Adaptive learning environments as serious games.

Autor/inn/en	Swertz, Christian; Schmölz, Alexander; Forstner, Alexandra; Streicher, Alexander
Titel	Adaptive learning environments as serious games.
Quelle	Aus: Carmo, Mafalda (Hrsg.): International conference on education and new developments 2013. Book of proceedings (1-3 June, Lisbon, Portugal). Lissabon: World Institute for Advanced Research and Science (2013) S. 175-179 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-989-97866-5-3
URN	urn:nbn:de:0111-pedocs-159887
Schlagwörter	Mediendidaktik; Medienpädagogik; Lernen; Lernforschung; Lernumgebung; Adaptiver Unterricht; Adaptives System; Computer; Computerspiel; Technologieunterstütztes Lernen; Argumentation; Tutorensystem; E-Learning; Argumentationstechnik; Konferenzschrift
Abstract	In former concepts for programmed instruction (PI), intelligent tutoring systems (ITS), adaptive learning environments (ALE), and pedagogical recommender system (PRE) learning is understood as similar to algorithms - as a clearly describable, logical, and in this respect serious process. With this background it is attempted to create a complete description of teaching and learning for a precise support and control of learning processes in order to replace teachers. In contrast to this concept, learning in pedagogy is usually conceived as a process that cannot be fully described or understood. Teaching and learning require human understanding and thus human communication is necessary to foster learning. From this perspective, the possibilities for PI, ITS, ALE and PRE are restricted. It is assumed that within these restrictions reasonable concepts can be developed. As one approach it is suggested to refer to the pedagogical theory of play and the understanding of pedagogical actions as art. Based on these approaches we understand the design of automatic educational reasoning (AER) systems for learning like the creation of tools for artists. As tools we suggest a pedagogical ontology, a learner model and a reasoning engine. With these tools, teachers can create playground equipment that is played with by students. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2019/2