Adaptive Role Playing Games: An Immersive Approach for Problem Based Learning

Autor/inn/en	Sancho, Pilar; Moreno-Ger, Pablo; Fuentes-Fernandez, Ruben; Fernandez-Manjon, Baltasar
Titel	Adaptive Role Playing Games: An Immersive Approach for Problem Based Learning
Quelle	In: Educational Technology & Society, 12 (2009) 4, S.110-124 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Educational Games; Role Playing; Learning Strategies; Problem Based Learning; Group Dynamics; Teaching Methods; Higher Education; Cooperative Learning; Cognitive Style; Teamwork; Problem Solving; Computer Uses in Education; College Students; Educational Technology + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Rollenspiel; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Problem-based learning; Problemorientiertes Lernen; Gruppendynamik; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kooperatives Lernen; Cognitive styles; Kognitiver Stil; Problemlösen; Computernutzung; Collegestudent; Unterrichtsmedien
Abstract	In this paper we present a general framework, called NUCLEO, for the application of socio-constructive educational approaches in higher education. The underlying pedagogical approach relies on an adaptation model in order to improve group dynamics, as this has been identified as one of the key features in the success of collaborative learning scenarios. Students' learning strategies are analyzed considering a simplified version of Vermunt's model for learning styles. The resulting profiles provide the basis to group students in teams where each student is assigned a role according to his/her learning strategies. The result is the formation of complementary and semi-autonomous learning teams that collaborate to achieve solutions to the problems provided by the instructor. The framework is instantiated through an online multiplayer role-playing game environment, which sets a stage for the underlying collaborative problem-based learning approach. The framework has been benchmarked in different programming courses at the Complutense University of Madrid during 2007-08 and 2008-09 academic years. This work also presents the results of these experiences. (Contains 3 tables and 3 figures.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10