Making sense of game based user data: learning analytics in applied games

Digital learning games are useful educational tools with high motivational potential. With the application of games for instruction there comes the need of acknowledging learning game experiences also in the context of educational assessment. Learning analytics provides new opportunities for supporting assessment in and of educational games. We give an overview of current learning analytics methods in this field and reflect on existing challenges. An approach of providing reusable software assets for interaction assessment and evaluation in games is presented. This is part of a broader initiative of making available advanced methodologies and tools for supporting applied game development.

Mobile authoring of open educational resources for authentic learning scenarios

The proliferation of smartphones in the last decade and the number of publications in the field of authoring systems for computer-assisted learning depict a scenario that needs to be explored in order to facilitate the scaffolding of learning activities across contexts. Learning resources are traditionally designed in desktop-based authoring systems where the context is mostly restricted to the learning objective, capturing relevant case characteristics, or virtual situation models. Mobile authoring tools enable learners and teachers to foster universal access to educational resources not only providing channels to share, remix or re-contextualize these, but also capturing the context in-situ and in-time. As a further matter, authoring educational resources in a mobile context is an authentic experience where authors can link learning with their own daily life activities and reflections. The contribution of this manuscript is fourfold: first, the main barriers for ubiquitous and mobile authoring of educational resources are identified; second, recent research on mobile authoring tools is reviewed, and 10 key shortcomings of current approaches are identified; third, the design of a mobile environment to author educational resources (MAT for ARLearn) is presented, and the results of an evaluation of usability and hedonic quality are presented; fourth, conclusions and a research agenda for mobile authoring are discussed.

A Competence-Based Course Authoring Concept for Learning Platforms with Legacy Assignment Tools

This paper is concerned with several of the most important aspects of Competence-Based Learning (CBL): course authoring, assignments, and categorization of learning content. The latter is part of the so-called Bologna Process (BP) and can effectively be supported by integrating knowledge resources like, e.g., standardized skill and competence taxonomies into the target implementation approach, aiming at making effective use of an open integration architecture while fostering the interoperability of hybrid knowledge-based e-learning solutions. Modern scenarios ask for interoperable software solutions to seamlessly integrate existing e-learning infrastructures and legacy tools with innovative technologies while being cognitively efficient to handle. In this way, prospective users are enabled to use them without learning overheads. At the same time, methods of Learning Design (LD) in combination with CBL are getting more and more important for production and maintenance of easy to facilitate solutions. We present our approach of developing a competence-based course-authoring and assignment support software. It is bridging the gaps between contemporary Learning Management Systems (LMS) and established legacy learning infrastructures by embedding existing resources via Learning Tools Interoperability (LTI). Furthermore, the underlying conceptual architecture for this integration approach will be explained. In addition, a competence management structure based on knowledge technologies supporting standardized skill and competence taxonomies will be introduced. The overall goal is to develop a software solution which will not only flawlessly merge into a legacy platform and several other learning environments, but also remain intuitively usable. As a proof of concept, the so-called platform independent conceptual architecture model will be validated by a concrete use case scenario.