Design and Evaluation of a Collaborative Educational Game: BECO Games

This paper describes the design and validation of a game based on a platform for easy deployment of collaborative educational games, named BECO Games platform. As an example of its potential, a learning experience for an Economics subject was created through a collaborative game to understand the concept of common goods. The effectiveness of the game was tested by comparing the performance of Bachelor students who used the platform and those who did not (137 students vs. 92 students). In addition, it was controlled that in previous years when students played the game through forums and an Excel sheet, these differences did not exist. Results indicate that the performance differences between students who participated in the online game and those who did not were greater than in previous years. In addition, a satisfaction survey was delivered to the students to understand their impressions better. This survey assessed student opinion about the platform, about the educational experience, and about their behavior during the game

Strategies and challenges to facilitate situated learning in virtual worlds post-Second Life

Virtual worlds can establish a stimulating environment to support a situated learning approach in which students simulate a task within a safe environment. While in previous years Second Life played a major role in providing such a virtual environment, there are now more and more alternative—often OpenSim-based—solutions deployed within the educational community. By drawing parallels to social networks, we discuss two aspects: how to link individually hosted virtual worlds together in order to implement context for immersion and how to identify and avoid “fake” avatars so people behind these avatars can be held accountable for their actions

Using YouTube Videos to Explain Difficult Database Concepts in the Classroom

We as lecturers have to adapt to a changing student audience. It is no longer good enough to teach without technology, especially in technology-driven subjects, such as advanced databases. Students learn best with a diverse teaching approach, and as part of improving our students’ capabilities, YouTube videos, custom-made with the course content, were introduced in an advanced database course. The YouTube videos were aimed at improving student understanding by practically illustrating database scenarios where the main topics of the lectures were addressed. Students were asked to complete an anonymous survey based on their experiences. The groups’ responses clearly showed that the majority of students benefited from the videos, with 64% of students indicating that the videos were helpful in understanding difficult concepts, and that 77% of students watch YouTube videos when they need a step-by-step approach to grasp difficult concepts. The overall results indicate that the future of academic teaching no longer only lies in formal lectures, but also adding technology to enhance students’ experiences

Investigating the effect of sensory concurrency on learning haptic spatiotemporal signals

A new generation of multimodal interfaces and interactions is emerging. Drawing on the principles of Sensory Substitution and Augmentation Devices (SSADs), these new interfaces offer the potential for rich, immersive human-computer interactions, but are difficult to design well, and take time to master, creating significant barriers towards wider adoption. Following a review of the literature surrounding existing SSADs, their metrics for success and their growing influence on interface design in Human Computer Interaction, we present a medium term (4-day) study comparing the effectiveness of various combinations of visual and haptic feedback (sensory concurrencies) in preparing users to perform a virtual maze navigation task using haptic feedback alone. Participants navigated 12 mazes in each of 3 separate sessions under a specific combination of visual and haptic feedback, before performing the same task using the haptic feedback alone. Visual sensory deprivation was shown to be inferior to visual & haptic concurrency in enabling haptic signal comprehension, while a new hybridized condition combining reduced visual feedback with the haptic signal was shown to be superior. Potential explanations for the effectiveness of the hybrid mechanism are explored, and the scope and implications of its generalization to new sensory interfaces is presented.PostprintPeer reviewe

Forty hours of declarative programming: Teaching Prolog at the Junior College Utrecht

This paper documents our experience using declarative languages to give secondary school students a first taste of Computer Science. The course aims to teach students a bit about programming in Prolog, but also exposes them to important Computer Science concepts, such as unification or searching strategies. Using Haskell's Snap Framework in combination with our own NanoProlog library, we have developed a web application to teach this course.Comment: In Proceedings TFPIE 2012, arXiv:1301.465