Lecture Notes in Computer Science- P53 ppt

Developing the Historical Culture Course by Using the U-GBL Environment 249 At last, the Fig. 9 shows the user interfaces on our proposed U-GBL mobile learn- ing devices. Fig. 7. Main mission Fig. 8. Sub mission Fig. 9. The GUIs on U-GBL mobile learning devices 5 U-GBL Assessment Content Design In game mission design phase, we utilized the two-way specification table proposed by Anderson and Krathwohl [15]. This table has two dimensions. One is for knowl- edge dimension, and the other is for cognitive process dimension. The knowledge dimension indicates the knowledge classification which includes the factual knowl- edge, conceptual knowledge, procedural knowledge and meta-cognitive knowledge. The cognitive process dimension includes remembering, understanding, applying, analyzing, evaluating and creating. Knowledge dimension classifies the learning knowledge classifying from the “Learning” perspective. The cognitive process di- mension classifies the learner’s thinking model from the “Thinking” perspective. The sample of the two-way specification table in the U-GBL course contents is summa- rized in Table 3. 250 J H. Chen et al. Table 3. The example of Two-way specification table in Danshui Zushi Temple Missions Cognitive process dimension Knowledge dimension Remembering Understanding Applying Analyzing Evaluating Creating The suggestion amount of questions The practical amount of questions Factual knowledg Conceptual knowledge Ʌ Procedural knowledge Ʌ Main Mission Meta- cognitive knowledge Factual knowledge Ʌ Conceptual knowledge Ʌ Ʌ Procedural knowledge Sub- Mission: Meta- cognitive knowledge The suggestion amount of questions The practical amount of questions With respecting to the gaming content evaluation, a game performance scorecard is utilized to serve this purpose. An example of a game performance scorecard is shown in Table 4. The performance evaluation in course content assessment includes the items of pa- per-and-pencil performance, identification test, structured performance test, simulated performance and work sample. z Paper-and-pencil performance examines knowledge and skill applied by learners. z Identification test is applied to train the learner’s identification skill. z Structured performance test allows learners to take the same action in spe- cific learning activities. z Simulated performance provides the simulation condition to let learners do training for the particular knowledge or skill. z Work sample utilizes the real study case to do the assessment. Developing the Historical Culture Course by Using the U-GBL Environment 251 Table 4. Game performance scorecard Items for evaluation (In max points) Game 1 Game 2 Game 3 Physical Quality (1 Point) Artwork (1 Point) Game Rules Clarity (1 Point) Game Content Involvement (1 Point) Adherence to Theme (1 Point) Time Length of Game (1 Point) General Feeling (1 Point) Discretionary (1 Point) Total Points (10 Points at most) 6 Conclusion and Future Work In this paper, we proposed the U-GBL system architecture based on the ubiquitous technologies to provide the attractive convenient and immersive learning platform to learners. By using this U-GBL system, it will not only improve learners’ learning mo- tivation but also improve learners’ learning efficiency. And we also demonstrated a historical culture course example to show how to design the course content and as- sessment content in our U-GBL environment. Our U-GBL system is just a beginning to the future learning style, and we hope this system could be an important study case in the game-based learning domain. References 1. 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(Eds.): ICWL 2008, LNCS 5145, pp. 253–264, 2008. © Springer-Verlag Berlin Heidelberg 2008 From Story-Telling to Educational Gaming: The Bamiyan Valley Case Marc Spaniol 1,4 , Yiwei Cao 1 , Ralf Klamma 1 , Pablo Moreno-Ger 2 , Baltasar Fernández-Manjón 2 , José Luis Sierra 2 , and Georgios Toubekis 3 1 Informatik 5, RWTH Aachen University, Germany 2 Department of Software Engineering and Artificial Intelligence (DISIA), Complutense University of Madrid (UCM), Spain 3 Chair of Urban History, RWTH Aachen University, Germany 4 Max Planck Institute for Computer Science, Saarbrücken, Germany mspaniol@mpi-inf.mpg.de, {cao,klamma}@dbis.rwth-aachen.de, {pablom,balta,jlsierra}@fdi.ucm.es, toubekis@sbg.rwth-aachen.de Abstract. Preserving the knowledge of previous generations and passing it to new generations is challenging. This process is usually based on an educational system or in any other kind of face-to-face tradition. However, developing countries usually face a lack of well educated people so that this process is hin- dered. This is even more problematic for countries having recently struggled through times of war. Hence, we apply a community-centered approach to cap- turing expert knowledge in non-linear digital stories and repurposing it in the shape of educational games. In particular, we support the vocational training of local employees within a cultural heritage community that aims at preserving Bamiyan Valley in Afghanistan. Keywords: Technology Enhanced Learning, Knowledge Sharing, Non-Linear Multimedia Story-Telling, Educational Gaming. 1 Introduction Cultural heritage worldwide faces risk of damage as a result of natural and human impact. This is a particularly serious problem for the preservation of cultural heritage sites in developing and post-conflict countries. In these contexts, local experts are a scarce resource and funds for external expert support are very limited. The situation gets even worse in countries shaken by internal and/or external tensions, which led to an exodus of local experts during the years of political instability. The impact on the human resource sector is devastating. In this regard, Afghanistan, having suffered from internal and external armed conflicts and wars in the past 25 years, is an espe- cially severe case. Since 2002 the international community has made great effort in rebuilding and re- covering severely damaged Afghan cultural heritage. Under the appeals and guidance of the United Nations Scientific and Cultural Organization (UNESCO) 1 as well as the International Council on Monuments and Sites (ICOMOS) 2 , RWTH Aachen Center 1 http://whc.unesco.org/en/activities/2/ (last access: 28/05/08) 2 http://www.international.icomos.org/risk/2002/afghanistan2002.htm (last access: 28/05/08) . dimension includes remembering, understanding, applying, analyzing, evaluating and creating. Knowledge dimension classifies the learning knowledge classifying from the “Learning” perspective. The. cap- turing expert knowledge in non-linear digital stories and repurposing it in the shape of educational games. In particular, we support the vocational training of local employees within a cultural. Technologies in Education. In: Proceedings of IEEE International Workshop, pp. 95–98 (2002) 13. Sanchez, J., Salinas, A., Saenz, M.: Mobile Game-Based Science Learning. In: Proceed- ings of the