Do interdisciplinary research teams deliver higher gains to science?

The present paper takes its place in the stream of studies that analyze the effect of interdisciplinarity on the impact of research output. Unlike previous studies, in this study the interdisciplinarity of the publications is not inferred through their citing or cited references, but rather by identifying the authors' designated fields of research. For this we draw on the scientific classification of Italian academics, and their publications as indexed in the WoS over a five-year period (2004-2008). We divide the publications in three subsets on the basis the nature of co-authorship: those papers coauthored with academics from different fields, which show high intensity of inter-field collaboration ("specific" collaboration, occurring in 110 pairings of fields); those papers coauthored with academics who are simply from different "non-specific" fields; and finally co-authorships within a single field. We then compare the citations of the papers and the impact factor of the publishing journals between the three subsets. The results show significant differences, generally in favor of the interdisciplinary authorships, in only one third (or slightly more) of the cases. The analysis provides the value of the median differences for each pair of publication subsets

The Open Archives Initiative

PDF of a powerpoint presentation from the Open Archives Initiative DRIADE ( Digital Repository of Information and Data for Evolution) Workshop, Durham, North Carolina, May 16-17, 2007. Also available on Slideshare.https://digitalcommons.odu.edu/computerscience_presentations/1028/thumbnail.jp

Assessment in and of serious games: an overview

There is a consensus that serious games have a significant potential as a tool for instruction. However, their effectiveness in terms of learning outcomes is still understudied mainly due to the complexity involved in assessing intangible measures. A systematic approach—based on established principles and guidelines—is necessary to enhance the design of serious games, and many studies lack a rigorous assessment. An important aspect in the evaluation of serious games, like other educational tools, is user performance assessment. This is an important area of exploration because serious games are intended to evaluate the learning progress as well as the outcomes. This also emphasizes the importance of providing appropriate feedback to the player. Moreover, performance assessment enables adaptivity and personalization to meet individual needs in various aspects, such as learning styles, information provision rates, feedback, and so forth. This paper first reviews related literature regarding the educational effectiveness of serious games. It then discusses how to assess the learning impact of serious games and methods for competence and skill assessment. Finally, it suggests two major directions for future research: characterization of the player's activity and better integration of assessment in games