WORKSHOP SCHEDUEL
9-11 am & 2-4 pm, October 14, 208 Broadcasting Building (演播楼208)
How to Design Gamified Learning Environments
BY
Leonardo Brandão Marques & Geiser Chalco, Federal University of Alagoas, Brazil
Abstract:
Gamified learning environments refers to interactions spaces that improve or prompt learning using design patterns of game design. The expectation is to increase engagement and pleasure while using these spaces. However, to create interactions patterns that promote learning and engagements at the same time, a well-defined learning scope and carefully personalized interaction are crucial. We claim that the gamification literature was relying too much on stand-alone applications of game elements. It is generating unclear outcomes about engagement and learning — besides, the lack of a broader comprehension of basic principles of learning and motivational principles. We propose a general framework that supports game elements differentiation and the analysis of gamified interactions parameters that can drive personalized and more effective gamified learning environments.
In the last decade, the adoption of gamification as a practice to make something more engagement by making it more game-liked has been called the interests of many researchers and educators. However, gamification is too context-depended. Of course, motivation vary from individual to individual, vary to situation to situation, and change over time, so that a number of different variables and decision have to be carefully considered during the gamification. This mini-course will teach you how to perform a well-though-out gamification of learning environment to promote learning and engagements at the same time. We will teach you how to make a well-defined scoping of non-game contexts, how to identify engagement and motivational problems, and how to perform a careful personalization of gamified learning environments based on the flow theory and player types models.
Syllabus：
Instructors：
Leonardo Brandão Marques is Adjunct Professor of the Education Center at the Federal University of Alagoas (UFAL). He has considerable experience in teachers training for use and evaluation of reading instructional programs (INCT-ECCE, UFSCar). Leonardo is the author/co-author of over 30 articles published in journals or conferences in the areas of Learning Sciences, Artificial Intelligence and Literacy, and prerequisites to early reading and specially at the gamification impact on reading acquisition.
Geiser Chalco is a Pos-Doctoral Student at the Center of Excellence for Social Technologies (NEES) of the Federal University of Alagoas (UFAL), Brazil. His research interests include Gamification, Ontology Enginnery, Computer-Supported Collaborative Learning, Automated Planning, and Artificial Intelligence in Education. His research has been disseminated in various international journals, conferences and workshops.
9-10 am, October 15, 208 Broadcasting Building (演播楼208)
The Challenges of Designing Learning Environments to Promote Optimal Learning Experience
BY
Ig Ibert Bittencourt, Federal University of Alagoas, Brazil
Abstract:
It is still very common that students become disengaged or bored during the learning process by using an educational system. On the other hand, several studies from Positive Psychology, more specifically from Flow Theory, show that there is a commonsense about what makes a person interested in certain subjects, even if they are not rewarded: they do something because it is fun! Successful people from different areas shared that what keeps them motivated and engaged when they are involved within an activity is called Flow. Once a person is immersed in such activity, it becomes autotelic, which means that it is an end in itself. However, it is still a challenge to design activities that can lead students to an optimal learning experience. Some studies propose the use of gamification and AI techniques. Indeed, we argue that there is a need for a pedagogical shift in a way we can build a bridge between pedagogical practices with scientific approaches to better understand how to improve education and psychological foundations to provide ways to make the learning process more enjoyable. In order to do that, it is intended to build a tutoring systems that combine AI Techniques (i.e. to detect affective states and knowledge of students about concepts), Persuasive Computing (i.e. reified with gamification) and Psychological Theories (i.e. stereotype threats and positive psychology approaches) to drive students to an autotelic learning experience The goal of this talk is to present challenges of designing educational systems to promote an optimal learning experience.
Speaker:
Ig Ibert Bittencourt is an Associate Professor at Federal University of Alagoas (Brazil) and Co-Director of the Center of Excellence for Social Technologies. His research career has been devoted to Artificial Intelligence in Education (AIED), working on the design, development and experimentation of educational technologies. He was the president of the Special Committee of Computers and Education from Brazilian Computer Society (leading around 2500 researchers), W3C Advisory Committee Representative and Brazilian Computer Society Representative of IFIP TC on Education (TC 3). Prof. Ig Bittencourt co-founded an awarded company called MeuTutor (now eyeduc) and he stand out from his peers by creating one of the most innovative companies in the field of educational technology in Brazil (and Latin America). He was the first Latin-American to be awarded with the IEEE TCLE Early Career Researcher Award (2019).
10-11 am, October 15, 208 Broadcasting Building (演播楼208)
Intelligent Tutoring Systems: The Importance of the Inner Loop
BY
Seiji Isotani, University of Sao Paulo, Brazil
Abstract:
Intelligent Tutoring Systems (ITS) have shown to be effective to increase students’ learning gains in several different domains of knowledge. But, why is that? What makes an ITS successful? In this talk, we will discuss one of the key features of an ITS that have a strong impact on learning: the inner loop. This term refers to the capability of an ITS to give step-by-step guidance to students while they are interacting with learning materials, particularly, when solving multistep problems. We will present several approaches to implement the inner loop. Finally, we will present all the steps to build an ITS that uses the inner loop to support math learning.
Speaker:
Seiji Isotani is a Professor in Computer Science and Vice-President of the International Relations Office at the Institute of Mathematics and Computer Science of the University of Sao Paulo. His research career has been devoted to imagine, design, develop, test and deploy intelligent and collaborative educational systems using ontologies and other semantic technologies. Prof. Isotani scientific and social mission converges into a single goal which is to enable the realization of AAAL: Anytime, Anywhere, Anybody Learning, by developing cutting-edge technology. He is the co-founder of two startups (MeuTutor and Linkn) that won several innovation awards in the field of Education and Semantic Web. His mains research interests are in the areas of open linked data, ontological engineering, Computer-Supported Collaborative Learning (CSCL), Artificial Intelligence in Education (AIED), and technology-enhanced learning. Prof. Isotani’s research has received awards from the IEEE, ACM, and IBM Research. He is the Editor of the Brazilian Journal on Computers in Education, senior member of IEEE, member of Artificial Intelligence in Education Society, Member of the Municipal Secretary of Education Council and Representative of the Brazilian Computer Society in the IFIP Technical Committee on Education.
