Cooperative or collaborative learning: Is there a difference in university students’ perceptions?

The hypothesis that the same educational objective, raised as cooperative or collaborative learning in university teaching does not affect students’ perceptions of the learning model, leads this study. It analyses the reflections of two students groups of engineering that shared the same educational goals implemented through two different methodological active learning strategies: Simulation as cooperative learning strategy and Problem-based Learning as a collaborative one. The different number of participants per group (eighty-five and sixty-five, respectively) as well as the use of two active learning strategies, either collaborative or cooperative, did not show differences in the results from a qualitative perspective.

D2.3 First bundle of client-side components

This document describes the first bundle of core WP2 (user data analytics) client side components, including their specifications, usecases, and working prototypes. Included assets contain a description of their current status, and links to their full designs and downloadable versions. This deliverable only describes operational SW assets (even though beta) that are tested and documented. It should be noted, however, that various additional software assets (2.2d Cognitive Capacity Measurement and 2.3a Realtime Emotion Detection) are near completion for inclusion in games during the first pilot round. Those assets are still scheduled for inclusion in the final bundle deliverable D2.2.

D2.1 - First bundle of server-side components

This document describes the first bundle of core WP2 (user data analytics) serverside components, including their specifications, usecases, and working prototypes. Included assets contain a description of their current status, and links to their full designs and downloadable versions.

D1.4 – First version applied gaming asset methodology

This deliverable (D1.4) is an intermediate document, expressly included to inform the first project review about RAGE’s methodology of software asset creation and management. The final version of the methodology description (D1.1) will be delivered in Month 29. The document explains how the RAGE project defines, develops, distributes and maintains a series of applied gaming software assets that it aims to make available. It describes a high-level methodology and infrastructure that are needed to support the work in the project as well as after the project has ended.

Integrating Scientific Publication into an Applied Gaming Ecosystem

Salman, M. et al. (2016). Integrating Scientific Publication into an Applied Gaming Ecosystem. GSTF Journal on Computing (JoC), Volume 5 (Issue 1), pp. 45-51.

D6.3 – Semantic Content Annotation Support

The Semantic Annotation component is a software application that provides support for automated text classification, a process grounded in a cohesion-centered representation of discourse that facilitates topic extraction. The component enables the semantic meta-annotation of text resources, including automated classification, thus facilitating information retrieval within the RAGE ecosystem. It is available in the ReaderBench framework (http://readerbench.com/) which integrates advanced Natural Language Processing (NLP) techniques. The component makes use of Cohesion Network Analysis (CNA) in order to ensure an in-depth representation of discourse, useful for mining keywords and performing automated text categorization. Our component automatically classifies documents into the categories provided by the ACM Computing Classification System (http://dl.acm.org/ccs_flat.cfm), but also into the categories from a high level serious games categorization provisionally developed by RAGE. English and French languages are already covered by the provided web service, whereas the entire framework can be extended in order to support additional languages.

Software Components for Serious Game Development

The presentation explains the approach of the RAGE project. It presents three examples of RAGE software components and how these can be easily reused for applied game development.

The RAGE Software Asset Model and Metadata Model

Software assets are key output of the RAGE project and they can be used by applied game developers to enhance the pedagogical and educational value of their games. These software assets cover a broad spectrum of functionalities – from player analytics including emotion detection to intelligent adaptation and social gamification. In order to facilitate integration and interoperability, all of these assets adhere to a common model, which describes their properties through a set of metadata. In this paper the RAGE asset model and asset metadata model is presented, capturing the detail of assets and their potential usage within three distinct dimensions – technological, gaming and pedagogical. The paper highlights key issues and challenges in constructing the RAGE asset and asset metadata model and details the process and design of a flexible metadata editor that facilitates both adaptation and improvement of the asset metadata model.

Chronic smartphone gaming consumption and positive coping practice

Purpose - Chronic consumption practice has been greatly accelerated by mobile, interactive and smartphone gaming technology devices. This study explores how chronic consumption of smartphone gaming produces positive coping practice. Design/methodology/approach - Underpinned by cognitive framing theory, empirical insights from eleven focus groups (n=62) reveal how smartphone gaming enhances positive coping amongst gamers and non-gamers. Findings - The findings reveal how the chronic consumption of games allows technology to act with privileged agency that resolves tensions between individuals and collectives. Consumption narratives of smartphone games, even when play is limited, lead to the identification of three cognitive frames through which positive coping processes operate: (a) the market generated frame, (b) the social being frame, and (c) the citizen frame. Research limitations/implications – This paper adds to previous research by providing an understanding of positive coping practice in the smartphone chronic gaming consumption. Originality/value - In smartphone chronic gaming consumption, cognitive frames enable positive coping by fostering appraisal capacities in which individuals confront, hegemony, culture and alterity-morality concerns. 

Mental Health Pharmacists Views on Shared Decision-Making for Antipsychotics in Serious Mental Illness

A qualitative study to look at the views of pharmacists working in mental health settings in relation to shared decision making, particularly as applied to decisions about the prescription of antipsychotics for those diagnosed with severe and enduring mental illnesses.

D5.1 – Scenario Arrangement Document – round 1

This deliverable is a confirmation and update of 'D5.5 - First Version Scenario Arrangement Document – round 1' after a revisions with game developers. It outlines the implementation plan for each of the first-round studies of the RAGE pilots. The main goal of these pilots is to perform a small-scale test of the RAGE games with end-users and intermediary stakeholders in five different non-leisure domains to guide the further development of the games for the final validation studies.

Mapping Learning and Game Mechanics for Serious Games Analysis in Engineering Education

In a world where students are increasing digitally tethered to powerful, ‘always on’ mobile devices, new models of engagement and approaches to teaching and learning are required from educators. Serious Games (SG) have proved to have instructional potential but there is still a lack of methodologies and tools not only for their design but also to support game analysis and assessment. This paper explores the use of SG to increase student engagement and retention. The development phase of the Circuit Warz game is presented to demonstrate how electronic engineering education can be radically reimagined to create immersive, highly engaging learning experiences that are problem-centered and pedagogically sound. The Learning Mechanics–Game Mechanics (LM-GM) framework for SG game analysis is introduced and its practical use in an educational game design scenario is shown as a case study.

Drug Reformulation Regulatory Gaming in Pharmaceuticals: Enforcement & Innovation Implications

This article examines drug reformulation regulatory gaming as a vehicle for analyzing the way in which European courts and the Commission are currently approaching innovation issues in the pharmaceutical sector. First, the economics literature regarding pharmaceutical innovation is briefly summarized. Next, the phenomenon of regulatory gaming is introduced, followed by an analysis of the two primary theories of harm being used to address drug reformulations as a competition concern. In comparing the recent General Court decision in AstraZeneca to earlier U.S. court cases addressing similar conduct, it is asserted that these approaches differ in significant ways with regards to preservation of innovation incentives as well as on the basis of institutional and evidentiary concerns. Finally, this discussion is then placed into the broader context of the ongoing debate regarding pharmaceutical innovation that first surfaced in the Syfait cases—in particular, the desirability of sector-specific competition law analysis of pharmaceutical innovation.