Making Text Annotation Fun with a Clicker Game

In this paper we present WordClicker, a clicker game for text annotation. We believe the mechanics of 'Ville type Free-To-Play (F2P) games in general, and clicker games in particular, is particularly suited for GWAPs (Games-With-A-Purpose). WordClicker was developed as one component of a suite of GWAPs meant to cover all aspects of language interpretation, from tokenization to anaphoric interpretation. As such, WordClicker is intended to have a dual function as part of this suite of GWAPs: both for parts-of-speech annotation and for teaching players about parts of speech so that they can go on and play GWAPs for more complex syntactic annotation. Therefore, game-based language learning platforms also had a strong influence on its design

The design of a clicker game for text labelling

Games for text annotation / labelling are becoming more common, but it's difficult to find a mechanics that fits. In this work we discuss a clicker game that can support text annotation. We believe this type of game is uniquely suited to addressing some of the challenges faced by games featuring text annotation as a core task

Gamifying Language Resource Acquisition

PhD ThesisNatural Language Processing, is an important collection of methods for processing the vast amounts of available natural language text we continually produce. These methods make use of supervised learning, an approach that learns from large amounts of annotated data. As humans, we’re able to provide information about text that such systems can learn from. Historically, this was carried out by small groups of experts. However, this did not scale. This led to various crowdsourcing approaches being taken that used large pools of non-experts. The traditional form of crowdsourcing was to pay users small amounts of money to complete tasks. As time progressed, gamification approaches such as GWAPs, showed various benefits over the micro-payment methods used before. These included a cost saving, worker training opportunities, increased worker engagement and potential to far exceed the scale of crowdsourcing. While these were successful in domains such as image labelling, they struggled in the domain of text annotation, which wasn’t such a natural fit. Despite many challenges, there were also clearly many opportunities and benefits to applying this approach to text annotation. Many of these are demonstrated by Phrase Detectives. Based on lessons learned from Phrase Detectives and investigations into other GWAPs, in this work, we attempt to create full GWAPs for NLP, extracting the benefits of the methodology. This includes training, high quality output from non-experts and a truly game-like GWAP design that players are happy to play voluntarily

Using Student Response System (SRS) to reduce off-task behavior of students with behavior problems

The purpose of the present study was to examine the effect of clickers on decreasing off-task behavior of students with behavior problems in Language and math classes. A total of five students and one special education teacher in a self-contained classroom participated in the study. A single-subject research design with ABAB phases was used. An online program called Class Dojo was used to record study behavior with a chart immediately to show their on-task and off-task behavior. During the baseline, student behavior was recorded in both Language and math classes for 5 days. During the intervention phase, each participating student was provided a remote device called clickers linked with the white board to respond to questions by pressing a key on the device. Their answers would appear on the Interactive Whiteboard anonymously. The teacher corrected mistakes based on student responses and gave feedback. The use of the clicker was withdrawn after 5 days of intervention, then given back to students to use again following the same procedures in the previous intervention. The results showed that students\u27 off-task behavior decreased and on-task behavior increased with the use of clickers. A follow up survey showed that students were satisfied with the clickers and preferred the clicker lessons over non-clicker lessons

Applying gamification incentives in the Revita language-learning system

We explore the importance of gamification features in a language-learning platform designed for intermediate-to-advanced learners. Our main thesis is: learning toward advanced levels requires a massive investment of time. If the learner engages in more practice sessions, and if the practice sessions are longer, we can expect the results to be better. This principle appears to be tautologically self-evident. Yet, keeping the learner engaged in general—and building gamification features in particular—requires substantial efforts on the part of developers. Our goal is to keep the learner engaged in long practice sessions over many months—rather than for the short-term. In academic research on language learning, resources are typically scarce, and gamification usually is not considered an essential priority for allocating resources. We argue in favor of giving serious consideration to gamification in the language-learning setting—as a means of enabling in-depth research. In this paper, we introduce several gamification incentives in the Revita language-learning platform. We discuss the problems in obtaining quantitative measures of the effectiveness of gamification features.Peer reviewe

TLAD 2011 Proceedings:9th international workshop on teaching, learning and assesment of databases (TLAD)

This is the ninth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2011), which once again is held as a workshop of BNCOD 2011 - the 28th British National Conference on Databases. TLAD 2011 is held on the 11th July at Manchester University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.Due to the healthy number of high quality submissions this year, the workshop will present eight peer reviewed papers. Of these, six will be presented as full papers and two as short papers. These papers cover a number of themes, including: the teaching of data mining and data warehousing, databases and the cloud, and novel uses of technology in teaching and assessment. It is expected that these papers will stimulate discussion at the workshop itself and beyond. This year, the focus on providing a forum for discussion is enhanced through a panel discussion on assessment in database modules, with David Nelson (of the University of Sunderland), Al Monger (of Southampton Solent University) and Charles Boisvert (of Sheffield Hallam University) as the expert panel

TLAD 2011 Proceedings:9th international workshop on teaching, learning and assesment of databases (TLAD)

This is the ninth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2011), which once again is held as a workshop of BNCOD 2011 - the 28th British National Conference on Databases. TLAD 2011 is held on the 11th July at Manchester University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.Due to the healthy number of high quality submissions this year, the workshop will present eight peer reviewed papers. Of these, six will be presented as full papers and two as short papers. These papers cover a number of themes, including: the teaching of data mining and data warehousing, databases and the cloud, and novel uses of technology in teaching and assessment. It is expected that these papers will stimulate discussion at the workshop itself and beyond. This year, the focus on providing a forum for discussion is enhanced through a panel discussion on assessment in database modules, with David Nelson (of the University of Sunderland), Al Monger (of Southampton Solent University) and Charles Boisvert (of Sheffield Hallam University) as the expert panel

A persuasive television remote control for the promotion of health and well-being

Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, February 2006.Includes bibliographical references (leaves 128-132).New forms of media technology that enter the home often fundamentally transform the way that people spend their time. In the present day, daily "screen time" with televisions and other entertainment systems continues to rise [1]. Within this climate of escalating media consumption, experts in the medical community have repeatedly voiced concerns about the public health crisis that looms over a largely sedentary U.S. population. Principal among these concerns is the continuing upward trend in lifestyle-related disorders such as obesity and Type 2 diabetes. Within the last two decades, substantial epidemiological research has linked excessive television viewing with both obesity [2] and Type 2 diabetes [3, 4]. This work describes the design, implementation, and evaluation of a ubiquitous computing system intended to simultaneously decrease a user's television viewing while increasing his or her frequency and quantity of non-sedentary activities. This system, called VizTo, employs a residential sensing infrastructure to recognize an individual's television viewing and uses wearable accelerometers to detect physical movement. The primary user interface consists of a handheld computing device that serves as a wireless remote control for a television and home theatre system, as well as an interface for planning and reviewing daily activity.(cont.) This device tracks daily activity patterns and uses theories of behavior modification to non-intrusively persuade users to decrease their daily television use while increasing physical activity. Results from a 14-day case study evaluation revealed examples of how persuasive interface design elements might influence user behavior without inducing a burden of annoyance.by Jason Paul Nawyn.S.M

Teaching Archaeology with Inclusive Pedagogy

Introductory archaeology courses are attractive general education offerings at many colleges and universities, and teach students about human diversity in the past and present. Yet many professors struggle to manage the tremendous diversity within the classroom. This article incorporates inclusive pedagogy models, particularly Universal Design for Learning and Teaching Across Cultural Strengths, to propose an inclusive model of education in archaeology classes. An emphasis is placed on large introductory lecture classes, where many students are exposed to academic archaeology for the first time