Reflection-in-Action Markers for Reflection-on-Action in Computer-Supported Collaborative Learning Settings

International audienceWe describe an exploratory study on the use of markers set during a synchronous collaborative interaction (reflection-in-action) for later construction of reflection reports upon the collaboration that occurred (reflection-on-action). During two sessions, pairs of students used the Visu videoconferencing tool for synchronous interaction and marker setting (positive, negative or free) and then individual report building on the interaction (using markers or not). A quantitative descriptive analysis was conducted on the markers put in action, on their use to reflect on action and on the reflection categories of the sentences in these reports. Results show that the students (1) used the markers equally as a note-taking and reflection means during the interaction, (2) used mainly positive markers both to reflect in and on action; (3) paid more attention in identifying what worked in their interaction (conservative direction) rather than in planning on how to improve their group work (progressive direction); (4) used mainly their own markers to reflect on action, with an increase in the use of their partners' markers in the second reflection reports; (5) reflected mainly on their partner in the first reflection reports and more on themselves in the second reports to justify themselves and to express their satisfaction

Enhancing Virtual City with Collective Memory to Support Urban Design Learning

This research investigates the pedagogical effects of collective memory enhanced virtual city models as an e-learning environment for urban design in an Indonesian university context. In this study, collective memory refers to expressions people made when remembering buildings, spaces and places of the past and present city living. A city's collective memory is either elicited from or produced directly by the city's residents or visitors. The thesis presents the outcomes of designing an experimental collective memory enhanced virtual city (CREATI) platform and applying it to the urban design course at the Department of Architecture, Atma Jaya Yogyakarta University, Indonesia. The Jalan Malioboro area in Yogyakarta was chosen as the case study site for constructing 30 virtual city models and gathering records of collective memory associated with the street and city. Student participants were invited to use CREATI while undertaking the urban design course. The usability and effects of CREATI on the students' learning outcomes are analysed according to the learning experiences reported by the students as well as the urban design proposals they produced for the course. The study finds that students appear more knowledgeable about the urban contextual issues because of accessing and sharing the resources hosted on CREATI. Students also reported that they felt better supported in developing more context­ sensitive design proposals by working with the collective memory enhanced virtual city models

A Systematic Literature Review of Empirical Studies on Learning Analytics in Educational Games

Learning analytics (LA) in educational games is considered an emerging practice due to its potential of enhancing the learning process. Growing research on formative assessment has shed light on the ways in which students' meaningful and in-situ learning experiences can be supported through educational games. To understand learners' playful experiences during gameplay, researchers have applied LA, which focuses on understanding students' in-game behaviour trajectories and personal learning needs during play. However, there is a lack of studies exploring how further research on LA in educational games can be conducted. Only a few analyses have discussed how LA has been designed, integrated, and implemented in educational games. Accordingly, this systematic literature review examined how LA in educational games has evolved. The study findings suggest that: (1) there is an increasing need to consider factors such as student modelling, iterative game design and personalisation when designing and implementing LA through educational games; and (2) the use of LA creates several challenges from technical, data management and ethical perspectives. In addition to outlining these findings, this article offers important notes for practitioners, and discusses the implications of the study’s results

Trace-Based Decision Making in Interactive Application: Case of Tamagotchi systems

International audience— We present our exploratory work for situation preselecting in interactive applications, assuming that the application is an Interactive Adaptive System based on a sequence of contextualized "situations". Each situation confines activities and interactions related to a common context, resources and system actors. When one situation is completed, the system has to determine which is the best following one. We introduce in this paper a new preselecting method that identifies possible next situations among all available situations. We propose a strategy using Naïve Bayes based on the analysis of the sets of available traces (the past of users). Combining all obtained results, we get a set of situations, called set of alternatives that can be used in any decision algorithm. We demonstrate our approach on a case study based on Tamagotchi game

PETRA: Process Evolution using a TRAce-based system on a maintenance platform

To meet increasing needs in the field of maintenance, we studied the dynamic aspect of process and services on a maintenance platform, a major challenge in process mining and knowledge engineering. Hence, we propose a dynamic experience feedback approach to exploit maintenance process behaviors in real execution of the maintenance platform. An active learning process exploiting event log is introduced by taking into account the dynamic aspect of knowledge using trace engineering. Our proposal makes explicit the underlying knowledge of platform users by means of a trace-based system called “PETRA”. The goal of this system is to extract new knowledge rules about transitions and activities in maintenance processes from previous platform executions as well as its user (i.e. maintenance operators) interactions. While following a Knowledge Traces Discovery process and handling the maintenance ontology IMAMO, “PETRA” is composed of three main subsystems: tracking, learning and knowledge capitalization. The capitalized rules are shared in the platform knowledge base in order to be reused in future process executions. The feasibility of this method is proven through concrete use cases involving four maintenance processes and their simulation

Analysing, visualising and supporting collaborative learning using interactive tabletops

The key contribution of this thesis is a novel approach to design, implement and evaluate the conceptual and technological infrastructure that captures student’s activity at interactive tabletops and analyses these data through Interaction Data Analytics techniques to provide support to teachers by enhancing their awareness of student’s collaboration. To achieve the above, this thesis presents a series of carefully designed user studies to understand how to capture, analyse and distil indicators of collaborative learning. We perform this in three steps: the exploration of the feasibility of the approach, the construction of a novel solution and the execution of the conceptual proposal, both under controlled conditions and in the wild. A total of eight datasets were analysed for the studies that are described in this thesis. This work pioneered in a number of areas including the application of data mining techniques to study collaboration at the tabletop, a plug-in solution to add user-identification to a regular tabletop using a depth sensor and the first multi-tabletop classroom used to run authentic collaborative activities associated with the curricula. In summary, while the mechanisms, interfaces and studies presented in this thesis were mostly explored in the context of interactive tabletops, the findings are likely to be relevant to other forms of groupware and learning scenarios that can be implemented in real classrooms. Through the mechanisms, the studies conducted and our conceptual framework this thesis provides an important research foundation for the ways in which interactive tabletops, along with data mining and visualisation techniques, can be used to provide support to improve teacher’s understanding about student’s collaboration and learning in small groups