Please use this identifier to cite or link to this item: https://ruomo.lib.uom.gr/handle/7000/902
Title: Enhancing education and training through data-driven adaptable games in flipped classrooms
Authors: Algayres, Muriel
Shekhawat, Yash
Timcenko, Olga
Zotou, Maria
Tambouris, Efthimios
Malliarakis, Christos
Dermentzi, Eleni
Lopez, Roberto
Jatten, Eirik
Tarabanis, Konstantinos
Type: Conference Paper
Subjects: FRASCATI::Natural sciences::Computer and information sciences
Keywords: flipped classroom
serious games
problem-based learning
learning analytics
Issue Date: 2019
Volume: EC-TEL 2019 - 14th European Conference on Technology Enhanced Learning, Delft, The Netherlands
Volume Title: Gaming Elements and Educational Data Analysis in the Learning Design of the Flipped Classroom
Part of Series: EC-TEL 2019 - 14th European Conference on Technology Enhanced Learning, Delft, The Netherlands
Part of Series: EC-TEL 2019 - 14th European Conference on Technology Enhanced Learning, Delft, The Netherlands
Abstract: The Flipped Classroom (FC) is a set of pedagogical approaches that move the information transmission out of class and exploit class time for active and/or peer learning activities. In this context, students are required to engage with pre- and/or post-class activities in order to prepare themselves for class work. The FC instruction method has already been used in conjunction with other learning strategies. This theoretical paper presents the first developmental steps of a research project, which aims at building the FC through a fully bespoke and personalized experience, by using data-driven adaptable games and problem-based learning elements to improve the learning experience. The project will develop a gaming platform that will support the whole FC in a cyclical perspective, and aims to use the resources of gamification in a more significant manner that could go beyond score tracking and badges. Moreover, the problem-based learning approach will be used to better frame the learning activities included in FCs, while learning analytics features will provide adaptable learning pathways. The potential of this approach is to build a better FC experience for all the stakeholders. Students will be given more agency to calibrate their learning experience, while educators can monitor the students’ progress more effectively and adjust their learning activities accordingly. Finally, researchers will get better insight into the FC learning process, and the mechanics, which contribute to optimize the learning experience.
URI: https://ruomo.lib.uom.gr/handle/7000/902
Appears in Collections:Department of Applied Informatics

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