The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
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Journal Article

An Approach to Scoring Collaboration in Online Game Environments  pp335-342

Claire Scoular, Esther Care, Nafisa Awwal

© Aug 2017 Volume 15 Issue 4, Editor: Elizabeth Boyle and Thomas Connolly, pp281 - 366

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Abstract

With technological advances, it is now possible to use games to capture information‑rich behaviours that reveal processes by which players interact and solve problems. Recent problem‑based games have been designed to assess and record detailed interactions between the problem solver and the game environment, and thereby capture salient solution processes in an unobtrusive way (Zoanetti, 2010; Bennett et al., 2003; Shute & Wang, 2009). The Assessment and Teaching of 21st Century Skills project used an innovative approach to capture these processes through responses (activities and communication patterns) within collaborative games (Griffin & Care, 2015). Game player response patterns are identified as behaviours that are indicative of skills and are captured in real‑time game play within time‑structured log files. The analysis of these log files allows for inferences to be drawn in regard to the efficiency and quality of player performance. A concern with this approach is that game development for this purpose is complex, time consuming and expensive, with unique scoring applied to each game. This paper presents another approach that identifies, across games, common behaviours. A systematic scoring system for assessing player behaviours in games could provide access to useful data not only from new games but from existing games. This paper presents such an approach using collaborative games situated in a problem‑solving context.

 

Keywords: Collaboration, problem solving, online assessment, log stream data, measurement, e-learning

 

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Journal Article

The Effectiveness of E‑Learning: An Explorative and Integrative Review of the Definitions, Methodologies and Factors that Promote e‑Learning Effectiveness  pp277-289

Signe Schack Noesgaard, Rikke Ørngreen

© Apr 2015 Volume 13 Issue 4, ECEL 2014, Editor: Kim Long, pp205 - 315

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Abstract

Abstract A structured search of library databases revealed that research examining the effectiveness of e‑Learning has heavily increased within the last five years. After taking a closer look at the search results, the authors discovered that previous res earchers defined and investigated effectiveness in multiple ways. At the same time, learning and development professionals within public and private organisations are increasingly being asked to prove the effectiveness of their learning and development in itiatives. This paper investigates the effectiveness of e‑Learning through an integrative review, which ). The paper answers the following research questions: How is the effectiveness of e‑Learning defined? How is the effectiveness of e‑Learning measured ? What makes e‑Learning solutions effective? The authors discovered 19 distinct ways to define effectiveness, the most common of which is â learning outcome⠒, appearing in 41 % of the articles examined in the literature review. Moreover, the most commo n way to measure effectiveness is quantitatively with pre‑ and post‑tests. This paper includes an empirical study of an e‑Learning solution for science teachers (K⠍12) which serves as a valuable addition to the findings of the literature study. The st udy suggests that it is difficult to use e‑Learning to improve teaching performance, as participating teachers can apply several strategies to avoid substantially changing their work‑related practices. Furthermore, the study shows that only using the fulf ilment of pre‑defined learning objectives as an effectiveness parameter does not allow developers and researchers to see unexpected and unintended changes in practice that occur as a result of the e‑Learning program. Finally, the research provides insight into the validity of self‑assessments, suggesting that participants are able to successfully report their own practices, provided certain qualitative survey approaches are used. In this paper, a model for understanding the relationships of the key factor s that influence effectiveness is developed. Th

 

Keywords: Keywords: effectiveness, e-Learning, adult learning, literature study, definition, measurement

 

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Journal Issue

Volume 15 Issue 4 / Aug 2017  pp281‑366

Editor: Elizabeth Boyle, Thomas Connolly

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Editorial

 

Keywords: Sign Language; American Sign Language; Recognition System; Kinect; Expert System; Game-Based Learning; Knowledge Engineering, Visual programming, Education, Computational thinking, K-12, Lightbot, Scratch, Microgames, learning, gender, culture, Multiple intelligences; Game preferences; Game mechanics; Evidence-based; Game design; Learning games, Collaboration, problem solving, online assessment, log stream data, measurement, e-learning, Educational Video Games; TAM (Technology Acceptance Model); Higher Education; Behavioural intention; Age

 

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