Formal Concept Analysis for Modelling Students in a Technology-enhanced Learning Setting

Abstract. We suggest the Formal Concept Analysis (FCA) as theoretical backbone in technology-enhanced learning settings to support a students´ learning process in two ways: i) by engaging with concept lattices, the structure of the knowledge domain and the interrelations of its concepts become explicit, and ii) by providing visual feedback in form of open learner modelling, the student´s reflection on the own strengths and weaknesses is facilitated. For teachers, the FCA provides intuitive visualizations for a set of pedagogically relevant questions, concerning the performance of students on the individual-as well as on the class-level

Brief history of serious games

Serious Games are now an established field of study. In this field most would attribute the rise of Serious Games to Clark C Abt’s creation of the term in 1970, or indeed Ben Sawyer’s popularization of it in 2002. However, considering the rich history of purposing non-digital games, itself preceded by discussions of purposing play that are traceable to the work of Plato, it can be said that Serious Games is a contemporary manifestation of centuries old theories and practices. In this chapter, we explore the pre-history of Serious Games, beginning with the suggested purpose, and purposing of play. Throughout this historical review we identify key in research and practice that are apparent in the contemporary Serious Games field

Towards Mapping Competencies through Learning Analytics: Real-time Competency Assessment for Career Direction through Interactive Simulation

Assessment and Evaluation in Higher Education, 201, pp. 1-13

Masters in Serious Games Curriculum Framework

Thin, A. G., Lim, T., Louchart, S., De Gloria, A., Mayer, I., Kickmeier-Rust, M., Klamma, R., VeltKamp, R., Arnab, S., Bellotti, F., Boyle, L., Prada, R., Westera, W., Nadolski, R., & Abbas Petersen, S. (2013). Masters in Serious Games Curriculum Framework. Deliverable 5.3 of the Games and Learning Alliance Network of Excellence. Available at http://www.seriousgamessociety.org/download/SGMastersFwk.pdf.This report outlines a European Masters of Science programme on serious gaming.This report is a deliverable of the GALA project, which is sponsored by the the FP7 Programme of the European Commissio

Measuring individual learning progress the combinatorial way

Paper presented at the 8th International Conference on Learning Analytics and Knowledge (LAK18), March 5-9. 2018, Sydney, Australia.Measuring human aptitude and learning processes has a very long tradition and the research community established well-elaborated test theories. Since the advent of learning analytics, a new community is contributing to the theories and methodologies of measuring learning. In this paper we introduce Competence-based Knowledge Space Theory as a combinatorial, multi-dimensional framework for modelling and assessing competencies and competence development over time. A particular strength of the approach is the conceptual and methodological separation of latent aptitude (competencies, knowledge) and observable performance as indicators for aptitude. In the Lea´s Box project, the approach has been realized and deployed as online learning analytics platform tailored to the needs of conventional classroom settings (i.e., only little, heterogeneous, and incomplete data as basis for analytics). The paper illustrates the potential strengths of the approach and gives and outlook for future developments