Student perceptions in the design of a computer card game for learning computer literacy issues: a case study

The aim of this work was twofold. First, an empirical study was designed aimed at investigating the perceptions that entry-level non-computing majors -namely Physical Education and Sport Science (PESS) undergraduate students- hold about basic Computer Literacy (CL) issues. The participants were 90 first-year PESS students, and their perceptions were elicited through a written questionnaire. The data analysis revealed scientifically acceptable perceptions as well as various empirical, vague, incomplete and erroneous perceptions. Second, those students’ prior knowledge was utilized to design and implement an Educational Computer Card Game (ECCG) aimed at helping PESS students overcome their conceptual difficulties and approach the aforementioned CL issues in a scientifically consistent manner. The ECCG was designed taking into account basic digital game-based learning principles in combination with basic aspects of social and constructivist perspectives to learning. The ECCG was also pilot-tested in the field with real students, and the results were encouraging. © 2014, Springer Science+Business Media New York

A multiple representational environment for learning programming and C

We present the design and the basic features of a computer learning environment for programming and C using geometrical objects (L.E.C.G.O.). The design of this environment was the result of modeling. Basic aspects of constructivism have also been taken into account in its design. L.E.C.G.O. provides pupils with opportunities to: a) express their problem solving strategies in multiple representation systems starting from intuitive representations and moving gradually to more sophisticated ones, b) solve a variety of familiar and meaningful problems, and c) overcome the cognitive load of the syntactical rules of programming in C by using appropriately designed computer-based authoring tools. A similar environment has not yet been reported. © 2003 IEEE

Adapting the collaborative strategy 'students team achievement divisions' in an information technology work place

This paper presents an innovative description and an initial implementation of the "Students Team Achievement Divisions (STAD)" collaboration method (Slavin, 1978), in the form of an online adaptive collaborative design-pattern that has been constructed taking into account adaptation techniques, within the context of an open-source learning design-based environments such as the LAMS system (Dalziel, 2003). This method is described with special reference to the learning of essential aspects of an Information System. The innovative description of the aforementioned collaborative method within the LAMS system is based on the fact that: (a) the tasks assigned to the groups consist of investigation of real world scenarios, and not merely the study of learning material as is usually proposed, (b) adaptive techniques are integrated with the method and (c) for the design of the collaborative learning activity, an intuitive learning design tool such as the LAMS system is used. A research study was also conducted aiming the development of an empirical model to allow the implementation of the aforementioned adaptive STAD collaborative method within the context of an IT work place, namely; the Legal Council of the Hellenic State. In fact, the data gathered from this study were used to build the initial learning profile of the user -that is needed for the implementation of Phase 2 of the previously mentioned adaptive STAD collaborative method- so that to be able to provide him/her personalized training, monitoring, scaffolding and evaluation. © 2012 Springer-Verlag Berlin Heidelberg

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task modeling in design and evaluatio

Games for Artificial Intelligence and Machine Learning Education: Review and Perspectives

Digital games have gained significance as a new paradigm in education. Digital games are accessible and affordable to anyone and provide opportunities for at-scale teaching and learning. In recent years, there has been increasing interest in digital games to support computational thinking and programming in pre-college (K-12) schools. Artificial Intelligence (AI) and Machine Learning (ML) are a rapidly developing field, attracting an increasing number of learners in the past few years. Although the confluence of digital games and AI/ML is an important and challenging field for teaching and learning researchers, a literature review has not yet been conducted in this area. The purpose of this work is to present a review of recent research into games to support AI and ML education. After a thorough search, relevant papers and games were selected and included in our qualitative content analysis. On the basis of this review, we present an overview of the relevant research papers and games, as well as showcased how different games provide a unique opportunity to teach a number of different concepts and topics in AI and M