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Learning Analytics Architecture to Scaffold Learning Experience through Technology-based Methods
University of Bremen, Bremer Institut für Produktion und Logistik, Germany.
"Carol I" National Defence University, Romania.
Disruptive Media Learning Lab, Coventry University, UK.
Universidad Complutense de Madrid, Spain.
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2015 (English)In: International Journal of Serious Games, ISSN 2384-8766, Vol. 2, no 1, 29-44 p.Article in journal (Refereed) Published
Abstract [en]

The challenge of delivering personalized learning experiences is often increased by the size of classrooms and online learning communities. Serious Games (SGs) are increasingly recognized for their potential to improve education. However, the issues related to their development and their level of effectiveness can be seriously affected when brought too rapidly into growing online learning communities. Deeper insights into how the students are playing is needed to deliver a comprehensive and intelligent learning framework that facilitates better understanding of learners' knowledge, effective assessment of their progress and continuous evaluation and optimization of the environments in which they learn. This paper discusses current SOTA and aims to explore the potential in the use of games and learning analytics towards scaffolding and supporting teaching and learning experience. The conceptual model (ecosystem and architecture) discussed in this paper aims to highlight the key considerations that may advance the current state of learning analytics, adaptive learning and SGs, by leveraging SGs as an suitable medium for gathering data and performing adaptations.

Place, publisher, year, edition, pages
Serious Games Society , 2015. Vol. 2, no 1, 29-44 p.
Keyword [en]
game mechanics, gleaner personalization
National Category
Other Computer and Information Science
URN: urn:nbn:se:his:diva-11585DOI: 10.17083/ijsg.v2i1.38OAI: oai:DiVA.org:his-11585DiVA: diva2:859313
Available from: 2015-10-06 Created: 2015-10-06 Last updated: 2016-01-26Bibliographically approved

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