Game-based learning and the role of feedback. A case study

Burgos, D., Nimwegen, C. v., Oostendorp, H. v., & Koper, E. J. R. (2007). Game-based learning and inmediate feedback. The case study of the Planning Educational Task. International Journal of Advanced Technology in Learning.Educational electronic games and simulations (or simply educational eGames) engage players. They are attractive to awake and keep the focus of a user, and are useful for learning while covering learning objectives and playable goals. In eGames, feedback can improve learning and help the learner to take decisions about his strategy and it also encourages the learner’s motivation. However, too much feedback can in some situations lead to a weaker strategy by the learner to solve the problem presented, resulting in a lower performance. In this paper, we first show the relevance of eGames for learning and its relation with feedback. We introduce the need for appropriate feedback in order to get a better performance, but we also state that feedback depends on the context and on the game and that it is not always required in order to achieve the best performance while solving a problem. We carried out a case study (Planning Educational Task) with real learners/players, to study the differences between having and not having instant destination feedback while solving a problem. We discuss the results and implications of the case study, namely that in the context of our planning game, leaving feedback out improved performance.This paper is partially supported by the European projects TENCompetence (IST-TEL/2004-2.4.10, www.tencompetence.org) and ProLearn (IST Contract number 507310, www.prolearn-project.org). We also thank Dr. Hermina Schijf from Utrecht University for her involvement and assistance during this research project

Shedding light on assessing Dark Patterns: Introducing the System Darkness Scale (SDS)

Dark Patterns are elements in interfaces designed to misdirect, confuse, and lure users into unintended, involuntary actions. These are not just “sloppy” or “inelegant” designs without ill intent but are rather carefully crafted with an understanding of human psychology. Dark patterns are omnipresent as part of web and game-interfaces and highly effective. Hence, there is agreement that awareness and a better understanding is needed. The current study focuses on dark patterns from a user’s perspective in order to develop the ‘System Darkness Scale’ (SDS). The SDS is a set of questionnaire items which can be used to evaluate the darkness of a system and assign a score to it. Just as the SUS proved to be a quick and reliable tool to measure usability, the SDS aims to act as a validated tool to identify in how far a system or service has incorporated “dark mechanisms”

Comparative analyses imply that the enigmatic sigma factor 54 is a central controller of the bacterial exterior

Contains fulltext : 95738.pdf (publisher's version ) (Open Access)BACKGROUND: Sigma-54 is a central regulator in many pathogenic bacteria and has been linked to a multitude of cellular processes like nitrogen assimilation and important functional traits such as motility, virulence, and biofilm formation. Until now it has remained obscure whether these phenomena and the control by Sigma-54 share an underlying theme. RESULTS: We have uncovered the commonality by performing a range of comparative genome analyses. A) The presence of Sigma-54 and its associated activators was determined for all sequenced prokaryotes. We observed a phylum-dependent distribution that is suggestive of an evolutionary relationship between Sigma-54 and lipopolysaccharide and flagellar biosynthesis. B) All Sigma-54 activators were identified and annotated. The relation with phosphotransfer-mediated signaling (TCS and PTS) and the transport and assimilation of carboxylates and nitrogen containing metabolites was substantiated. C) The function annotations, that were represented within the genomic context of all genes encoding Sigma-54, its activators and its promoters, were analyzed for intra-phylum representation and inter-phylum conservation. Promoters were localized using a straightforward scoring strategy that was formulated to identify similar motifs. We found clear highly-represented and conserved genetic associations with genes that concern the transport and biosynthesis of the metabolic intermediates of exopolysaccharides, flagella, lipids, lipopolysaccharides, lipoproteins and peptidoglycan. CONCLUSION: Our analyses directly implicate Sigma-54 as a central player in the control over the processes that involve the physical interaction of an organism with its environment like in the colonization of a host (virulence) or the formation of biofilm

Keynote in track: Matching Learners and Technology II - Disruptive or seamless: HCI in eLearning

status: publishe

Disruptive or Seamless? User Interfaces for Technology-enhanced Learning

A common goal of user interface design is to make interaction as seamless and as effortless as possible. By offering well-suited functionalities and by guiding users through the workflow, the workload for users can be reduced substantially, which enables them to focus on relevant activities. However, this might be different for user interfaces in learning settings. Examples from various research areas show that making the interface harder to use through specific breaks and situations of disruptiveness can augment the quality of both the learning process and the learning results. This chapter provides an introduction on user interfaces in which disruptiveness is implemented on purpose, and their effects in Technology-Enhanced Learning. This forms a basis for the following chapters of this book part

Time swipes when you’re having fun: reducing perceived waiting time while making it more enjoyable

Waiting for a system to respond always will be a factor in human–computer interaction. This is deployed by spinners, progress bars, skeleton-screens and other means. This project studies experiencing longer waits along the lines of ‘no activity’ (progress bar), ‘passive waiting’ (reading) and ‘active waiting’ (doing something). For the latter, a novel method is introduced: users actively swipe an image after which it disappears and the content underneath will unveil, as if it were a scratch card. A between-subjects experiment (n = 410) was conducted using a mobile website in 3 conditions to gauge the effects on estimated waiting time and enjoyment. The ‘no activity’ and ‘active waiting’ conditions were estimated faster than the ‘passive waiting’ condition. The ‘passive’ and ‘active’ waiting conditions were significantly more enjoyable than the ‘no activity’ condition. When combining waiting time estimation (shorter is preferable) and enjoyment (higher is preferable) the ‘active waiting’ condition yielded better results

Unobtrusive physiological measures to adapt system behavior: The GSR mouse

http://www.esenseproject.org/positionPapers.htmlstatus: publishe

The questionable impact of an assisting interface on performance in transfer situations

Previous research has shown that a “guided” interface where relevant task information is shown (externalization) can result in worse performance than an “unguided” interface where users have to think more for themselves (internalization). We studied transfer of task performance and whether switching from an “unguided” to a “guided” interface results in better performance than other way around. We also investigated whether the unguided interface enhances performance on a transfer task. In an experiment participants solved a series of problems with a “guided” or a “non-guided” (initial phase). In the transfer phase, they received the opposite interface. The unguided interface resulted in more efficient performance than the guided interface. We attribute this to the fact that the unguided interface provokes more active contemplation. Switching from an unguided to a guided interface had no effect on efficiency, while the other way around, it did. Performance on a transfer task with an unguided interface after working with the guided interface caused worse performance than other combinations. Deeper levels of thought instigated by the unguided interface caused better knowledge and better strategies. This can be important in situations where learning itself is the aim, or in when making errors generates a high cost.status: publishe

Time for a change: Reducing perceived waiting time by making it more active

When one has to wait for a system to respond this is mediated by spinners, progress bars, skeleton-screens and other means. This project studies experiencing longer waits along the lines of ”no activity” (progress bar), ”passive waiting” (reading) and ”active waiting” (doing something). For the latter, a novel method is introduced: users swipe an image and content underneath unveils, as if it were a scratch card. A between-subjects experiment (n=410) was conducted using a mobile website in 3 conditions to gauge the effects on estimated waiting time and enjoyment. The “no activity” and “active waiting” conditions were estimated faster than the “passive waiting” condition. The “passive” and “active” waiting condition were more enjoyable than the “no activity” condition. When combining waiting time estimation (short is preferable) and enjoyment (higher is preferable) the “active waiting” condition yielded better results