Supporting active database learning and training through interactive multimedia

The learning objectives of a database course include aspects from conceptual and theoretical knowledge to practical development and implementation skills. We present an interactive educational multimedia system based on the virtual apprenticeship model for the knowledge- and skills-oriented Web-based education of database course students. Combining knowledge learning and skills training in an integrated environment is a central aspect of our system. We show that tool-mediated independent learning and training in an authentic setting is an alternative to traditional classroom-based approaches

Intelligent and adaptive tutoring for active learning and training environments

Active learning facilitated through interactive and adaptive learning environments differs substantially from traditional instructor-oriented, classroom-based teaching. We present a Web-based e-learning environment that integrates knowledge learning and skills training. How these tools are used most effectively is still an open question. We propose knowledge-level interaction and adaptive feedback and guidance as central features. We discuss these features and evaluate the effectiveness of this Web-based environment, focusing on different aspects of learning behaviour and tool usage. Motivation, acceptance of the approach, learning organisation and actual tool usage are aspects of behaviour that require different evaluation techniques to be used

Up and down the number line: modelling collaboration in contrasting school and home environments

This paper is concerned with user modelling issues such as adaptive educational environments, adaptive information retrieval, and support for collaboration. The HomeWork project is examining the use of learner modelling strategies within both school and home environments for young children aged 5 – 7 years. The learning experience within the home context can vary considerably from school especially for very young learners, and this project focuses on the use of modelling which can take into account the informality and potentially contrasting learning styles experienced within the home and school

Hacking the Non-Technical Brain: Maximizing Retention in a Core Introductory IT Course

Maximizing student retention of, and ability to apply, technical material in introductory information technology courses is a complex task, especially with respect to the general student population. This population struggles with the application of programming concepts in the time-constrained testing environment. Our study considers the implementation of daily quizzes in a core-curriculum information technology and programming course as a means to improve student concept retention and application. Between the first and second exams, the instructors implemented a series of high-frequency, no-risk quizzes. Of the four sections of the course that each instructor taught, two sections each were provided with the quizzes as the experimental group and two remained with the standard curriculum as the control. The results demonstrate the benefits of frequent, effortful recall on student performance in a core-curriculum information technology and programming course

The influence of learner characteristics on degree and type of participation in a CSCL environment

Computer-Supported Collaborative Learning (CSCL) is often presented as a promising learning method. However, it is also facing some new challenges. Apart from answering the question of whether or not working with CSCL generates satisfying learning outcomes, it is important to determine whether or not all participants profit from collaboration, with the computer as a means of communication. This paper describes the implementation and effects of an experimental program in 5 classes with a total of 120 students in elementary education who, in groups of four, engaged in Knowledge Forum discussion tasks on the subject of healthy eating. The study explores whether or not differences occur in the participation of students who differ in gender, sociocultural background and ability, and whether or not computer skills, computer attitudes, comprehensive reading scores and popularity with classmates are related to student participation. Students’ participation in this CSCL environment appears to be dependent on a number of learner characteristics. Girls contribute more words to the discussions than boys do and are more dependent on their computer skills in this production. Students who are good at comprehensive reading also contribute more words. Popularity among classmates appears to influence the degree of participation further. We also found indications that students with immigrant parents write fewer contributions than those whose parents are not immigrants

Collaboration scripts - a conceptual analysis

This article presents a conceptual analysis of collaboration scripts used in face-to-face and computer-mediated collaborative learning. Collaboration scripts are scaffolds that aim to improve collaboration through structuring the interactive processes between two or more learning partners. Collaboration scripts consist of at least five components: (a) learning objectives, (b) type of activities, (c) sequencing, (d) role distribution, and (e) type of representation. These components serve as a basis for comparing prototypical collaboration script approaches for face-to-face vs. computer-mediated learning. As our analysis reveals, collaboration scripts for face-to-face learning often focus on supporting collaborators in engaging in activities that are specifically related to individual knowledge acquisition. Scripts for computer-mediated collaboration are typically concerned with facilitating communicative-coordinative processes that occur among group members. The two lines of research can be consolidated to facilitate the design of collaboration scripts, which both support participation and coordination, as well as induce learning activities closely related to individual knowledge acquisition and metacognition. In addition, research on collaboration scripts needs to consider the learners’ internal collaboration scripts as a further determinant of collaboration behavior. The article closes with the presentation of a conceptual framework incorporating both external and internal collaboration scripts

Assessing Malaysian Teachers’ Perception on Computational Thinking Concepts Using SEM

Computational thinking (CT) concepts are newly introduced concepts in the Malaysian curriculum. This study is therefore designed to investigate Malaysian teachers’ perception on the integration ofcomputational thinking skills in their teaching and learning practices. A survey form was designed based on the Technological Acceptance Model (TAM) and was disseminated throughout Malaysia to gauge teachers’ perception on CT based on the per-ceived usefulness of CT, perceived ease of CT integration into teaching and learning practices, teachers’ attitude towards CT and their intention to use CT in their classrooms. A total of 166 primary school teachers participated in the sur-vey and the data was analysed using Structural Equation Modelling (SEM). This study managed to predict Malaysian teachers’ intention in integrating computational thinking skills in their classroom practices via two significant de-terminants, namely the perceived ease of integration and positive attitude to-wards computational thinking. This study is important because it highlights fac-tors affecting teachers’ perception on the newly improvised curriculum, and is an effort to support CT delivery in Malaysian classrooms

Predicting Player Experience Without the Player. An Exploratory Study

A key challenge of procedural content generation (PCG) is to evoke a certain player experience (PX), when we have no direct control over the content which gives rise to that experience. We argue that neither the rigorous methods to assess PX in HCI, nor specialised methods in PCG are sufficient, because they rely on a human in the loop. We propose to address this shortcoming by means of computational models of intrinsic motivation and AI game-playing agents. We hypothesise that our approach could be used to automatically predict PX across games and content types without relying on a human player or designer. We conduct an exploratory study in level generation based on empowerment, a specific model of intrinsic motivation. Based on a thematic analysis, we find that empowerment can be used to create levels with qualitatively different PX. We relate the identified experiences to established theories of PX in HCI and game design, and discuss next steps

Review of Intrinsic Motivation in Simulation-based Game Testing

This paper presents a review of intrinsic motivation in player modeling, with a focus on simulation-based game testing. Modern AI agents can learn to win many games; from a game testing perspective, a remaining research problem is how to model the aspects of human player behavior not explained by purely rational and goal-driven decision making. A major piece of this puzzle is constituted by intrinsic motivations, i.e., psychological needs that drive behavior without extrinsic reinforcement such as game score. We first review the common intrinsic motivations discussed in player psychology research and artificial intelligence, and then proceed to systematically review how the various motivations have been implemented in simulated player agents. Our work reveals that although motivations such as competence and curiosity have been studied in AI, work on utilizing them in simulation-based game testing is sparse, and other motivations such as social relatedness, immersion, and domination appear particularly underexplored

A university-based model for supporting computer science curriculum reform

Computer science curriculum reform in the United Kingdom has been subject to substantial scrutiny—as it has in many other countries around the world—with England introducing a radical new computing curriculum from September 2014. However, in Wales—a devolved nation within the UK—political, geographical and socio-cultural issues have to date hindered any substantive educational policy or curriculum reform for computer science. In this paper, we present the activities of Technocamps, a national university-based schools outreach programme founded in 2003, and consider its wider impact on computer science education, schools, pupils and teachers in Wales. In contrast to successful interventions elsewhere in the UK in building and sustaining communities of practice, certain political and cultural challenges in Wales have largely prevented these successful models from being adopted. Through the consideration of the national case study presented in this paper, we demonstrate the necessity of the nation-wide school- and student-focused Technocamps model in building resilient and scalable practitioner-led support networks. Furthermore, with emerging curriculum reform in Wales, we frame the wider opportunity for computer science education and sustainably embedding cross-curricular digital competencies—along with changing the wider public perception and perceived value of computer science as an academic discipline—as a prospective replicable case study of a national engagement model for nations with similar aspirations of developing digitally confident and capable citizens. To this end, we conclude by drawing out the important lessons learnt for consideration when embarking on a programme of national curriculum reform and associated professional development