Low-cost methodologies and devices applied to measure, model and self-regulate emotions for Human-Computer Interaction

En aquesta tesi s'exploren les diferents metodologies d'anàlisi de l'experiència UX des d'una visió centrada en usuari. Aquestes metodologies clàssiques i fonamentades només permeten extreure dades cognitives, és a dir les dades que l'usuari és capaç de comunicar de manera conscient. L'objectiu de la tesi és proposar un model basat en l'extracció de dades biomètriques per complementar amb dades emotives (i formals) la informació cognitiva abans esmentada. Aquesta tesi no és només teòrica, ja que juntament amb el model proposat (i la seva evolució) es mostren les diferents proves, validacions i investigacions en què s'han aplicat, sovint en conjunt amb grups de recerca d'altres àrees amb èxit.En esta tesis se exploran las diferentes metodologías de análisis de la experiencia UX desde una visión centrada en usuario. Estas metodologías clásicas y fundamentadas solamente permiten extraer datos cognitivos, es decir los datos que el usuario es capaz de comunicar de manera consciente. El objetivo de la tesis es proponer un modelo basado en la extracción de datos biométricos para complementar con datos emotivos (y formales) la información cognitiva antes mencionada. Esta tesis no es solamente teórica, ya que junto con el modelo propuesto (y su evolución) se muestran las diferentes pruebas, validaciones e investigaciones en la que se han aplicado, a menudo en conjunto con grupos de investigación de otras áreas con éxito.In this thesis, the different methodologies for analyzing the UX experience are explored from a user-centered perspective. These classical and well-founded methodologies only allow the extraction of cognitive data, that is, the data that the user is capable of consciously communicating. The objective of this thesis is to propose a methodology that uses the extraction of biometric data to complement the aforementioned cognitive information with emotional (and formal) data. This thesis is not only theoretical, since the proposed model (and its evolution) is complemented with the different tests, validations and investigations in which they have been applied, often in conjunction with research groups from other areas with success

Integrating knowledge tracing and item response theory: A tale of two frameworks

Traditionally, the assessment and learning science commu-nities rely on different paradigms to model student performance. The assessment community uses Item Response Theory which allows modeling different student abilities and problem difficulties, while the learning science community uses Knowledge Tracing, which captures skill acquisition. These two paradigms are complementary - IRT cannot be used to model student learning, while Knowledge Tracing assumes all students and problems are the same. Recently, two highly related models based on a principled synthesis of IRT and Knowledge Tracing were introduced. However, these two models were evaluated on different data sets, using different evaluation metrics and with different ways of splitting the data into training and testing sets. In this paper we reconcile the models' results by presenting a unified view of the two models, and by evaluating the models under a common evaluation metric. We find that both models are equivalent and only differ in their training procedure. Our results show that the combined IRT and Knowledge Tracing models offer the best of assessment and learning sciences - high prediction accuracy like the IRT model, and the ability to model student learning like Knowledge Tracing

Game-Based Learning, Gamification in Education and Serious Games

The aim of this book is to present and discuss new advances in serious games to show how they could enhance the effectiveness and outreach of education, advertising, social awareness, health, policies, etc. We present their use in structured learning activities, not only with a focus on game-based learning, but also on the use of game elements and game design techniques to gamify the learning process. The published contributions really demonstrate the wide scope of application of game-based approaches in terms of purpose, target groups, technologies and domains and one aspect they have in common is that they provide evidence of how effective serious games, game-based learning and gamification can be

Active Methodologies for the Promotion of Mathematical Learning

In recent years, the methodologies of teaching have been in a process of transition. Multiple active methodologies have proliferated, with the aim of changing the concept we have had of teaching so far. These advocate for a student who plays a leading role in the process of building learning, while the teacher acts as a figure who facilitates and glimpses the paths to learning. In order to be able to carry out this type of teaching in an optimal way, it is necessary for the teaching and research community to be correctly trained in its pedagogical principles and in the tools that boost its implementation. Among these principles and tools, it is of vital importance that information and communication technologies (ICT) be adequately handled. The use of active methodologies (project-based learning, problem-based learning, service learning, flipped classroom, mobile learning, etc.) or innovative pedagogical approaches (simulation, role-playing, gamification, etc.) promotes an improvement in the motivation of students as well as their skills. This aspect is especially important in the area of mathematics, whose contents are characterized by their abstraction, thus highlighting the need for its dynamization in classrooms of different educational stages

Video games and learning : a scoping study of the diverse use of video games in Australian classrooms

This study investigates current uses of video games within secondary classrooms in Australia, and the ways this is impacted by teacher attitudes and experiences. First, a thorough systematic review of current literature surrounding video games in secondary classrooms was conducted. The review indicated that current research regarding video games and education is primarily concerned with short-term interventions, and often does not take into consideration the context of wider teaching activities. The review further found that research in the Australian context is limited, and primarily qualitative in nature. Second, a survey of Australian secondary teachers was conducted to explore teacher attitudes towards video game based learning, and to identify promoters and barriers to the adoption of video games. Results indicated teacher beliefs were positive regarding the ability of video games to increase student interest and engagement, and to teach real-world skills. External support for video games and the frequency of teacher video game use in their own practice significantly influenced teacher attitudes. The opportunities for building on the limited research within an Australian context means this study contributes to building a comprehensive body of research that accounts for teacher attitudes and uses of video games within Australian secondary classrooms

CHALLENGES AND GENDER DIFFERENCES IN IMPLEMENTING GAMIFICATION APPROACH AMONG VOCATIONAL COLLEGE LECTURERS IN MALAYSIA

Background and Purpose: Gamification is a teaching and learning approach that is gaining popularity among teachers as a way to make classroom learning more enjoyable and engaging with the use of rewards to celebrate accomplishments. With the rise of online learning in Malaysian educational institutions, gamification is viewed as an interactive method of teaching and learning. Due to the fact that limited studies have been conducted to investigate the challenges in implementing gamification approaches among vocational instructors, it is the aim of this paper; therefore, to examine the challenges.   Methodology: This study employed a quantitative research method. The respondents include 55 vocational lecturers from several vocational colleges in Malaysia. A set of questionnaires was used to examine the challenges faced by the lecturers in the implementation of gamification at their institutions. Four constructs were used to differentiate the differences of the challenges, which include support, access, competency, and applicability. Data collected from this study were analyzed using descriptive statistics (mean score and standard deviation) and inferential statistics (independent sample t-test) to identify the differences between gender.   Findings: The findings of this study indicated that the majority of vocational lecturers have moderate challenges when implementing gamification approaches in their teaching and learning based on the findings related to the constructs. In addition, it was found that there were no significant gender differences in terms of the difficulties associated with implementing gamification approaches. This study also showed that most vocational lecturers have the potential to apply gamification in their teaching based on their high competencies with adequate support and enough access given to them.   Contributions: The findings of the study can contribute to vocational lecturers to promote gamification approach during the learning process to increase students’ motivation.     Keywords: Gamification, gender, challenges, approach, vocational.   Cite as: Marlissa, O., Dayana Farzeeha, A., & Fathiyah, M. K. (2023). Challenges and gender differences in implementing gamification approach among vocational college lecturers in Malaysia. Journal of Nusantara Studies, 8(2), 123-140. http://dx.doi.org/10.24200/jonus.vol8iss2pp123-14

The effect of different scripting methods on the process and outcomes of game-based collaborative language learning

Abstract. There has been growing interest in game-based language learning but instead of communicative skills, it mainly targeted vocabulary and grammar which are superficial linguistic skills. On the other hand, collaboration has also been seen as pedagogically beneficial though there is still a question as to what extent teacher’s support in the form of scripting is optimal. Addressing the gaps, this mainly quasi-experimental study was implemented in an English as a second language lesson to examine whether or not role assigning (microscripting) in a game-based collaboration would yield superior results than the condition without such method (macroscripting). To be specific, a narratively rich role-playing game (RPG) was utilized in the game-based learning phase due to its compatibility for language learning, proceeded by literature circle collaboration which had been renowned for its capability to foster not only reading skill but also the affective dimension of learning. Inferential statistics showed that groups treated with microscripting achieved superior reading comprehension, collaborative learning interest and empathy scores. Meanwhile, content analysis revealed that groups assisted by macroscripting could reach higher levels of knowledge construction in their collaboration. Findings, discussion and conclusion in this study have extended the field of game-based collaborative language learning and brought implications for similar future research

Horizon Report Europe - 2014 Schools Edition

The NMC Horizon Project from the New Media Consortium is a long-term investigation launched in 2002 that identifies and describes emerging technologies likely to have a large impact over the coming five years in education around the globe. The NMC Horizon Report Europe: 2014 Schools Edition, the first of its kind for Europe, examines six key trends, six significant challenges and six important developments in educational technology that are very likely to impact educational change processes in European schools over the next five years (2014-2018). The topics within each section were carefully selected by the Horizon Project Europe Expert Panel, a body of 53 experts in European education, technology, and other fields. They come from 22 European countries, as well as international organisations and European networks. Throughout the report, references and links are made to more than 150 European publications (reports, articles, policy documents, blog posts etc.), projects (both EU-funded and national initiatives) and various policy initiatives from all over Europe. The Creative Classrooms multidimensional framework, developed by European Commission’s JRC-IPTS on behalf of DG EAC, was used for analysing the trends, challenges and technologies impacting European schools over the next five years. The analysis reveals that a systemic approach is needed for integrating new technologies in European schools and impacting educational change over the next five years.JRC.J.3-Information Societ

Exploring university students’ engagement in learning through gamification, transmedia and virtual reality

The advent of the 5th Internet generation and the evolution of university students’ behaviour leads professors, educators and researchers to search for and investigate new tools to engage students in course topics and content. The purpose of this thesis is to explore university students’ engagement for learning through gamification, transmedia and virtual reality. Although several studies have been conducted, as far as we know, the current thesis is the first to employ three tools to motivate and engage students: gamification, transmedia and virtual reality. Thus, the aims of the thesis are: (i) to comprehensively review relationship marketing and service marketing research fields, including gamification, virtual reality and education; (ii) to investigate gamification in higher education through a text mining approach; (iii) to explore transmedia effects in higher education using a mixed approach; (iv) to propose and validate a model portraying the influence of virtual reality experience on student engagement, extending the S-O-R framework. To develop this thesis and seeking to ensure its execution and results, we started with a comprehensive literature review followed by the development of three independent studies based on distinct research methodologies. From the comprehensive literature review, 115 scientific articles emerge, giving and understanding of the use of new technologies in education and, providing access to other relevant information on the topic. The first study reveals that through the application of the Kahoot! a gamification-based tool, students expressed positive emotions when asked about its use in the classroom as a learning tool. The results also show that gamification-based tools can be considered an important asset in the teaching-learning process, being able to motivate and engage students in their learning activities. The second study shows that use of Moodle as a complement to the traditional class allows students to go further in understanding the content of the course and be more engaged with the whole group of colleagues and professors. The level of student engagement and academic success seems to be higher as a result of activities based on information research, sharing and interaction through online discussion tools (such as the online forum), and analysis and discussion of case studies. The third study shows that memories are activated and stored through emotions and so, these are two key elements in virtual reality experiences that help students to become more engaged with course content. It also seems that less mindful students can benefit more than mindful ones from using virtual reality tools to become more creative and enhance their memories about the course content. Based on our findings, some theoretical contributions and managerial implications are also presented.O surgimento da 5ª geração da Internet e a evolução do comportamento dos estudantes universitários leva professores, educadores e investigadores a pesquisar e investigar novas ferramentas para envolver os alunos nos tópicos e no conteúdo dos cursos. O objetivo desta tese é explorar o envolvimento de estudantes universitários na aprendizagem através da gamificação, transmedia e realidade virtual. Embora vários estudos tenham já sido realizados, segundo sabemos, a tese atual é a primeira a utilizar três ferramentas para motivar e envolver os alunos: gamificação, transmedia e realidade virtual. Assim, os objetivos da tese são: (i) rever de forma abrangente a investigação nas áreas de marketing de relacionamento e marketing de serviços, incluindo gamificação, realidade virtual e educação; (ii) investigar a gamificação no ensino superior por meio de uma abordagem de mineração de texto; (iii) explorar efeitos transmedia no ensino superior usando uma abordagem mista; (iv) propor e validar um modelo que retrate a influência da experiência em realidade virtual no envolvimento dos alunos, alargando a estrutura S-O-R. Para desenvolver esta tese e procurar garantir a sua execução e resultados, iniciamos com uma revisão abrangente da literatura, seguida pelo desenvolvimento de três estudos independentes, baseados em metodologias distintas de pesquisa. Da revisão abrangente da literatura, emergem 115 artigos científicos, que permitem entender o uso de novas tecnologias na educação, obter acesso a outras informações relevantes sobre o tema e realizar a revisão da literatura. O primeiro estudo revela que, através da aplicação do Kahoot!, ferramenta baseada na gamificação, os alunos expressaram emoções positivas, quando questionados sobre o seu uso na sala de aula, como uma ferramenta de aprendizagem. Os resultados também mostram que as ferramentas baseadas na gamificação podem ser consideradas um ativo importante no processo de ensino-aprendizagem, podendo motivar e envolver os alunos nas suas atividades de aprendizagem. O segundo estudo mostra que o uso do Moodle, como um complemento da aula tradicional, permite que os alunos compreendam o conteúdo do curso e se envolvam com o seu grupo de colegas e professores. O nível de envolvimento e sucesso académico dos alunos parece ser maior face à realização de atividades baseadas em pesquisa de informações, partilha e interação por meio de ferramentas de discussão on-line (como o fórum on-line) e análise e discussão de estudos de caso. O terceiro estudo mostra que as memórias são ativadas e armazenadas através das emoções, logo esses são dois elementos-chave nas experiências de realidade virtual que contribuem para aprimorar e ajudar os alunos a envolverem-se mais com o conteúdo dos cursos. Parece também que os alunos menos atentos podem beneficiar mais do que os atentos, ao usar ferramentas de realidade virtual, para se tornarem mais criativos e melhorar as suas memórias sobre o conteúdo dos cursos. Com base nos nossos resultados, também são apresentadas algumas contribuições teóricas e implicações para a gestão

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