The challenge of delivering personalized learning experiences is amplified by the size of classrooms and of online learning communities. In turn, serious games are increasingly recognized for their potential to improve education, but a typical requirement from instructors is to gain insight into how the students are playing. When we bring games into the rapidly growing online learning communities, the challenges multiply and hinder the potential effectiveness of serious games. There is a need to deliver a comprehensive, flexible and intelligent learning framework that facilitates better understanding of learners’ knowledge, effective assessment of their progress and continuous evaluation and optimization of the environments in which they learn. This paper aims to explore the potential in the use of games and learning analytics towards scaffolding and supporting teaching and learning experience. The conceptual model discussed aims to highlight key considerations that may advance the current state of learning analytics, adaptive learning and serious games, by leveraging serious games as an ideal medium for gathering data and performing adaptations. This opportunity has the potential to affect the design and deployment of education and training in the future.
|Title of host publication||Games and Learning Alliance: Third International Conference, GALA 2014, Bucharest, Romania, July 2-4, 2014, Revised Selected Papers|
|Editors||Alessandro De Gloria|
|Place of Publication||Switzerland|
|Publication status||Published - 2 Sep 2015|
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Arnab, S., Ger, P. M., Lim, T., Lameras, P., Hendrix, M., Kiili, K., ... Riveiro, M. (2015). A Conceptual Model Towards the Scaffolding of Learning Experience. In A. De Gloria (Ed.), Games and Learning Alliance: Third International Conference, GALA 2014, Bucharest, Romania, July 2-4, 2014, Revised Selected Papers (pp. 83-96). Switzerland: Springer Verlag. https://doi.org/10.1007/978-3-319-22960-7_9