Learning analytics architecture to scaffold learning experience through technology-based methods

Jannicke Baalsrud Hauge, Ioana Andreea Stanescu , Pablo Moreno-Ger, Sylvester Arnab, Theodore Lim, Angel Serrano-Laguna, Petros Lameras, Maurice Hendrix, Kristian Kiili, Manuel Ninaus, Sara De Freitas, Alessandro Mazzetti, Anders Dahlbom, Cristiana Degano

Research output: Contribution to journalArticle

124 Downloads (Pure)

Abstract

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.
Original languageEnglish
Pages (from-to)29-44
Number of pages16
JournalInternational Journal of Serious Games
Volume2
Issue number1
DOIs
Publication statusPublished - 29 Jan 2015

Keywords

  • Game mechanics
  • GLEANER
  • Personalization
  • Learning analytics
  • Scaffolded learning

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

Fingerprint Dive into the research topics of 'Learning analytics architecture to scaffold learning experience through technology-based methods'. Together they form a unique fingerprint.

Cite this