Gamification of in-class activities in flipped classroom lectures

For higher education, the question of how in-class activities can be supported in large lectures is of great relevance. This paper suggests a gamified flipped classroom approach to address this challenge. In an experimental study, N = 205 educational science students performed either gamified in-class activities using a gamified quiz with points and a team leaderboard, or non-gamified in-class activities using exercise sheets. In line with the theory of gamified learning, the results show a positive indirect effect of gamification on application-oriented knowledge that is mediated by learning process performance. Furthermore, based on a self-determination theory framework, the results show positive effects of gamified in-class activities on intrinsic motivation and social relatedness, but no significant effect on competence need satisfaction. The study provides insights into a particular casual construct of game design elements (points and team leaderboards) triggering specific mechanisms (immediate task-level feedback and team competition) affecting a mediator (learning process performance) that in turn affects a learning outcome (application-oriented knowledge)

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

Closing the loop – the human role in artificial intelligence for education

Recent advancements in artificial intelligence make its use in education more likely. In fact, existing learning systems already utilize it for supporting students’ learning or teachers’ judgments. In this perspective article, we want to elaborate on the role of humans in making decisions in the design and implementation process of artificial intelligence in education. Therefore, we propose that an artificial intelligence-supported system in education can be considered a closed-loop system, which includes the steps of (i) data recording, (ii) pattern detection, and (iii) adaptivity. Besides the design process, we also consider the crucial role of the users in terms of decisions in educational contexts: While some implementations of artificial intelligence might make decisions on their own, we specifically highlight the high potential of striving for hybrid solutions in which different users, namely learners or teachers, are provided with information from artificial intelligence transparently for their own decisions. In light of the non-perfect accuracy of decisions of both artificial intelligence-based systems and users, we argue for balancing the process of human- and AI-driven decisions and mutual monitoring of these decisions. Accordingly, the decision-making process can be improved by taking both sides into account. Further, we emphasize the importance of contextualizing decisions. Potential erroneous decisions by either machines or humans can have very different consequences. In conclusion, humans have a crucial role at many stages in the process of designing and using artificial intelligence for education

Biobased Building Materials:Resources for a bright future in housing?

In the housing market enormous challenges exist for the retrofitting of existing housing in combination with the ambition to realize new environmentally friendly and affordable dwellings. Bio-based building materials offer the possibility to use renewable resources in building and construction. The efficient use of bio-based building materials is desirable due to several potential advantages related to environmental and economic aspects e.g. CO2 fixation and additional value. The potential biodegradability of biomaterials however demands also in-novative solutions to avoid e.g. the use of environmental harmful substances. It is essential to use balanced technological solutions, which consider aspects like service life or technical per-formance as well as environmental aspects. Circular economy and biodiversity also play an im-portant role in these concepts and potential production chains. Other questions arise considering the interaction with other large biomass users e.g. food production. What will be the impact if we use more bio-based building materials with regard to biodiversity and resource availability? Does this create opportunities or risks for the increasing use of bio-based building materials or does intelligent use of biomass in building materials offer the possibility to apply still unused (bio) resources and use them as a carbon sink? Potential routes of intelligent usage of biomass as well as potential risks and disadvantages are highlighted and discussed in relation to resource efficiency and decoupling concept(s)

The gamification of learning: a meta-analysis

This meta-analysis was conducted to systematically synthesize research findings on effects of gamification on cognitive, motivational, and behavioral learning outcomes. Results from random effects models showed significant small effects of gamification on cognitive (g = .49, 95% CI [0.30, 0.69], k = 19, N = 1686), motivational (g = .36, 95% CI [0.18, 0.54], k = 16, N = 2246), and behavioral learning outcomes (g = .25, 95% CI [0.04, 0.46], k = 9, N = 951). Whereas the effect of gamification on cognitive learning outcomes was stable in a subsplit analysis of studies employing high methodological rigor, effects on motivational and behavioral outcomes were less stable. Given the heterogeneity of effect sizes, moderator analyses were conducted to examine inclusion of game fiction, social interaction, learning arrangement of the comparison group, as well as situational, contextual, and methodological moderators, namely, period of time, research context, randomization, design, and instruments. Inclusion of game fiction and social interaction were significant moderators of the effect of gamification on behavioral learning outcomes. Inclusion of game fiction and combining competition with collaboration were particularly effective within gamification for fostering behavioral learning outcomes. Results of the subsplit analysis indicated that effects of competition augmented with collaboration might also be valid for motivational learning outcomes. The results suggest that gamification as it is currently operationalized in empirical studies is an effective method for instruction, even though factors contributing to successful gamification are still somewhat unresolved, especially for cognitive learning outcomes

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

Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends

This is the introductory article for the special issue “Technology-related knowledge, skills, and attitudes of pre- and in-service teachers”. It (1) specifies the concept of technology-related knowledge, skills, and attitudes (KSA) of teachers, (2) presents how these KSA are currently assessed, and (3) outlines ways of fostering them among pre- and in-service teachers. The eight articles in the special issue are structured accordingly, and we demonstrate how they contribute to knowledge in these three areas. Moreover, we show how the afterword to the special issue widens the perspective on technology integration by taking into account systems and cultures of practice. Due to their quantitative empirical nature, the eight articles investigate technology at the current state of the art. However, the potential of artificial intelligence has not yet been fully exploited in education. We provide an outlook on potential developments and their implications on teachers’ technology-related KSA. To this end, we introduce the concept of augmentation strategies

Digital learning in schools: what does it take beyond digital technology?

We investigated how often teachers apply digital technology in their teaching and which student learning activities teachers initiate. Further, we analyzed factors relating to technology use. 410 teachers in our sample, representative for the state of Bavaria (Germany), reported that they spend a substantial amount of time using digital technologies in a typical lesson. Results indicated that rather teachers’ basic digital skills and technology-related teaching skills than digital technology resources are crucial. Even though a certain threshold level of digital technology is necessary in school, our results suggest shifting the focus from equipping schools to teachers’ skills using technologies effectively

Kinetics of radiation- and cytochrome c-induced modifications in liposomes analysed by FT–Raman spectroscopy

AbstractFourier transform Raman spectroscopy on artificial lipid membranes was used to study radiation-induced peroxidation processes as a function of time after radiation exposure. The time dependent intensity changes of the Raman lines of various CC bondings were compared to results obtained by measuring conjugated dienes and by the thiobarbituric acid test for malondialdehydes. The results show that mainly the cis CC bonds of the lipid chains are involved and, therefore, indicate that γ-radiation induces conformational changes in the lipid chain while the mobility of the lipid chains is reduced. New Raman bands can be assigned to aldehyde products induced at the end of the peroxidation process. The immediate decrease of the CH vibration lines was directly correlated with the formation of conjugated CC double bonds suggesting that these vibration lines are in contrast to the CC lines solely Raman active, when isolated CC bonds are present. Cytochrome c (ox.) incorporated into the bilayer of the artificial membranes induced autooxidation processes not influenced by γ-radiation. It was observed that cytochrome c (ox.)-induced changes of the relative intensity of the CC bonds differ from those induced by γ-radiation. These results of cytochrome c together with the inhibitory effects of the antioxidant α-tocopherol suggest that the radical species involved in the cytochrome c induced process might be different from the free radicals involved in the γ-radiation-induced process