Abstract:

From a usability perspective, designing and evaluating an adaptive learning system involve complexities associated with adaptivity and the diverse requirements from content designers, educators, and students. Moreover, students and educators are increasing getting subjected to educational quality studies including the evaluation of digital learning technologies, which the desired participants typically do not perceive as valuable. Furthermore, very few case studies report the results of the usability evaluation of adaptive learning systems. Thus, this study addresses the research questions: (1) Considering low participation and time constraint, which established usability evaluation methods might be applied for mixed-methods study of adaptive learning systems? (2) What is the students’ satisfaction score of Rhapsode^TM Learner and implications for redesign? The result is the selection and application of system usability scale (SUS) and co-Discovery with concurrent interviews for the evaluation of Rhapsode^TM Learner. The average score of 53.8 (n = 15) shows low marginal acceptability with good internal consistency (10 items, Cronbach’s α = 0.863). Analyses of the co-discoveries using 12 interaction design principles enable identifying the scopes for redesigning technological factors. For the evaluation of pedagogy and content aspects, further instruments should be developed.

Du kan finde paperet her

Abstract

There is currently no systematic overview of with what purpose Learning Analytics (LA) and Learning Analytics Dashboards (LAD) are evaluated on  Adaptive Learning Platforms. This work in progress systematic review provides the preliminary results of this endeavor. The paper establishes an overview of the current research field from two reviews. From this foundation we provide an analysis of seven papers. The preliminary results show four different purposes for evaluating LA and LAD on Adaptive Learning Platforms. These are: 1) Evaluation of LA and LAD design and framework, 2) Evaluation of LA and LAD performance, 3) Evaluation of perceived value, and 4) Evaluation of adaptivity. Through examining these papers, we see that when LA and LAD are evaluated on Adaptive Learning Platforms there are both single and multiple purpose of applying an evaluation method. These categories might change as the work in progress develops and more papers gets added in the synthesis.

Du kan finde paperet her

This chapter focuses on the design and use of pervasive games, which is an open-ended game format, that invite players to play with the boundaries of the game framing across time, space and/or social relations. We explore how pervasive games provide learning experiences that may be relevant to both game designers and educators. More specifically, we describe how player narratives emerge when players try to enter or are forced to leave the semi-bounded reality of a pervasive game; the actions of entering and leaving a game provide valuable moments for off-game reflection, learning and empowerment that relate back to in-game actions.

Kapitlet er nu udgivet, vil nu kunne købes. Kapitlets info kan findes her og bogen vil kan findes her.