Despite the increasing use of simulation games in business education, only few studies have explored the cognitive processes that learners employ while playing the game, with quite controversial results about the students’ learning outcomes. The current study analyses the impact of a Business Simulation Game (BSG) on the cognitive processes related to the “Structure of the Observed Learning Outcome” (SOLO) taxonomy. Moreover, overall learning performance and perceived teamwork competency have been investigated. A quasi-experimental pre and post-test design was applied. Eighty (80) university students played a marketing simulation game to practise a business marketing plan. The results showed a significant improvement in the unistructural and extended abstract levels of the taxonomy after playing the game. There was no significant difference in the multi-structural level while the effect on the relational level was negative. Also, a strong, positive correlation between perceived teamwork competency and learning performance was found. Implications for instructional designers and educators are discussed.
{"title":"Business simulation games: impact on SOLO taxonomy learning outcomes, learning performance and teamwork competency","authors":"S. Nikou, A. Economides, Andromachi Boikou","doi":"10.55612/s-5002-053-008","DOIUrl":"https://doi.org/10.55612/s-5002-053-008","url":null,"abstract":"Despite the increasing use of simulation games in business education, only few studies have explored the cognitive processes that learners employ while playing the game, with quite controversial results about the students’ learning outcomes. The current study analyses the impact of a Business Simulation Game (BSG) on the cognitive processes related to the “Structure of the Observed Learning Outcome” (SOLO) taxonomy. Moreover, overall learning performance and perceived teamwork competency have been investigated. A quasi-experimental pre and post-test design was applied. Eighty (80) university students played a marketing simulation game to practise a business marketing plan. The results showed a significant improvement in the unistructural and extended abstract levels of the taxonomy after playing the game. There was no significant difference in the multi-structural level while the effect on the relational level was negative. Also, a strong, positive correlation between perceived teamwork competency and learning performance was found. Implications for instructional designers and educators are discussed.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"433 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116008308","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}
E. Nunes, Bruno Gavaia, Rui Rodrigues, Luís Sampaio, Raquel Silva
Recent studies shed an unfavourable light on existing tools that support at-distance learning in pre-university students. Concerns revolve around motivation, focus, engagement as well as long-term knowledge retention rates. Multiple attempts were made to connect digital games with education, designated by Game-Based Learning, although educational outcomes have been mixed. Possibly due to ad-hoc experimentation, the effects seem related to relationships between specific game mechanisms and structural design. This research project focused on potential effects of a digital 3D role-playing game in learning. A multidisciplinary team built a prototype, named Liber Domus, using game developing techniques and mechanisms that have never been used or explored in the area on this scale. Preliminary results show the game presents students with a more dynamic approach to learning inside the classroom, increasing motivation and fun levels and allowing for a less repetitive revision of subjects, and the flexibility of the tool for both classroom and at-home learning. Further development is ongoing.
{"title":"Liber Domus Development of a Prototype RPG for 6th Grade Mathematics and Science Learning","authors":"E. Nunes, Bruno Gavaia, Rui Rodrigues, Luís Sampaio, Raquel Silva","doi":"10.55612/s-5002-053-003","DOIUrl":"https://doi.org/10.55612/s-5002-053-003","url":null,"abstract":"Recent studies shed an unfavourable light on existing tools that support at-distance learning in pre-university students. Concerns revolve around motivation, focus, engagement as well as long-term knowledge retention rates. Multiple attempts were made to connect digital games with education, designated by Game-Based Learning, although educational outcomes have been mixed. Possibly due to ad-hoc experimentation, the effects seem related to relationships between specific game mechanisms and structural design. This research project focused on potential effects of a digital 3D role-playing game in learning. A multidisciplinary team built a prototype, named Liber Domus, using game developing techniques and mechanisms that have never been used or explored in the area on this scale. Preliminary results show the game presents students with a more dynamic approach to learning inside the classroom, increasing motivation and fun levels and allowing for a less repetitive revision of subjects, and the flexibility of the tool for both classroom and at-home learning. Further development is ongoing.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"250 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133367850","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}
Medical students commonly may resort to rote learning of complex medical topics such as neuroanatomy, primarily if they disengage and work in silos. Providing students with engaging and interactive content, especially of Higher Order Thinking Skills (HOTS) of Blooms, to understand such complex topics and simultaneously providing an opportunity for collaborative learning can be beneficial. This can allow authentic learning towards competency to handle complex medical issues. To address this, the present study developed a novel social network site using three key aspects: An integrated curriculum delivery approach with the integration of games to stimulate creativity (Gamified content), real-life medical scenarios (authentic Case-based learning), and the provision of a social networking platform (Facebook) to voice ‘students’ thoughts through simple, group brainstorming in an informal learning space (social media). Innovatively ‘Bloom’s taxonomy is used to create gamified quizzes of increasing difficulty levels and HOTS levels. We identify’ students’ engagement and learning effectiveness of social networking and gamified learning by medical students over traditional learning management systems. The Lecturers’ feedback also evaluates how well the learning outcomes are planned to be achieved through the learning designs of such games. We found that this learning design combining SNS with games at various levels enhanced the learning processes.
{"title":"Can Bloom's Higher Order Thinking skills be achieved by Gamified Learning through Social Networking Site (SNS) like Facebook?","authors":"Amuthageetha Nagarajan, Arkendu Sen","doi":"10.55612/s-5002-053-007","DOIUrl":"https://doi.org/10.55612/s-5002-053-007","url":null,"abstract":"Medical students commonly may resort to rote learning of complex medical topics such as neuroanatomy, primarily if they disengage and work in silos. Providing students with engaging and interactive content, especially of Higher Order Thinking Skills (HOTS) of Blooms, to understand such complex topics and simultaneously providing an opportunity for collaborative learning can be beneficial. This can allow authentic learning towards competency to handle complex medical issues. To address this, the present study developed a novel social network site using three key aspects: An integrated curriculum delivery approach with the integration of games to stimulate creativity (Gamified content), real-life medical scenarios (authentic Case-based learning), and the provision of a social networking platform (Facebook) to voice ‘students’ thoughts through simple, group brainstorming in an informal learning space (social media). Innovatively ‘Bloom’s taxonomy is used to create gamified quizzes of increasing difficulty levels and HOTS levels. We identify’ students’ engagement and learning effectiveness of social networking and gamified learning by medical students over traditional learning management systems. The Lecturers’ feedback also evaluates how well the learning outcomes are planned to be achieved through the learning designs of such games. We found that this learning design combining SNS with games at various levels enhanced the learning processes.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"147 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117067857","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}
Three different forms of gamification in learning are described in the context of an intensive four-week course for incoming freshmen at the University of Washington. The course covers topics from several disciplines including computer science, game theory, and the learning sciences. The three tiers of gamification are (A) students learn while playing games, (B) students learn when they formulate complex global problems as games, and (C) students learn as they take on agile software-development team roles as they create digital games. Each of these tiers has motivational justifications, and in addition, these tiers offer complementary benefits. For example, the gamification of “wicked” problems in tier B requires and stimulates meta-cognitive thinking. When the students themselves are charged with formulating the problems as games, they end up better understanding the factors that go into successful problem solving, including “thinking outside of the box” and reformulating problems to make them more tractable to solution. Presented here are the design rationale for the course, observations about student learning and challenges, and how the course’s pedagogy compares with methods described in the literature.
{"title":"Three Tiers of Gamification in a College Course on Problem Solving for Global Challenges","authors":"S. Tanimoto","doi":"10.55612/s-5002-053-005","DOIUrl":"https://doi.org/10.55612/s-5002-053-005","url":null,"abstract":"Three different forms of gamification in learning are described in the context of an intensive four-week course for incoming freshmen at the University of Washington. The course covers topics from several disciplines including computer science, game theory, and the learning sciences. The three tiers of gamification are (A) students learn while playing games, (B) students learn when they formulate complex global problems as games, and (C) students learn as they take on agile software-development team roles as they create digital games. Each of these tiers has motivational justifications, and in addition, these tiers offer complementary benefits. For example, the gamification of “wicked” problems in tier B requires and stimulates meta-cognitive thinking. When the students themselves are charged with formulating the problems as games, they end up better understanding the factors that go into successful problem solving, including “thinking outside of the box” and reformulating problems to make them more tractable to solution. Presented here are the design rationale for the course, observations about student learning and challenges, and how the course’s pedagogy compares with methods described in the literature.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116423533","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}
Unemployment is high among youths living in marginalised communities in South Africa. One of the reasons is that many young people are either un- or low-skilled to gain employment in a digital economy requiring high-skilled individuals. The fourth industrial revolution (4IR) also exacerbates the future of work for these youths if they remain unskilled. Training with digital technologies is becoming the norm (especially with COVID–19) but engaging and motivating youth to learn skills is challenging. Gameful design, when effectively used, can create engagement and motivation. This study investigated what gameful elements can engage and motivate youths in marginalised communities to learn employable skills and how these elements can be incorporated into a system. We conducted a series of co-participatory workshops, including self-reflection tasks with some youths from a marginalised urban community in the Western Cape, South Africa. The study finds twenty-three system-based gameful design elements and three non-system-based elements to engage and motivate youths. The results provide insights for gameful designers, development centres, and policymakers involved with youth skills development.
{"title":"Gameful design for skills development for youths in urban marginalised communities","authors":"Chinonye Leuna Obioha, I. Zyl","doi":"10.55612/s-5002-053-002","DOIUrl":"https://doi.org/10.55612/s-5002-053-002","url":null,"abstract":"Unemployment is high among youths living in marginalised communities in South Africa. One of the reasons is that many young people are either un- or low-skilled to gain employment in a digital economy requiring high-skilled individuals. The fourth industrial revolution (4IR) also exacerbates the future of work for these youths if they remain unskilled. Training with digital technologies is becoming the norm (especially with COVID–19) but engaging and motivating youth to learn skills is challenging. Gameful design, when effectively used, can create engagement and motivation. This study investigated what gameful elements can engage and motivate youths in marginalised communities to learn employable skills and how these elements can be incorporated into a system. We conducted a series of co-participatory workshops, including self-reflection tasks with some youths from a marginalised urban community in the Western Cape, South Africa. The study finds twenty-three system-based gameful design elements and three non-system-based elements to engage and motivate youths. The results provide insights for gameful designers, development centres, and policymakers involved with youth skills development.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132440189","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}
P. Beça, Mónica Aresta, Rita Santos, A. Veloso, Gonçalo Gomes
In recent years, serious games and gamification strategies have been used in the education field and seen as highly motivating for educating and motivating younger people. As regard to games, and in the field of environmental education, they emerge as an innovative approach to raise environmental awareness among youths, namely by challenging students to develop their own games for learning. When research also mentions obstacles in involving students to explore educational contents through game design, this paper presents the Gamers4Nature Toolkit, an artifact developed to support the creation of digital environmental-related games by younger students with no experience in game design. The toolkit was used by 53 upper-secondary and 114 undergraduate students along several game creation sessions, leading to the development of 66 digital games. Findings indicate that the Toolkit was considered an engaging approach to game creation, making it a valuable resource to support educators in game design activities.
{"title":"Students as Game Creators. Easing the game construction process by using a toolkit to game design","authors":"P. Beça, Mónica Aresta, Rita Santos, A. Veloso, Gonçalo Gomes","doi":"10.55612/s-5002-053-006","DOIUrl":"https://doi.org/10.55612/s-5002-053-006","url":null,"abstract":"In recent years, serious games and gamification strategies have been used in the education field and seen as highly motivating for educating and motivating younger people. As regard to games, and in the field of environmental education, they emerge as an innovative approach to raise environmental awareness among youths, namely by challenging students to develop their own games for learning. When research also mentions obstacles in involving students to explore educational contents through game design, this paper presents the Gamers4Nature Toolkit, an artifact developed to support the creation of digital environmental-related games by younger students with no experience in game design. The toolkit was used by 53 upper-secondary and 114 undergraduate students along several game creation sessions, leading to the development of 66 digital games. Findings indicate that the Toolkit was considered an engaging approach to game creation, making it a valuable resource to support educators in game design activities.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123899342","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}
Virtual reality and augmented reality have the potential to enhance and widespread practical learning environments in professional courses efficiently in a cost-efficient manner by limiting the costs of real resources substituting them with fixed costs from.VR/AR applications with virtual resources. There are advantages in the learning process, as practical, active and visual learning methods are more efficient and virtual and augmented reality can digitalize these procedures and replicate them at scale with different degrees of virtualization. In this work we aim to provide a framework that allows the creation of VR and AR experiences for learning or training proposes in a serious environment adding gamification elements to keep user engaged in the learning/training process. In the process gamification adaptation to VR/AR environment is demonstrated in real applications. The learning tasks in this approach are not necessarily changed or take advantage of new forms of interactions and guidance but aim to be replicated in a blend between virtual and real environments. In this regard, we hope to advance gamification application to account for more elements, such as VR/AR interaction, digital twins and digital aids in a learning application. In this article we detail possible scenarios for the application of virtual reality and augmented reality combined with machine learning in serious games and learning scenarios.
{"title":"Applications of Virtual and Augmented Reality for Practical Application Learning with Gamification Elements","authors":"Fábio Silva, João Ramos, Cesar Analide","doi":"10.55612/s-5002-053-010","DOIUrl":"https://doi.org/10.55612/s-5002-053-010","url":null,"abstract":"Virtual reality and augmented reality have the potential to enhance and widespread practical learning environments in professional courses efficiently in a cost-efficient manner by limiting the costs of real resources substituting them with fixed costs from.VR/AR applications with virtual resources. There are advantages in the learning process, as practical, active and visual learning methods are more efficient and virtual and augmented reality can digitalize these procedures and replicate them at scale with different degrees of virtualization. In this work we aim to provide a framework that allows the creation of VR and AR experiences for learning or training proposes in a serious environment adding gamification elements to keep user engaged in the learning/training process. In the process gamification adaptation to VR/AR environment is demonstrated in real applications. The learning tasks in this approach are not necessarily changed or take advantage of new forms of interactions and guidance but aim to be replicated in a blend between virtual and real environments. In this regard, we hope to advance gamification application to account for more elements, such as VR/AR interaction, digital twins and digital aids in a learning application. In this article we detail possible scenarios for the application of virtual reality and augmented reality combined with machine learning in serious games and learning scenarios.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"74 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132708971","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}
This paper reports on a study investigating teachers’ experiences of using gamification as a teaching strategy, in combination with the use of contemporary and emergent technologies in K–12 education. More specifically, the aim was to explore and understand the opportunities and challenges teachers describe by using gamification in teaching. The study was conducted between 2014 and 2018 and included four sub-studies in which university students were given the task of designing gamified teaching activities for school students within K–12 education. This was combined with the use of contemporary technologies such as laptops, media tablets, and emergent technologies such as smart glasses. The university students’ gamification designs were tested in school settings within K–12 education. The empirical material is based on observations of the schools’ tests and interviews with participating teachers. The findings illustrate three emerging themes concerning (a) fostering motivation and collaboration,(b) needing pedagogical balance to achieve deeper learning and (c)organisational changes regarding time and collaboration in teacher teams. The participating teachers described gamification as an opportunity and a catalyst to motivate school students and have them engage in schoolwork while acquiring knowledge at the same time. However, the challenges and obstacles the teachers perceived in using and designing their own teaching activities using gamification primarily concerned a lack of time and a lack of knowledge of the design process, which they perceived as very complex because it differs from that of their ordinary teaching designs.
{"title":"Teachers Perception of Gamification as a Teaching Design","authors":"Eva Mårell-Olsson","doi":"10.55612/s-5002-053-004","DOIUrl":"https://doi.org/10.55612/s-5002-053-004","url":null,"abstract":"This paper reports on a study investigating teachers’ experiences of using gamification as a teaching strategy, in combination with the use of contemporary and emergent technologies in K–12 education. More specifically, the aim was to explore and understand the opportunities and challenges teachers describe by using gamification in teaching. The study was conducted between 2014 and 2018 and included four sub-studies in which university students were given the task of designing gamified teaching activities for school students within K–12 education. This was combined with the use of contemporary technologies such as laptops, media tablets, and emergent technologies such as smart glasses. The university students’ gamification designs were tested in school settings within K–12 education. The empirical material is based on observations of the schools’ tests and interviews with participating teachers. The findings illustrate three emerging themes concerning (a) fostering motivation and collaboration,(b) needing pedagogical balance to achieve deeper learning and (c)organisational changes regarding time and collaboration in teacher teams. The participating teachers described gamification as an opportunity and a catalyst to motivate school students and have them engage in schoolwork while acquiring knowledge at the same time. However, the challenges and obstacles the teachers perceived in using and designing their own teaching activities using gamification primarily concerned a lack of time and a lack of knowledge of the design process, which they perceived as very complex because it differs from that of their ordinary teaching designs.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115985844","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}
Erkki Rötkönen, H. Winschiers-Theophilus, Naska Winschiers-Goagoses, Tariq Zaman, Helvi Itenge, Daniel Yong Wen Tan, E. Sutinen
Emerging technologies and new pedagogies, such as design-based learning, have the potential to revolutionize formal education systems. We postulate that smart learning ecosystems can be co-created through connecting schools and students across the globe to co-design their own virtual learning spaces by exploiting new affordances offered by digital technologies. This paper presents a Hybrid model for Design-Based learning (HyDe), which guides co-located and online design-based learning activities with geographically distributed students. It was conceptualized within a case study, wherein 63 students aged 11 to 13 from three schools in Namibia, Malaysia, and Finland collaboratedon co-designing a virtual space to share local perspectives on global challenges. The HyDe model was refined based on reflections from the case study yielding in a model which can be integrated in school curricula across the globe, thereby creating a smart connected learning ecosystem.
{"title":"Creating Smart Connected Learning Ecosystems: A Hybrid Model for Design-Based Learning","authors":"Erkki Rötkönen, H. Winschiers-Theophilus, Naska Winschiers-Goagoses, Tariq Zaman, Helvi Itenge, Daniel Yong Wen Tan, E. Sutinen","doi":"10.55612/s-5002-052-005","DOIUrl":"https://doi.org/10.55612/s-5002-052-005","url":null,"abstract":"Emerging technologies and new pedagogies, such as design-based learning, have the potential to revolutionize formal education systems. We postulate that smart learning ecosystems can be co-created through connecting schools and students across the globe to co-design their own virtual learning spaces by exploiting new affordances offered by digital technologies. This paper presents a Hybrid model for Design-Based learning (HyDe), which guides co-located and online design-based learning activities with geographically distributed students. It was conceptualized within a case study, wherein 63 students aged 11 to 13 from three schools in Namibia, Malaysia, and Finland collaboratedon co-designing a virtual space to share local perspectives on global challenges. The HyDe model was refined based on reflections from the case study yielding in a model which can be integrated in school curricula across the globe, thereby creating a smart connected learning ecosystem.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117185999","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}
Laurentiu-Marian Neagu, E. Rigaud, Vincent Guarnieri, Emanuel Ioan Radu, S. Travadel, Mihai Dascalu, R. Rughinis
An ontology is a formal, explicit description of concepts and relations from a domain while considering underlying properties, restrictions, and instances.With the advancement of the Semantic Web, the rise of the Educational Semantic Web, and the lack of uniformity between approaches for knowledge representation, ontologies are becoming more and more popular, including adaptive learning environments such as the Intelligent Tutoring Systems (ITSs). OntoStrength is an ontology developed to support the Selfit ITS, a platform that aims to improve the fundamental human psychomotor skills and, more specifically, bio-motor strength abilities. The goal of Selfit is to prevent the negative consequences of a sedentary lifestyle and accidents involving inadequate strength skills. Most ontologies in the sports domain support the development of digital solutions for sports performance and data collected during competitions. In contrast, OntoStrength’s goal is to contribute to the development of digital solutions dedicated to bio-motor strength ability analysis. OntoStrength considers other bio-motor skills like speed, endurance, or flexibility, as well as other activities like muscle analysis, movement patterns, or training load management, to support sport, professional and daily-life activities. OntoStrength enables the personalization of strength development programs in the Selfit ITS by providing a comprehensive data layer for its student, domain, and tutoring models.
{"title":"OntoStrength: An Ontology for Psychomotor Strength Development","authors":"Laurentiu-Marian Neagu, E. Rigaud, Vincent Guarnieri, Emanuel Ioan Radu, S. Travadel, Mihai Dascalu, R. Rughinis","doi":"10.55612/s-5002-052-006","DOIUrl":"https://doi.org/10.55612/s-5002-052-006","url":null,"abstract":"An ontology is a formal, explicit description of concepts and relations from a domain while considering underlying properties, restrictions, and instances.With the advancement of the Semantic Web, the rise of the Educational Semantic Web, and the lack of uniformity between approaches for knowledge representation, ontologies are becoming more and more popular, including adaptive learning environments such as the Intelligent Tutoring Systems (ITSs). OntoStrength is an ontology developed to support the Selfit ITS, a platform that aims to improve the fundamental human psychomotor skills and, more specifically, bio-motor strength abilities. The goal of Selfit is to prevent the negative consequences of a sedentary lifestyle and accidents involving inadequate strength skills. Most ontologies in the sports domain support the development of digital solutions for sports performance and data collected during competitions. In contrast, OntoStrength’s goal is to contribute to the development of digital solutions dedicated to bio-motor strength ability analysis. OntoStrength considers other bio-motor skills like speed, endurance, or flexibility, as well as other activities like muscle analysis, movement patterns, or training load management, to support sport, professional and daily-life activities. OntoStrength enables the personalization of strength development programs in the Selfit ITS by providing a comprehensive data layer for its student, domain, and tutoring models.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"194 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114089229","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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