An analysis of social gaming networks in online and face to face bridge communities

Online social games are Internet-based games that use the social networks formed by players to extend in-game functionality. For example, gamers participating in the BBO Fans community combine online bridge play with social networking. Despite an increase in the popularity of online social gaming—currently, there exist over one million online bridge players—, and of decades of research on social networks, the activity characteristics and the community structure of online social gaming remain relatively unknown. In this work we investigate and contrast these aspects for two bridge communities, BBO Fans (online) and Locomotiva (face to face). We propose the use of playing relationships instead of traditional social relationships such as friends and friends-of-friends. Using long-term, large-scale data we have collected from both the online and face to face bridge communities, we analyze user behavior, social network structure, and playing style in bridge communities. We find many similar characteristics in the two studied communities, but we also find more variation in the activity levels and fewer stable partnerships for the face to face bridge community

Modelling the Virtual Company Educational Scenario Competence Assessment in the Cooper environment

Spoelstra, H., Posea, V., van Bruggen, J., & Koper, R. (2007, September). Modelling the Virtual Company Educational Scenario Competence Assessment in the Cooper environment. Presentation given at the 1st International Workshop on Collaborative Open Environments for Project-Centered Learning, Crete, Greece

D2.4. Building a Personal Learning Environment with Language-Technology-based Widgets: Services v2 - integrated thread

Hoisl, B., Haley, D., Wild, F., Anastasiou, L., Buelow, K., Koblische, R., Burek, G., Loiseau, M., Markus, T., Rebedea, T., Drachsler, H., Kometter, H., Westerhout, E., & Posea, V. (2010). D2.4. Building a Personal Learning Environment with Language-Technology-based Widgets: Services v2 - integrated thread. LTfLL-project.This deliverable reports on the results achieved by the LTfLL work packages in their efforts toward interoperability of the LTfLL tools and services. There are two aspects: one is the pedagogical utility of achieving interoperability; the other aspect involves the technical features. The technical basis of the interoperability is to use Wookie widgets in Elgg and is thoroughly described here. Finally, the deliverable provides details and screen shots of each widget for each LTfLL service embedded in the Elgg environment.The work on this publication has been sponsored by the LTfLL STREP that is funded by the European Commission's 7th Framework Programme. Contract 212578 [http://www.ltfll-project.org

D7.4 Validation 4

Armitt, G., Stoyanov, S., Hensgens, J., Smithies, A., Braidman, I., Mauerhofer, C., Osenova, P., Simov, K., Berlanga, A. J., Van Bruggen, J., Greller, W., Rebedea, T., Posea, V., Trausan-Matu, S., Dupre, D., Salem, H., Dessus, P., Loiseau, M., Westerhout, E., Monachesi, P., Koblische, R., Hoisl, B., Haley, D., & Wild, F. (2011). D7.4 Validation 4. LTfLL-project.This deliverable describes the objectives, approach, planning and results of the third pilot round, in which both individual and threaded services underwent validation. The two goals of this round were to provide input to the LTfLL exploitation plan and roadmap (deliverable 2.5). 531 participants (316 learners) took part in the pilots, which used LTfLL services based on five different languages. The average timespan of the pilots was three weeks and involved learners, tutors, teaching managers, the LTfLL team and Technology Enhanced Learning experts. The validation approach was based on Prototypical Validation Topics derived from the Round 2 validation topics, which refocused the validation topics on exploitation and allowed conclusions to be drawn across all services. Results demonstrated the areas of strength and weakness of each service, informing the selling points and barriers to adoption within the exploitation strategy, as well as suggesting possible further contexts of use. All services were noted to have high relevance in addressing burning issues for organizations, but further improvements to accuracy from a user viewpoint are required. Results on future enhancements to improve likelihood of adoption contribute to the roadmap. Results also provide an indication of each service's current readiness for adoption and provided insights into transferability issues. The overall conclusion is that some LTfLL services are more ready than others for adoption now, with some being currently more suited to sustainability in research settings.The work on this publication has been sponsored by the LTfLL STREP that is funded by the European Commission's 7th Framework Programme. Contract 212578 [http://www.ltfll-project.org

Proceedings of the 1st International Workshop on Collaborative Open Environments for Project-Centered Learning Online Evaluation of Collaborative Learning Platforms

Abstract. The paper presents a flexible framework for the online evaluation of collaborative project-oriented e-learning platforms. The framework was developed for the evaluation of the COOPER platform [1], but it is flexible enough to be used for the evaluation of other collaborative platforms. The evaluation is based on questionnaires and on logs collected during the platform use. Here we focus on the questionnaire-based evaluation part, which was developed with the same WebRatio model-driven development tool that was used for the COOPER platform. This solution assures a uniform implementation and interface with the whole platform. Statistical analysis of the results is combined with other methods such as social networks evaluation (see [14] for details), thus offering a complex evaluation framework. Some evaluation results obtained in experiments developed in two use cases are presented along with conclusions derived from the experiment

User behavior, social networking, and playing style in online and face to face bridge communities

Traditional games have recently started to become online social games. Once accessible only through face to face encounters or slow mail exchanges, games such as bridge, chess, and go are now played online by millions of gamers