricular y, en muchos casos, a que son gratuitos. Bajo la tematica de los MOOC y el contenido abierto, la presente monografia ha sido escrita por tres profesores universitarios, Esteban Vazquez Cano [profesor y doctor de la Facultad de Educacion de la Universidad Nacional de Educacion a Distancia (UNED)], Eloy Lopez Meneses (profesor y doctor del Departamento de Ciencias Sociales de la Universidad Pablo de Olavide) y Jose Luis Sanchez-Serrano Sarasola (profesor de la Facultad de Ciencias Sociales, tambien de la Universidad Pablo de Olavide). El libro, escrito en ingles, se divide en cuatro capitulos principales, acompanados de una declaracion de intenciones, una introduccion, una conclusion, una bibliografia y un anexo

Paving the Way for Lifelong Learning:Facilitating competence development through a learning path specification

Janssen, J. (2010). Paving the Way for Lifelong Learning. Facilitating competence development through a learning path specification. September, 17, 2010, Heerlen, The Netherlands: Open University of the Netherlands, CELSTEC. SIKS Dissertation Series No. 2010-36. ISBN 978-90-79447-43-5Efficient and effective lifelong learning requires that learners can make well informed decisions regarding the selection of a learning path, i.e. a set of learning actions that help attain particular learning goals. In recent decades a strong emphasis on lifelong learning has led educational provision to expand and to become more varied and flexible. Besides, the role of informal learning has become increasingly acknowledged. In light of these developments this thesis addresses the question: How to support learners in finding their way through all available options and selecting a learning path that best fit their needs? The thesis describes two different approaches regarding the provision of way finding support, which can be considered complementary. The first, inductive approach proposes to provide recommendations based on indirect social interaction: analysing the paths followed by other learners and feeding this information back as advice to learners facing navigational decisions. The second, prescriptive approach proposes to use a learning path specification to describe both the contents and the structure of any learning path in a formal and uniform way. This facilitates comparison and selection of learning paths across institutions and systems, but also enables automated provision of way finding support for a chosen learning path. Moreover, it facilitates automated personalisation of a learning path, i.e. adapting the learning path to the needs of a particular learner. Following the first approach a recommender system was developed and tested in an experimental setting. Results showed use of the system significantly enhanced effectiveness of learning. In line with the second approach a learning path specification was developed and validated in three successive evaluations. Firstly, an investigation of lifelong learners’ information needs. Secondly, an evaluation of the specification through a reference (sample) implementation: a tool to describe learning paths according to the specification. Finally, an evaluation of the use and purpose of this tool involving prospective end-users: study advisors and learning designers. Following the various evaluations the Learning Path Specification underwent some changes over time. Results described in this thesis show that the proposed approach of the Learning Path Specification and the reference implementation were well received by end-users.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

GVSU Undergraduate and Graduate Catalog, 2007-2008

Grand Valley State University 2007-2008 undergraduate and/or graduate course catalog published annually to provide students with information and guidance for enrollment.https://scholarworks.gvsu.edu/course_catalogs/1082/thumbnail.jp

Cyber-security Risk Assessment

Cyber-security domain is inherently dynamic. Not only does system configuration changes frequently (with new releases and patches), but also new attacks and vulnerabilities are regularly discovered. The threat in cyber-security is human, and hence intelligent in nature. The attacker adapts to the situation, target environment, and countermeasures. Attack actions are also driven by attacker's exploratory nature, thought process, motivation, strategy, and preferences. Current security risk assessment is driven by cyber-security expert's theories about this attacker behavior. The goal of this dissertation is to automatically generate the cyber-security risk scenarios by: * Capturing diverse and dispersed cyber-security knowledge * Assuming that there are unknowns in the cyber-security domain, and new knowledge is available frequently * Emulating the attacker's exploratory nature, thought process, motivation, strategy, preferences and his/her interaction with the target environment * Using the cyber-security expert's theories about attacker behavior The proposed framework is designed by using the unique cyber-security domain requirements identified in this dissertation and by overcoming the limitations of current risk scenario generation frameworks. The proposed framework automates the risk scenario generation by using the knowledge as it becomes available (or changes). It supports observing, encoding, validating, and calibrating cyber-security expert's theories. It can also be used for assisting the red-teaming process. The proposed framework generates ranked attack trees and encodes the attacker behavior theories. These can be used for prioritizing vulnerability remediation. The proposed framework is currently being extended for developing an automated threat response framework that can be used to analyze and recommend countermeasures. This framework contains behavior driven countermeasures that uses the attacker behavior theories to lead the attacker away from the system to be protected

GVSU Undergraduate and Graduate Catalog, 2006-2007

Grand Valley State University 2006-2007 undergraduate and/or graduate course catalog published annually to provide students with information and guidance for enrollment.https://scholarworks.gvsu.edu/course_catalogs/1081/thumbnail.jp

Pursuing fit: a grounded theory of e-recruitment in Namibia – an integrated jobseeker and agency perspective

The purpose of this study was to identify the main concern of jobseekers and recruitment agencies in electronic recruitment (e-recruitment) and determine how it was resolved. The country of Namibia was chosen for the study because many of its jobseekers and recruitment agencies are adopting e-recruitment to overcome challenges in their recruitment context. In order to meet the purpose of the study, Classic Grounded Theory Methodology (classic-GTM) was used. Through the application of classic-GTM it emerged that jobseekers' and recruitment agencies' perspectives on e-recruitment are varied and shifting, which together with the dynamics in information technology bring many possibilities and fluidity of stakeholders' behaviour. Therefore, jobseekers and recruitment agencies are mainly concerned about Fit or lack thereof between their conceptualizations of Objects of Concern (namely information technology, jobseekers, job providers (recruitment agencies and employers) and jobs) in such a dynamic environment. Pursuing Fit emerged as the core variable (core category) representing how the participants continuously resolved their main concern. Two sub-categories constituting Pursuing Fit are Interpreting Fit and Positioning for Fit and they explain how stakeholders interpret e-recruitment concepts and position themselves and other Objects of Concern based on interpretation. Recruitment is likely to take place when Objects of Concern relate in a desirable (fitting) manner. The study's contribution to knowledge is through the theory of Pursuing Fit that suggests a systematic way of understanding e-recruitment and of conceptualizing information technology in e-recruitment to increase chances of recruitment. Implications common for both jobseekers and recruitment agencies are context awareness and flexibility. Context awareness allows stakeholders to interpret Objects of Concern based on the context and flexibility makes it possible to change from a previously held position. The study can be used as the foundation for research involving multiple stakeholders in e-recruitment. In conclusion, e-recruitment is a process of meaning creation in which stakeholders interpret concepts and based on the meanings relate the concepts with each other