Zwischen Mensch und Maschine: Künstliche Intelligenz zur Förderung von Lernprozessen

Hintergrund: Die Rolle und der Einsatz von künstlicher Intelligenz (KI) und Machine Learning im Lernkontext wird seit der Digitalisierungsoffensive stark diskutiert. KI-basierte Werkzeuge bieten vielversprechende Möglichkeiten, um Lernprozesse besser zu verstehen und im weiteren Fortgang zu optimieren. Der Zuwachs an Daten und Metriken, die durch neue Sensoren und digitale Lernumgebungen zur Verfügung gestellt werden, ermöglicht den Einsatz von KI und Machine Learning. Solche Methoden bieten sich insbesondere an, wenn die menschliche Informationsverarbeitung nicht in der Lage ist, die komplexen und multimodalen Daten effizient und zeitnah zu verarbeiten sowie notwendige Schlüsse daraus zu ziehen. Methode: Für den aktuellen Artikel wurde eine selektive Literaturrecherche betrieben, um die unterschiedlichen Schritte bei KI-gestützten Lernsystemen genauer zu beleuchten. Diskussion: Es lassen sich drei zentrale Schritte im Prozess des KI-gestützten Lernens identifizieren: (i) Datenaufzeichnung, (ii) Mustererkennung und (iii) Adaptivität in digitalen Lernumgebungen. Der Mensch spielt in KI-gestützten Lernsystemen eine entscheidende und nicht durch die „Maschine“ zu ersetzende Rolle, die im aktuellen Artikel genauer erläutert wird. Zudem werden weitere wichtige Aspekte für die Umsetzung von KI-gestützten Lernsystemen wie die Notwendigkeit interdisziplinärer Zusammenarbeit, Theoriearbeit und der Schließung von Forschungslücken perspektivisch diskutiert und elaboriert

Gamification of an n-back working memory task – Is it worth the effort? An EEG and eye-tracking study

Gamification of cognitive tasks might positively affect emotional-motivational factors (emotional design perspective) or negatively affect cognitive factors like working memory load (minimalistic design perspective). The current study examined the effects of gamification in a spatial n-back working memory task on task performance, task load (i.e., working memory load and effort), and subjective task experience. Task load was assessed by the physiological process measures pupil dilation and EEG theta (4–6 Hz) and alpha (8–13 Hz) frequency band power. Gamification was achieved by elements of emotional design (i.e., the visual screen design using, e.g., color, cartoon figures as n-back stimuli, and a narrative embedding of the task). While EEG and eye-tracking were recorded, participants conducted gamified and non-gamified 1-back and 2-back load levels. The gamification resulted in positive effects on subjective task experience and affect. Despite these effects, gamification did not affect task performance and task load. However, exploratory analyses revealed increased EEG theta power at right-parietal electrodes for gamified task versions compared to non-gamified ones. Potentially, this effect might indicate participants' increased effort or concentration in the gamified n-back task. In line with an emotional design perspective, gamification positively altered subjective task experience and affect without hampering task performance and therefore justify the extra effort of implementing game elements

Using a Multi-step Research Approach to Inform the Development of a Graph Literacy Game

Publisher Copyright: © 2021, Springer Nature Switzerland AG.Critical reading - the ability to critically evaluate information - has become a crucial skill in our modern information society and the rise of fake news. Games might be able to help to address this rather new field of education. Therefore, we first conducted a literature analysis on the use of games that aim at supporting critical reading and media literacy. We found that most of the used games improved participants’ critical reading skills, were mostly targeted at adults, and the games focused on written information and fake news, but omitted graph literacy. Next, we ran an empirical study to investigate adolescents’ competencies in critically reading and interpreting graphs. In a storified setting, adolescents acted as fact checkers and were supposed to interpret graphs and identify misleading graphs. Our results revealed that adolescents struggled in both the identification of misleading graphs as well as the interpretation of graphs. Consequently, based on our literature review and empirical results, we developed a game to support graph reading. The design of the game is presented.Peer reviewe

Introduction to the GaLA Conf 2019 Special Issue

It is a great pleasure for us to introduce this issue of the IJSG, which is dedicated to the Games and Learning Alliance Conference (GaLA Conf) that was held in Athens, November 27-29, 2019. Almost 70 participants converged in this beautiful, historic city in order to share knowledge and experiences related to serious games and gamification, their techniques and their application. A number of the best conference papers were selected, and the authors were invited to extend their paper with at least one-third new content, and to submit their paper to IJSG for a regular peer-review process. This issue contains three of the resulting articles, which gives an overview of the rich field of serious games.N/

Acceptance of Game-Based Learning and Intrinsic Motivation as Predictors for Learning Success and Flow Experience

There is accumulating evidence that engagement with digital math games can improve students' learning. However, in what way individual variables critical to game-based learning influence students' learning success still needs to be explored. Therefore, the aim of this study was to investigate the influence of students' acceptance of game-based learning (e. g., perceived usefulness of a game as a learning tool, perceived ease of use), as well as their intrinsic motivation for math (e. g., their math interest, self-efficacy) and quality of playing experience on learning success in a game-based rational number training. Additionally, we investigated the influence of the former variables on quality of playing experience (operationalized as perceived flow). Results indicated that the game-based training was effective. Moreover, students' learning success and their quality of playing experience were predicted by measures of acceptance of game-based learning and intrinsic motivation for math. These findings indicated that learning success in game-based learning approaches are driven by students' acceptance of the game as a learning tool and content-specific intrinsic motivation. Therefore, the present work is of particular interest to researchers, developers, and practitioners working with gamebased learning environments

Does the emotional design of scaffolds enhance learning and motivational outcomes in game-based learning?

Background In recent years, the importance of emotions in learning has been increasingly recognized. Applying emotional design to induce positive emotions has been considered a means to enhance the instructional effectiveness of digital learning environments. However, only a few studies have examined the specific effects of emotional design in game-based learning. Objectives This quasi-experimental study utilized a value-added research approach to investigate whether emotional design applied to scaffolding in a game-based learning environment improves learning and motivational outcomes more than emotionally neutral scaffolding. Methods A total of 138 participants, mean age of 11.5 (SD = 0.73) participated in the study. A total of 68 participants played the base version of a fraction learning game (Number Trace), where scaffolding was provided with emotionally neutral mathematical notations, and 70 participants played the value-added version of the game using emotionally designed animated scaffolding agents. Pre-and post-tests were used to measure conceptual fraction knowledge and self-reported measures of situational interest and situational self-efficacy to evaluate motivational outcomes. Results and Conclusions Our results indicate that the emotional design applied to scaffolds can improve the educational value of a game-based learning environment by enhancing players' situational interest and situational self-efficacy. However, although the intervention improved the participants' conceptual fraction knowledge, there was no significant difference between the scaffolding conditions in participants' learning outcomes. Takeaways The results suggest that emotional design can increase the educational impact of game-based learning by promoting the development of interest, as well as improving self-efficacy.publishedVersionPeer reviewe

Does the emotional design of scaffolds enhance learning and motivational outcomes in game-based learning?

Background: In recent years, the importance of emotions in learning has been increasingly recognized. Applying emotional design to induce positive emotions has been considered a means to enhance the instructional effectiveness of digital learning environments. However, only a few studies have examined the specific effects of emotional design in game-based learning.Objectives: This quasi-experimental study utilized a value-added research approach to investigate whether emotional design applied to scaffolding in a game-based learning environment improves learning and motivational outcomes more than emotionally neutral scaffolding.Methods: A total of 138 participants, mean age of 11.5 (SD = 0.73) participated in the study. A total of 68 participants played the base version of a fraction learning game (Number Trace), where scaffolding was provided with emotionally neutral mathematical notations, and 70 participants played the value-added version of the game using emotionally designed animated scaffolding agents. Pre-and post-tests were used to measure conceptual fraction knowledge and self-reported measures of situational interest and situational self-efficacy to evaluate motivational outcomes.Results and Conclusions: Our results indicate that the emotional design applied to scaffolds can improve the educational value of a game-based learning environment by enhancing players' situational interest and situational self-efficacy. However, although the intervention improved the participants' conceptual fraction knowledge, there was no significant difference between the scaffolding conditions in participants' learning outcomes.Takeaways: The results suggest that emotional design can increase the educational impact of game-based learning by promoting the development of interest, as well as improving self-efficacy.</p

Effects of a Game-Based Fraction Estimation Task on Math Anxiety

Math anxiety is defined as negative feelings associated with mathematical tasks in educational but also real-life situations. Evidence shows that math anxiety negatively affects the ability to solve mathematical tasks. Game-based learning has proven to be an effective approach to improve attitudes toward math. This study looked at the effects of a game-based version of a fraction estimation task on math anxiety and estimation performance when directly compared to a non-game-based task version. Participants aged 18–25-years-old were assessed on their math anxiety levels before and after completing both task versions. Changes in reported math anxiety levels through completion of either the game-based or non-game-based version were then compared. Analyses indicated no significant difference in the change of math anxiety (nor state anxiety as a control variable), nor significant differences in estimation performance due to task version. This seems to indicate no significant influence of game-based presentation of the fraction estimation task on reported math anxiety. Nevertheless, it needs to be considered that levels of math anxiety were generally low in our sample of university students. The current study can be considered a first step toward systematically investigating effects of game-based learning approaches on math anxiety. Accordingly, current results call for further research on a more math-anxious sample to investigate the potential benefits of a game-based task version on math anxiety and fraction estimation performance.Peer reviewe

The strength and direction of the difficulty adaptation affect situational interest in game-based learning

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Efficacy of the 4F Feedback Model:A Game-Based Assessment in University Education

Feedback is a critical aspect of optimised learning design, but there are few, if any, feedback models that map different types of feedback and how they may assist students to increase performance and enhance their learning experience. This research paper outlines a feedback model as an extension of the four-dimensional framework which includes a consideration of the type, the content, the format, and the frequency of feedback, as well as the agent which delivers it. This model is based upon an understanding of learning in the context of designing learning experiences and utilises a game-based model of learning to understand the importance of motivation and autonomy in learners to enhance and accelerate learning. The framework is developed and reflected upon by analysing two cases: a medical triage case in which the timing and frequency of feedback proved critical, and a business simulation which illuminated the need for a range of types of feedback and to be aware of the possibility of different agents (instructor peer and game) that can deliver feedback. The extended model may help game and learning designers alike to discern different types of feedback, both in games and more generally, in more explicit and nuanced ways