Architecture to portals of serious games and virtual environments with performance evaluation during sequences of activities

T. Costa, L. S. Machado, A. Valença, R. Moraes
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引用次数: 2

Abstract

In the context of teaching and learning in health, the game portals can provide useful functions to the educational context. Based on this potentiality, this work presents a general architecture for the development of educational web portals that support performance evaluation along the sequence of activities composed by serious games and virtual environments. The general architecture defines a set of services that can be used to organize and evaluate sequences of educational activities which involve games and virtual environments. A sequence of activities concerns an organization of applications, like games or virtual environments, aiming educational objectives. The activities are combined and arranged in hierarchical levels to offer challenges with different degrees of difficulty. The evaluation of the activity sequences is done automatically although is personalized by the mediator. The analysis is performed per level and based on accomplishment of the educational objectives selected by the mediator for the evaluation. The educational objectives were divided in three domains: cognitive, affective or psychomotor. This characteristic is important to address skills that go beyond the cognitive domain, like motor skills and personal values.
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架构到严肃游戏和虚拟环境的门户,并在活动序列中进行性能评估
在健康教与学的语境中,游戏门户可以为教育语境提供有益的功能。基于这种可能性,本研究提出了一种用于开发教育门户网站的通用架构,该架构支持沿着由严肃游戏和虚拟环境组成的活动序列进行绩效评估。通用架构定义了一组服务,这些服务可用于组织和评估涉及游戏和虚拟环境的教育活动序列。一系列活动涉及应用程序的组织,如游戏或虚拟环境,旨在实现教育目标。这些活动被组合在一起,并按等级排列,以提供不同难度程度的挑战。活动序列的评估是自动完成的,尽管由中介进行个性化。分析是在每个水平上进行的,并基于调解员为评估所选择的教育目标的完成情况。教育目标分为三个领域:认知、情感和精神运动。这一特征对于解决超越认知领域的技能很重要,比如运动技能和个人价值观。
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