Pub Date : 2022-07-01DOI: 10.1109/ICALT55010.2022.00095
Y. Hong, Andy Nguyen, Belle Dang, Bich-Phuong Thi Nguyen
In recent years, we have gradually adopted the applications of artificial intelligence in education (AIED) to improve our understanding of students’ learning and enhance their learning experiences. AIED can have a profound impact on the educational landscape, influencing the role of all involved in education. The adoption of AIED and its related large-scale data collection and analysis to do with learners seriously concern human-rights and related ethical and privacy aspects. This paper presents conceptual research establishing a data ethics framework for AIED by mapping and analyzing international organizations’ current policies and guidelines. In addition to contributing to the discussion of the benefits of AI in education, this paper raises data ethics concern for AIED. The proposed framework helps promote the design, development, and implementation of ethical and trustworthy AIED.
{"title":"Data Ethics Framework for Artificial Intelligence in Education (AIED)","authors":"Y. Hong, Andy Nguyen, Belle Dang, Bich-Phuong Thi Nguyen","doi":"10.1109/ICALT55010.2022.00095","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00095","url":null,"abstract":"In recent years, we have gradually adopted the applications of artificial intelligence in education (AIED) to improve our understanding of students’ learning and enhance their learning experiences. AIED can have a profound impact on the educational landscape, influencing the role of all involved in education. The adoption of AIED and its related large-scale data collection and analysis to do with learners seriously concern human-rights and related ethical and privacy aspects. This paper presents conceptual research establishing a data ethics framework for AIED by mapping and analyzing international organizations’ current policies and guidelines. In addition to contributing to the discussion of the benefits of AI in education, this paper raises data ethics concern for AIED. The proposed framework helps promote the design, development, and implementation of ethical and trustworthy AIED.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130733686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ICALT55010.2022.00021
Samuli Laato, Mika Murtojärvi, A. Airola, Jari Björne
The contemporary e-learning landscape at universities consists of various tools, platforms and services. At the same time, an increasingly bigger proportion of learning happens online. When creating exams or exercises for students in such a setting, teachers often face the following issues: (1) having to create exercises for multiple platforms, (2) lack of support for creating complex exercises, and (3) having to transfer exercises between platforms. To solve these issues we created a platformin-dependent tool for creating e-learning exercises and exams. The system relies on the structured Markdown format, which is then parsed and exported to learning management systems (LMS) such as Moodle, or to PDF. Scripts can be used to fully customize and randomize the Markdown exercises for each student, which mitigates cheating through copying answers, and enables holding exams that students take asynchronously. Overall, we argue that as digital learning ecosystems are becoming increasingly complex, educational institutions and teachers should strive more strongly for platform independence. In this study, we demonstrate how this can be done with exams and exercises.
{"title":"Striving for platform independence in the e-learning landscape: a study on a flexible exercise creation system","authors":"Samuli Laato, Mika Murtojärvi, A. Airola, Jari Björne","doi":"10.1109/ICALT55010.2022.00021","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00021","url":null,"abstract":"The contemporary e-learning landscape at universities consists of various tools, platforms and services. At the same time, an increasingly bigger proportion of learning happens online. When creating exams or exercises for students in such a setting, teachers often face the following issues: (1) having to create exercises for multiple platforms, (2) lack of support for creating complex exercises, and (3) having to transfer exercises between platforms. To solve these issues we created a platformin-dependent tool for creating e-learning exercises and exams. The system relies on the structured Markdown format, which is then parsed and exported to learning management systems (LMS) such as Moodle, or to PDF. Scripts can be used to fully customize and randomize the Markdown exercises for each student, which mitigates cheating through copying answers, and enables holding exams that students take asynchronously. Overall, we argue that as digital learning ecosystems are becoming increasingly complex, educational institutions and teachers should strive more strongly for platform independence. In this study, we demonstrate how this can be done with exams and exercises.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134590438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ICALT55010.2022.00008
B. Yang
Help-seeking is a crucial component of self-regulated learning in MOOCs. The extant studies focus on post-watching help-seeking behaviors such as putting a post in the discussion forum whereas an innovative communicating system which supports ‘live’ messages synchronized with video playback timeline, provides a new perspective in understanding help-seeking behaviors in the process of watching MOOC videos. This study conducts content analysis using danmaku messages to understand the help-seeking interaction and implements visualization aligned with the situation in which the help-seeking request was sent. This study offers new perspectives on both how help seeking is implemented socially among peer learners in the process of watching MOOC videos and why the proliferation of help-seeking requests happened. Based on this understanding, the significant value in facilitating feedback for teaching design, informing instructors’ intervention decision, and providing support for students’ active learning is discussed.
{"title":"Analysis and Visualization of While-Learning Social Help Seeking Aligned with Learning Content to Facilitate Data-informed Support in MOOCs","authors":"B. Yang","doi":"10.1109/ICALT55010.2022.00008","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00008","url":null,"abstract":"Help-seeking is a crucial component of self-regulated learning in MOOCs. The extant studies focus on post-watching help-seeking behaviors such as putting a post in the discussion forum whereas an innovative communicating system which supports ‘live’ messages synchronized with video playback timeline, provides a new perspective in understanding help-seeking behaviors in the process of watching MOOC videos. This study conducts content analysis using danmaku messages to understand the help-seeking interaction and implements visualization aligned with the situation in which the help-seeking request was sent. This study offers new perspectives on both how help seeking is implemented socially among peer learners in the process of watching MOOC videos and why the proliferation of help-seeking requests happened. Based on this understanding, the significant value in facilitating feedback for teaching design, informing instructors’ intervention decision, and providing support for students’ active learning is discussed.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132086227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ICALT55010.2022.00024
H. Jamil, Xin Mou
More than one third of computer science students either switch disciplines or fail the first programming class due to test/performance anxiety or learning difficulties. Personalized feedback can potentially improve both learning outcomes and retention for novice learners of computer programming. Online learning management and assessment systems have the power to allow self-paced, individualized and multi-layered learning that can be easily combined with time tested learning strategies such as pair programming, game based learning or visual programming to positively impact learning outcomes and support free-choice learning. In this paper, we introduce an online automated tutoring and assessment system, called MindReader, for introductory programming in C++. We discuss how MindReader generates personalized feedback fully automatically and prioritizes semantic error messages to avoid overwhelming the learner with a large number of signs of “failures.” We also discuss how MindReader can be used as a flexible teaching tool for introductory programming classes, and how its smart tutoring and assessment systems can improve learning.
{"title":"Automated Feedback and Authentic Assessment for Online Computational Thinking Tutoring Systems","authors":"H. Jamil, Xin Mou","doi":"10.1109/ICALT55010.2022.00024","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00024","url":null,"abstract":"More than one third of computer science students either switch disciplines or fail the first programming class due to test/performance anxiety or learning difficulties. Personalized feedback can potentially improve both learning outcomes and retention for novice learners of computer programming. Online learning management and assessment systems have the power to allow self-paced, individualized and multi-layered learning that can be easily combined with time tested learning strategies such as pair programming, game based learning or visual programming to positively impact learning outcomes and support free-choice learning. In this paper, we introduce an online automated tutoring and assessment system, called MindReader, for introductory programming in C++. We discuss how MindReader generates personalized feedback fully automatically and prioritizes semantic error messages to avoid overwhelming the learner with a large number of signs of “failures.” We also discuss how MindReader can be used as a flexible teaching tool for introductory programming classes, and how its smart tutoring and assessment systems can improve learning.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129618607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ICALT55010.2022.00043
Vando Gusti Al Hakim, Su-Hang Yang, Mahesh Liyanawatta, Jen-Hang Wang, Yung-Han Ku, Yungyu Zhuang, Gwo-Dong Chen
One of the ways of thinking about how to finish the learning task is through self-dialogue. Doing so enables learners to ask themselves what should they do and evaluate whether it is appropriate from another point of view. However, learners might have difficulties imagining the scenario and interacting with an imaginary person. They may need a scaffolding tool or a person as a partner to practice the self-dialogue. Besides, the ventriloquist phenomenon in education has been noted as beneficial for learning as it could make the learners understands the idea through dialogue. This study proposed a learning approach that allows the learners to use a robot as a ventriloquist doll for practicing self-dialogue and knowledge application to enhance their learning effectiveness. The experiment was conducted by participating 104 undergraduate learners who enrolled in a Japanese Hospitality Management course. The results showed that the approach used a ventriloquist robot to facilitate learning through self-dialogue exhibited significant effects on motivation, anxiety, and better learning outcomes. This study provides a novel area of insight into the use of robots in learning, by integrating digital technology with pedagogical approaches to create an immersive intelligent learning environment and offer a self-dialogue mechanism to foster collaborative learning tasks.
{"title":"Robot as a Ventriloquist Doll in a Virtual Situational Learning Environment to Facilitate Learning Through Self-Dialogue","authors":"Vando Gusti Al Hakim, Su-Hang Yang, Mahesh Liyanawatta, Jen-Hang Wang, Yung-Han Ku, Yungyu Zhuang, Gwo-Dong Chen","doi":"10.1109/ICALT55010.2022.00043","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00043","url":null,"abstract":"One of the ways of thinking about how to finish the learning task is through self-dialogue. Doing so enables learners to ask themselves what should they do and evaluate whether it is appropriate from another point of view. However, learners might have difficulties imagining the scenario and interacting with an imaginary person. They may need a scaffolding tool or a person as a partner to practice the self-dialogue. Besides, the ventriloquist phenomenon in education has been noted as beneficial for learning as it could make the learners understands the idea through dialogue. This study proposed a learning approach that allows the learners to use a robot as a ventriloquist doll for practicing self-dialogue and knowledge application to enhance their learning effectiveness. The experiment was conducted by participating 104 undergraduate learners who enrolled in a Japanese Hospitality Management course. The results showed that the approach used a ventriloquist robot to facilitate learning through self-dialogue exhibited significant effects on motivation, anxiety, and better learning outcomes. This study provides a novel area of insight into the use of robots in learning, by integrating digital technology with pedagogical approaches to create an immersive intelligent learning environment and offer a self-dialogue mechanism to foster collaborative learning tasks.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130053753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ICALT55010.2022.00039
Fabrizio Palmas, Peter F. J. Niermann
This paper analyses the use of a daily gamified microlearning approach in education and its learning outcomes. It compares the effectiveness of two different gamified approaches, based on two different versions of a microlearning app offering daily learning challenges. This research provided additional information on student preferences regarding the implemented gamified methods and their overall acceptance for this learning method.
{"title":"Daily Learning Challenge: A Gamified Approach For Microlearning","authors":"Fabrizio Palmas, Peter F. J. Niermann","doi":"10.1109/ICALT55010.2022.00039","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00039","url":null,"abstract":"This paper analyses the use of a daily gamified microlearning approach in education and its learning outcomes. It compares the effectiveness of two different gamified approaches, based on two different versions of a microlearning app offering daily learning challenges. This research provided additional information on student preferences regarding the implemented gamified methods and their overall acceptance for this learning method.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114016776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ICALT55010.2022.00090
C. Montero, Anni Kilpiä, Anniina Kämäräinen, Bengisu Cagiltay, E. Kärnä, K. Cagiltay, Kaisa Pihlainen, N. Karasu
The increasing pervasiveness of inclusive educational environments poses an urgent need to implement research methodologies and practices that could shed light on how children's social interactions unfold in such contexts. Our work explores the use of mobile eye tracking technology in naturalistic, inclusive K12 education settings towards a richer understanding of the children’s interactive behaviours. This paper presents the children’s responses to, experiences with and impressions about the naturalness of using mobile eye tracking glasses during a collaborative group task. Results highlight the importance of understanding the children’s experiences to foster naturalistic research environments that closely reflect real-life complexity. Our work contributes towards the deployment of research designs in naturalistic contexts, providing important clues towards the collection of ecologically valid real-world data.
{"title":"Mobile Eye Tracking Research in Inclusive Classrooms: Children’s Experiences","authors":"C. Montero, Anni Kilpiä, Anniina Kämäräinen, Bengisu Cagiltay, E. Kärnä, K. Cagiltay, Kaisa Pihlainen, N. Karasu","doi":"10.1109/ICALT55010.2022.00090","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00090","url":null,"abstract":"The increasing pervasiveness of inclusive educational environments poses an urgent need to implement research methodologies and practices that could shed light on how children's social interactions unfold in such contexts. Our work explores the use of mobile eye tracking technology in naturalistic, inclusive K12 education settings towards a richer understanding of the children’s interactive behaviours. This paper presents the children’s responses to, experiences with and impressions about the naturalness of using mobile eye tracking glasses during a collaborative group task. Results highlight the importance of understanding the children’s experiences to foster naturalistic research environments that closely reflect real-life complexity. Our work contributes towards the deployment of research designs in naturalistic contexts, providing important clues towards the collection of ecologically valid real-world data.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114201136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ICALT55010.2022.00013
Christiane Hagedorn, Sebastian Serth, C. Meinel
Massive Open Online Courses (MOOCs) are usually attended by several thousand learners who barely get to know each other during the course period. Being unaware of fellow learners often results in a low sense of community. In addition, many MOOC learners are afraid of using the course forum, which often is the only participation opportunity in social course activities apart from forming smaller learning groups. Thus, learners can easily be frustrated with the course content when feeling alone. To improve social presence and the sense of community, course instructors can use ice-breaking games. First, this paper evaluates which kind of ice-breaking games can be used in MOOCs. Afterward, we present the results from a first experiment where we use “self-reflection sociograms as an icebreaking activity. Most learners perceived the implemented Self-Reflection Questionnaires” (SRQ) ice-breaker as a positive course feature (68.35%). SRQs increased the sense of community, and learners were satisfied (91.06%) with their perceived community sense level. The SRQs were also helpful for the teaching teams. Our results indicate that further investigation of SRQs is beneficial to explore the provided value for course instructors and their influence on individual MOOC learners and community-building.
{"title":"Breaking the Ice? How to Foster the Sense of Community in MOOCs","authors":"Christiane Hagedorn, Sebastian Serth, C. Meinel","doi":"10.1109/ICALT55010.2022.00013","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00013","url":null,"abstract":"Massive Open Online Courses (MOOCs) are usually attended by several thousand learners who barely get to know each other during the course period. Being unaware of fellow learners often results in a low sense of community. In addition, many MOOC learners are afraid of using the course forum, which often is the only participation opportunity in social course activities apart from forming smaller learning groups. Thus, learners can easily be frustrated with the course content when feeling alone. To improve social presence and the sense of community, course instructors can use ice-breaking games. First, this paper evaluates which kind of ice-breaking games can be used in MOOCs. Afterward, we present the results from a first experiment where we use “self-reflection sociograms as an icebreaking activity. Most learners perceived the implemented Self-Reflection Questionnaires” (SRQ) ice-breaker as a positive course feature (68.35%). SRQs increased the sense of community, and learners were satisfied (91.06%) with their perceived community sense level. The SRQs were also helpful for the teaching teams. Our results indicate that further investigation of SRQs is beneficial to explore the provided value for course instructors and their influence on individual MOOC learners and community-building.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"119 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114225909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ICALT55010.2022.00067
Amal Ben Soussia, A. Roussanaly, A. Boyer
The high failure rate is a common issue among online institutions. Early Warning Systems (EWSs) are widely adopted as a solution to deal with this issue. However, these systems do not go beyond the early identification of failing learners. In this paper, we propose a new alert algorithm of an educational EWS for generating risk alerts at the earliest. This algorithm is based on a weekly prediction model that aims to generate early alerts. The regular tracking of prediction results enabled to propose measures for the right prediction earliness and the model’s temporal stability. These measures prepare the last step of the algorithm which is the alerts generation according to a predefined rule. The objective of this rule is to target at-risk learners to improve their learning. For this aim, we used data of k-12 learners enrolled in an online physics-chemistry module.
{"title":"Toward An Early Risk Alert In A Distance Learning Context","authors":"Amal Ben Soussia, A. Roussanaly, A. Boyer","doi":"10.1109/ICALT55010.2022.00067","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00067","url":null,"abstract":"The high failure rate is a common issue among online institutions. Early Warning Systems (EWSs) are widely adopted as a solution to deal with this issue. However, these systems do not go beyond the early identification of failing learners. In this paper, we propose a new alert algorithm of an educational EWS for generating risk alerts at the earliest. This algorithm is based on a weekly prediction model that aims to generate early alerts. The regular tracking of prediction results enabled to propose measures for the right prediction earliness and the model’s temporal stability. These measures prepare the last step of the algorithm which is the alerts generation according to a predefined rule. The objective of this rule is to target at-risk learners to improve their learning. For this aim, we used data of k-12 learners enrolled in an online physics-chemistry module.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"82 20","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131873989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1109/ICALT55010.2022.00042
Jiabin Zhao, Hongchao Peng
Game-based learning environments integrate entertainment and educational functions. However, learners have been found to be inadequate in applying technology and functions to balance entertainment and learning in such environments. Researchers have identified this phenomenon and applied the concept of self-regulation and strategies to address the above issues. So how can learners' self-regulation be supported in gamified learning environments? How can the effects of self-regulation be evaluated and measured? Based on the above questions, this study systematically reviews the studies related to self-regulation in game-based learning, and analyzes and discusses 12 papers from four aspects: (1) stages of self-regulation, (2) support measures for self-regulation, (3) elemental variables in the learning environment, and (4) assessment and measurement approaches. Based on the systematic analysis, this study ultimately proposes that future research and teaching practices can support and evaluate self-regulation in game-based learning environments in terms of external scaffolding, emotional regulation, integrity stages, multimodal processual analysis, and individual characteristics.
{"title":"How to support and evaluate self-regulation in a game-based learning environment: A review","authors":"Jiabin Zhao, Hongchao Peng","doi":"10.1109/ICALT55010.2022.00042","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00042","url":null,"abstract":"Game-based learning environments integrate entertainment and educational functions. However, learners have been found to be inadequate in applying technology and functions to balance entertainment and learning in such environments. Researchers have identified this phenomenon and applied the concept of self-regulation and strategies to address the above issues. So how can learners' self-regulation be supported in gamified learning environments? How can the effects of self-regulation be evaluated and measured? Based on the above questions, this study systematically reviews the studies related to self-regulation in game-based learning, and analyzes and discusses 12 papers from four aspects: (1) stages of self-regulation, (2) support measures for self-regulation, (3) elemental variables in the learning environment, and (4) assessment and measurement approaches. Based on the systematic analysis, this study ultimately proposes that future research and teaching practices can support and evaluate self-regulation in game-based learning environments in terms of external scaffolding, emotional regulation, integrity stages, multimodal processual analysis, and individual characteristics.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133881796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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