Competence-based adaptation of learning environments in 3D Space

This paper presents a concept how a learning environment can be established in 3D space and how it can be adapted to the competence state of a learner. In contrast to existing Learning Management Systems learning paths are spatially represented in 3D space. In this approach the learner can immerse into a virtual learning landscape consisting of learning objects and is guided by highlighting a path through the landscape. Path creation is based on skills which are assigned to learning objects and which make up the learner model. Principles of the self-regulated learning approach is realised by visualising the learner model in 3D space and by giving the learner freedom for the own learning process. An implementation of this approach is realised in the Second Life virtual world which is connected with a Web service managing the adaptation strategy

Potential gain as a centrality measure

Navigability is a distinctive features of graphs associated with artificial or natural systems whose primary goal is the transportation of information or goods. We say that a graph G is navigable when an agent is able to efficiently reach any target node in G by means of local routing decisions. In a social network navigability translates to the ability of reaching an individual through personal contacts. Graph navigability is well-studied, but a fundamental question is still open: why are some individuals more likely than others to be reached via short, friend-of-a-friend, communication chains? In this article we answer the question above by proposing a novel centrality metric called the {\em potential gain,} which, in an informal sense, quantifies the easiness at which a target node can be reached. We define two variants of the potential gain, called the geometric and the exponential potential gain, and present fast algorithms to compute them. The geometric and the potential gain are the first instances of a novel class of composite centrality metrics, i.e., centrality metrics which combine the popularity of a node in G with its similarity to all other nodes. As shown in previous studies, popularity and similarity are two main criteria which regulate the way humans seek for information in large networks such as Wikipedia. We give a formal proof that the potential gain of a node is always equivalent to the product of its degree centrality (which captures popularity) and its Katz centrality (which captures similarity)

The efficacy of voluntary self-exclusions in reducing gambling among a real-world sample of British online casino players

Online gambling is a socially acceptable means of entertainment, but it can also have a negative impact on many areas of life and lead to problem gambling for a minority of individuals. In recent years, gambling operators have increasingly implemented responsible gambling tools to help at-risk gamblers control and limit their gambling. One such tool is voluntary self-exclusion (VSE), where gamblers can exclude themselves from the gambling platform for a self-selected period of time. Despite the widespread use of VSE, there are few published studies on the efficacy of VSE among online gamblers and none on whether (and what type of) gamblers return to gambling after self-exclusion and how VSE affects their wagering if they return. Using a secondary dataset, the present study empirically analyzed a real-world sample of 3,203 British online casino players who opted for a VSE between January 2021 and August 2022. Analysis showed that most players who took a short-term VSE (up to 38 days) started gambling again on the platform after their self-exclusion ended, while players who opted for long-term self-exclusion (more than 90 days) did not start gambling again on the platform. A return to the gambling platform after VSE was positively associated with (i) a shorter duration of the self-exclusion, (ii) being female, (iii) gambling on more days, (iv) placing more bets, (v) playing fewer type of games, and (vi) having a lower average number of deposits per day. Players who returned from VSE did not change their wagering compared to a matched control group. These results suggest that short-term VSE may not be as effective as long-term VSE in reducing gambling. Overall, the present findings suggest that gamblers returning from VSE should be closely monitored, especially if the reason for self-exclusion is related to problem gambling

The effect of mandatory play breaks on subsequent gambling behavior among Norwegian online sports betting, slots and bingo players: a large-scale real world study

In order to protect gamblers, gambling operators have introduced a wide range of responsible gambling (RG) tools. Mandatory play breaks (i.e., forced termination of a gambling session) and personalized feedback about the gambling expenditure are two RG tools that are frequently used. While the motivation behind mandatory play breaks is simple (i.e., gambling operators expect gamblers to reduce their gambling significantly as a result of an enforced break in play), empirical evidence supporting the efficacy of the mandatory breaks is still limited. The present study comprised a real-world experiment with the clientele of Norwegian gambling operator Norsk Tipping. On the Norsk Tipping gambling website, which offers slots, bingo and sports-betting, forced termination occurs if gamblers have played continuously for a one-hour period. The study tested the effect of different lengths of mandatory play breaks (90 s, 5 min, 15 min) on subsequent gambling behavior, as well as the effect of combined personalized feedback concerning money wagered, won, and net win/loss. In total 21,129 online players (61% male; mean age = 47.4 years) experienced at least one play break between April 17 and May 21 (2020) with 156,989 mandatory play breaks in total. Results indicated that a 15-min mandatory play break led to a disproportionately longer voluntary play pause compared to 5-min and 90-s mandatory play breaks. Personalized feedback appeared to have no additional effect on subsequent gambling and none of the mandatory play breaks appeared to affect the increase or decrease in money wagered once players started to gamble again

Cooling off and the effects of mandatory breaks in online gambling: a large-scale real-world study

The prevention of problematic online gambling behavior is a topic of major interest for regulators, the gambling industry, and researchers. Many gambling operators approach this issue by using responsible gambling tools. Among such tools, mandatory play breaks are used to interrupt long online gambling sessions, providing “cooling off” periods for players to take a reflective “time out”. The present study investigated the effects of mandatory play breaks in a large-scale experiment with 23,234 online gamblers engaging in more than 870,000,000 gambling transactions on Norsk Tipping’s gambling platform over a 1-month period. The gamblers were randomly assigned to several intervention groups with varying duration of mandatory play breaks and one control group with Norsk Tipping’s standard play break duration. More specifically, the study analyzed the relationship between the mandatory break received and the gambler’s acceptance of this tool, the interaction patterns with the tool, and how quickly they started to gamble again, as well as post-intervention effects on gambling behavior. Results showed that gamblers who were treated with longer mandatory breaks (i) tended to take longer voluntary breaks, and (ii) interacted more frequently with the tool (for instance, by clicking the “logout” button). Furthermore, gamblers appeared to accept longer mandatory play breaks. However, only a fraction of post-intervention effects remained, and mainly only for gamblers who received a substantial number of long mandatory play breaks. Overall, the present study provides actionable insights for both researchers and the gambling industry to improve the effectiveness of mandatory play breaks as a responsible gambling tool

Design and Operationalization of Connectivist Activities: an Approach through Business Process Management

International audienceThe work presented in this paper focuses on massive open online course (MOOC) environments, and more specifically on the activity of designing and implementing pedagogical scenarios for a connectivist MOOC (cMOOC). This paper presents a research work, which aims to propose a model and tool to support the design of connectivist MOOC scenarios. The major contribution of this work is a visual authoring tool that is intended for the design and deployment of cMOOC-oriented scenarios. The tool is based on the BPMN notation that we have extended to suit our objectives. The tool was evaluated primarily from the point of view of utility and usability. The findings confirm that the tool can be used to design connectivist pedagogical scenarios and can provide all the necessary elements to operationalize such courses

Towards a standardized e-assessment system: motivations, challenges and first findings

“Global Learning” with shared learning contents,resources, activities and goals is one of the contributions ofGlobalization. With the capability to use new Informationand Communication Technologies (ICT) it is a bit easier tohave a technology based learning systems that enable learnersto share the learning resources and possibilities. As aresult many Learning Management Systems (LMS) weredeveloped with divers of platforms and approaches. Consequently,sharing learning resources and components hasbecome a major challenge. E-assessment as a primary activityof any LMS is facing the same challenges and problems.In order to stand on this challenge people in the field oftechnology enhanced learning have recommended that LMSshould conform to specific standards. This paper discusesthis challenge, the consequences and limitations of standardsin the modern learning settings. Moreover, it shows aservice oriented framework for assessment which aims tomake the e-assessment systems flexible and also to initiatethe term of “Global Learning Assessment” with the possibilityof sharing the e-assessment system components