Trends on Educational Gamification: Challenges and Learning Opportunities

Games are a natural activity—we all know how to play. Perhaps this is the key feature that explains the increase in the use of game-based learning (GBL) strategies: Applying games to education converts education into a universal activity. Over the last ten years, the way in which education and training is delivered has considerably changed, not only due to a new technologic environment—plenty of social networks, MOOCs, etc.—but also because of the appearance of new methodologies. Such new methodologies are shifting the center of gravity: from the teacher to the student, with the aim of awakening relational aspects, as well as promoting imagination and divergent thinking. One new approach that holds considerable promise for helping to engage learners is, indeed, game-based learning (GBL). However, while a growing number of institutions are beginning to see the validity of GBL, there are still many challenges to overcome before this type of learning can become widespread.In this Special Issue, we want to gather several studies and experiences in GBL to be shared with other teachers and researchers

Research and applications: Artificial intelligence

The program is reported for developing techniques in artificial intelligence and their application to the control of mobile automatons for carrying out tasks autonomously. Visual scene analysis, short-term problem solving, and long-term problem solving are discussed along with the PDP-15 simulator, LISP-FORTRAN-MACRO interface, resolution strategies, and cost effectiveness

Prospectus, October 17, 1988

https://spark.parkland.edu/prospectus_1988/1024/thumbnail.jp

Prospectus, October 7, 1991

https://spark.parkland.edu/prospectus_1991/1014/thumbnail.jp

Prospectus, September 23, 1991

https://spark.parkland.edu/prospectus_1991/1013/thumbnail.jp

Prospectus, March 13, 2002

https://spark.parkland.edu/prospectus_2002/1009/thumbnail.jp

Prospectus, October 22, 2003

https://spark.parkland.edu/prospectus_2003/1026/thumbnail.jp

Asynchronous Visualization of Spatiotemporal Information for Multiple Moving Targets

In the modern information age, the quantity and complexity of spatiotemporal data is increasing both rapidly and continuously. Sensor systems with multiple feeds that gather multidimensional spatiotemporal data will result in information clusters and overload, as well as a high cognitive load for users of these systems. To meet future safety-critical situations and enhance time-critical decision-making missions in dynamic environments, and to support the easy and effective managing, browsing, and searching of spatiotemporal data in a dynamic environment, we propose an asynchronous, scalable, and comprehensive spatiotemporal data organization, display, and interaction method that allows operators to navigate through spatiotemporal information rather than through the environments being examined, and to maintain all necessary global and local situation awareness. To empirically prove the viability of our approach, we developed the Event-Lens system, which generates asynchronous prioritized images to provide the operator with a manageable, comprehensive view of the information that is collected by multiple sensors. The user study and interaction mode experiments were designed and conducted. The Event-Lens system was discovered to have a consistent advantage in multiple moving-target marking-task performance measures. It was also found that participants’ attentional control, spatial ability, and action video gaming experience affected their overall performance

An Experimental Comparison of the Effect of Teacher Versus Self‑Evaluation/Self‑Reflection Feedback on College Students’ Behavioral Observation Skills

An experimental investigation of the effectiveness of two types of feedback on college students’ acquisition of behavioral observation skills was conducted. Special education and psychology students completed two training assignments involving behavioral observations of students engaging in problem behavior. Depending on the condition to which they were randomly assigned, participants experienced either teacher or self-evaluation/self-reflection feedback immediately after each assignment was completed. Participants in the teacher feedback condition scored higher on the post-training assignments and viewed it more positively than those in the self- evaluation/self-reflection condition. Additional research is needed to identify the relevant variables contributing to effective teacher feedback since it is a frequent component of instructional situations