Integration of Game Based Learning Into a TEL Platform: Application to MOOCs.

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Bibliographic Details
Title:	Integration of Game Based Learning Into a TEL Platform: Application to MOOCs.
Authors:	Maalejl, Wiem¹ maalej.wiem@gmail.com, Pernelle, Philippe² philippe.pernelle@univ-lyon1.fr, Marty, Jean-Charles¹ jean-charles.marty@liris.cnrs.fr, Carron, Thibault³ thibault.carron@lip6.fr
Source:	Proceedings of the European Conference on Games Based Learning. 2015, Vol. 1, p321-330. 10p.
Subject Terms:	Educational technology, Educational games, Academic motivation, Massive open online courses, College dropouts, Gamification
Abstract:	Some pedagogical activities proposed in the frame of TEL (Technology Enhanced Learning) are not motivating enough, even if the proposed activities are pedagogically effective. Indeed, the principle of following very linear learning paths with little flexibility is not motivating enough for the learner. The current example of MOOCs is quite significant of these phenomena according to the high dropout by learners. In this work, we propose a dual approach that characterizes both the playful and adaptive aspects for MOOCs. The gamification consists of introducing playful activities. Adaptation allows to define personalized learning paths for a student, according to his/her profile, representing the current skills, the preferences, the habits of this student. In our work, we are thus interested in playful and adaptive paths based on the skills of a learner/player in the game-based learning environment all along a learning session. We illustrate the feasibility of our approach with a case study on the "Claroline Connect" platform. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Some pedagogical activities proposed in the frame of TEL (Technology Enhanced Learning) are not motivating enough, even if the proposed activities are pedagogically effective. Indeed, the principle of following very linear learning paths with little flexibility is not motivating enough for the learner. The current example of MOOCs is quite significant of these phenomena according to the high dropout by learners. In this work, we propose a dual approach that characterizes both the playful and adaptive aspects for MOOCs. The gamification consists of introducing playful activities. Adaptation allows to define personalized learning paths for a student, according to his/her profile, representing the current skills, the preferences, the habits of this student. In our work, we are thus interested in playful and adaptive paths based on the skills of a learner/player in the game-based learning environment all along a learning session. We illustrate the feasibility of our approach with a case study on the "Claroline Connect" platform. [ABSTRACT FROM AUTHOR]
ISSN:	20490992