Emendo – A Toolchain for Creating Gamified Learning Arrangements for Online Learning Settings

[EN] This contribution describes the Emendo toolchain which enables the effective creation and implementation of gamified learning arrangements for online learning settings based on the domain-specific modeling approach. The components of Emendo are a domain-specific modeling language, a generator which transforms models based on the language into source code as well as the embedding of the latter in a learning management system. Scenarios for the usage of Emendo for teaching and learning are presented with respect to the functionalities of the toolchain. In addition, a qualitative evaluation concerning Emendo’s goals, concept and insights on the results is given. The evaluation shows that Emendo reaches high acceptance for teaching purposes and can serve as a promising means for the digitisation of teaching and learning.http://ocs.editorial.upv.es/index.php/HEAD/HEAD18Bartel, A.; Hagel, G.; Wolff, C. (2018). Emendo – A Toolchain for Creating Gamified Learning Arrangements for Online Learning Settings. Editorial Universitat Politècnica de València. 613-620. https://doi.org/10.4995/HEAD18.2018.8045OCS61362

Feedback-based Learning Through Online Feedback Systems in Higher Education

[EN] From scientific research it is known that feedback from students to lecturers can positively influence teaching and learning in higher education. This involves both responses concerning the quality of teaching and to the own learning process. In lessons with a large number of students it appears to be challenging to realize such kind of interaction in oral way with all students in class. One possible way is to use online feedback-systems. Through this, all students have the opportunity to express their opinion, requests or problems concerning the lecture in anonymous way any time. Furthermore, it allows discussing the results together in class. The paper deals with the issue of student feedback in higher education and presents an online feedback-system and its integration into the teaching process. In addition, the paper shows some empirical based experiences made with the feedback-system in three courses in a German University of Applied Sciences. It becomes visible that feedback-systems have the potential to improve the quality of teaching and make learning more interactive and student-oriented.This work is part of the EVELIN project which is supported by the Bundesministerium für Bildung und Forschung with the project number 01PL12022C.Figas, P.; Bartel, A.; Hagel, G. (2017). Feedback-based Learning Through Online Feedback Systems in Higher Education. En Proceedings of the 3rd International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 734-742. https://doi.org/10.4995/HEAD17.2017.5388OCS73474

Effective Integration of Gamification and Learning Management Systems for Creating Gamified Learning Arrangements

[EN] This paper describes ongoing research concerning the effective development of gamified learning arrangements. It shows the necessity for more standardization of the design of such arrangements and reveals potential ways in order to support this need with the use of a domain-specific modeling language. The latter is used by lecturers for designing and exchanging models of gamified learning arrangements and provides the possibility to automatically generate a working learning management system using a language specific generator. The generated learning management system can directly be used by learners and furthermore allows to track the individual learning process for both learners and lecturers.Bartel, A.; Hagel, G.; Wolff, C. (2017). Effective Integration of Gamification and Learning Management Systems for Creating Gamified Learning Arrangements. En Proceedings of the 3rd International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 679-686. https://doi.org/10.4995/HEAD17.2017.5349OCS67968

The Effectiveness of Different Levels of Activation in Higher Education

[EN] Although there are several empirical studies about active learning in higher education, there are some open research questions. Especially, it appears to be relevant to find out what type of activity (active, interactive and constructive) has a positive effect on the learning result of participants in task-based activities. In order to answer this question an experimental study was conducted with students in German higher education (N=50). The results do not show a significant difference between active, interactive and constructive activities on learning performance in task-based learning. But all groups have benefited from the classroom activities according to the test results.http://ocs.editorial.upv.es/index.php/HEAD/HEAD18Figas, P.; Sailer, M.; Hagel, G.; Sailer, M. (2018). The Effectiveness of Different Levels of Activation in Higher Education. Editorial Universitat Politècnica de València. https://doi.org/10.4995/HEAD18.2018.8191OCS1289129

Entwicklung eines Manifests für spielifizierte Hochschullehre

In dieser Veröffentlichung präsentieren die Autoren erste Ergebnisse Ihrer Forschungsarbeit an einem Manifest für spielifizierte Hochschullehre. Ausgehend von einer Literaturrecherche über den aktuellen Forschungsstand werden erste Auszüge der aktuellen Arbeit dargestellt, auf deren Basis ein aktiver wissenschaftlicher Diskurs angeregt werden soll

The revised Bristol Rheumatoid Arthritis Fatigue measures and the Rheumatoid Arthritis Impact of Disease scale: Validation in six countries

© The Author 2017. Published by Oxford University Press on behalf of the British Society for Rheumatology. All rights reserved. Objective. To evaluate the Bristol Rheumatoid Arthritis Fatigue Multidimensional Questionnaire (BRAFMDQ), the revised Bristol Rheumatoid Arthritis Numerical Rating Scales (BRAF-NRS V2) and the Rheumatoid Arthritis Impact of Disease (RAID) scale in six countries. Methods. We surveyed RA patients in France, Germany, The Netherlands, Spain, Sweden and the UK, including the HAQ, 36-item Short Form Health Survey (SF-36) and potential revisions of the BRAF-NRS coping and Spanish RAID coping items. Factor structure and internal consistency were examined by factor analysis and Cronbach's α and construct validity by Spearman's correlation. Results. A total of 1276 patients participated (76% female, 25% with a disease duration < 5 years, median HAQ 1.0). The original BRAF-MDQ four-factor structure and RAID single-factor structure were confirmed in every country with ≥66% of variation in items explained by each factor and all item factor loadings of 0.71-0.98. Internal consistency for the BRAF-MDQ total and subscales was a Cronbach's α of 0.75-0.96 and for RAID, 0.93-0.96. Fatigue construct validity was shown for the BRAF-MDQ and BRAF-NRS severity and effect scales, correlated internally with SF-36 vitality and with RAID fatigue (r = 0.63-0.93). Broader construct validity for the BRAFs and RAID was shown by correlation with each other, HAQ and SF-36 domains (r = 0.46-0.82), with similar patterns in individual countries. The revised BRAF-NRS V2 Coping item had stronger validity than the original in all analyses. The revised Spanish RAID coping item performed as well as the original. Conclusion. Across six European countries, the BRAF-MDQ identifies the same four aspects of fatigue, and along with the RAID, shows strong factor structure and internal consistency and moderate-good construct validity. The revised BRAF-NRS V2 shows improved construct validity and replaces the original

Engaging students with a mobile game-based learning system in university education

In this contribution we present a game-based learning concept which is based on mobile devices. It focuses a joyful stabilization of knowledge and the engagement of students using the Gamification approach and its game mechanics. Previous findings how to promote students’ motivation are adapted in the mobile context and discussed. A pre-evaluation of the prototype is described with its findings

Engaging Students with a Mobile Game-Based Learning System in University Education

In this contribution we present a game-based learning concept which is based on mobile devices. It focuses a joyful stabilization of knowledge and the engagement of students using the Gamification approach and its game mechanics. Previous findings how to promote students’ motivation are adapted in the mobile context and discussed. A pre-evaluation of the prototype is described with its findings