Structuring Collaboration Scripts: Optimizing online group work on classroom dilemmas in teacher education

The optimal structure in collaboration scripts for serious games has appeared to be a key success factor. In this study we compare a ‘high- structured’ and ‘low-structured’ version of a mastership game where teachers-in-training discuss solutions on classroom dilemmas. We collected data on the differences in learning effects and student appreciation. The most interesting result shows that reports delivered by students that played the low-structured version received significantly higher teacher grades when compared to the high-structured version

Socio-cognitive scaffolding with collaboration scripts: a meta-analysis

Scripts for computer-supported collaborative learning (CSCL) offer socio-cognitive scaffolding for learners to engage in collaborative activities that are considered beneficial for learning. Yet, CSCL scripts are often criticized for hampering naturally emerging collaboration. Research on the effectiveness of CSCL scripts has shown divergent results. This article reports a meta-analysis about the effects of CSCL scripts on domain-specific knowledge and collaboration skills. Results indicate that CSCL scripts as a kind of socio-cognitive scaffolding can enhance learning outcomes substantially. Learning with CSCL scripts leads to a small positive effect on domain-specific knowledge (d = 0.20) and a large positive effect on collaboration skills (d = 0.95) compared to unstructured CSCL. Further analyses reveal that CSCL scripts are particularly effective for domain-specific learning when they prompt transactive activities (i.e., activities in which a learner’s reasoning builds on the contribution of a learning partner) and when they are combined with additional content-specific scaffolding (worked examples, concept maps, etc.). Future research on CSCL scripts should include measures of learners’ internal scripts (i.e., prior collaboration skills) and the transactivity of the actual learning process

TYCON

Dataset evaluative study on TYCON gam

TYCON

Dataset evaluative study on TYCON gam

A method for developing a game-enhanced tool targeting consumer engagement in demand response mechanisms

This work focuses on enhancing consumer engagement in demand response mechanisms through the employment of gamification techniques. Demand response mechanisms are employed by electricity suppliers, other market parties, and transmission and distribution system operators as options for market optimisation, balancing supply and demand, and ensuring system security. Gamification is the use of game design elements in non-game contexts, and the use of game principles in the design of certain systems to enhance engagement with these systems and make the interaction more motivating. The development of flexibility mechanisms at the demand-side is considered a key aspect for an effective energy transition, which requires the active participation and empowerment of consumers in the energy system. However, a significant barrier to realise the full flexibility potential is insufficient consumer engagement and awareness regarding energy usage. Serious games, and gamification, can effectively empower consumers by enhancement of engagement and stimulation of collaboration between them. The goal is to enable a playful interaction between technology, such as smart metering systems, energy management systems and smart appliances, and consumers that will result in higher engagement in demand response. An overview of demand response is provided, and the linkage is made between retail markets, markets at the wholesale level and ancillary services. The role of gamification techniques is discussed based on literature review, focusing on strategies to increase consumer engagement in demand response mechanisms. A user-centred, iterative design method is proposed for the development of a game-enhanced tool in which also collaboration between players can be stimulated, whereas the impact of applying the game-enhanced tool on consumer engagement can be empirically verified

Recommendations from instructors for adopting successful online learning

Emergent technologies propose new ways to deliver and teach online courses, thereby offering learners more flexibility and new ways to build knowledge (Anderson and Elloumi 2004). When shifting from traditional face-to-face teaching to teaching online, universities and instructors must reconsider their teaching and learning paradigm. They must understand how to effectively design, implement and teach online courses. In this respect, the instructor has a central role. This chapter examines the role of the instructor and challenges faced when transitioning from traditional face-to-face settings to online courses. Through semi-structured interviews with experienced instructors of both online courses, this chapter derives a series of best practices addressing three key challenges for instructors: course design, learner engagement and technological issues