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
Trang 1At last, the Fig 9 shows the user interfaces on our proposed U-GBL mobile learn-ing devices
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 knowlknowl-edge dimension indicates the knowledge classification which includes the factual knowl-edge, conceptual knowlknowl-edge, 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
Trang 2250 J.-H Chen et al
Table 3 The example of Two-way specification table in Danshui Zushi Temple Missions
Cognitive process
dimension
Knowledge dimension
Factual knowledg Conceptual knowledge
Ʌ Procedural
Main
Mission
Meta-cognitive knowledge Factual knowledge Ʌ Conceptual
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
Trang 3Table 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 Prensky, M.: Digital Game-based Learning McGraw-Hill, New York (2001)
2 Gee, J.P.: Why Are Video Games Good For Learning? This paper was, in part, inspired by reading Michael Zyda’s recent paper, From visual simulation to virtual reality to games Computer 9, 25–32 (2005)
3 Kirriemuir, J., McFarlane, A.: Literature Review in Games and Learning, A Report of NESTA Futurelab in 2004 (2004),
http://www.nestafuturelab.org/research/reviews/08_01.htm
4 Rajaravivarma, R.: A Games-Based Approach for Teaching the Introductory Programming Course ACM SIGCSE 2005 Bulletin archive 37(4) (2005)
5 Ogata, H., Yano, Y.: Context-Aware Support for Computer-Supported Ubiquitous Learn-ing / Ubiquitous-learnLearn-ing system for the Japanese polite expressions In: IEEE Interna-tional Workshop on Wireless and Mobile Technologies in Education (2004)
6 Ogata, H., Yin, C., Paredes, R.G., Oishi, Y., Ueda, T.: Supporting mobile language learn-ing outside classrooms In: Proceedlearn-ings of the 6th International Conference on Advanced Leaning Technologies, pp 928–932 (2006)
7 Rogers, Y., Price, S., Randell, C., Fraser, D.S., Weal, M., Fitzpatrick, G.: Ubi-learning In-tegrates Indoor and Outdoor Experiences Communications of the ACM 48(1) (2005)
Trang 4252 J.-H Chen et al
8 Wu, I.N., Teng, C.-M.J., Chen, Y.C., Lin, T.Y., Chu, H.H., Hsu, J.Y.-J.: Point-of-capture archiving and editing of personal experiences from a mobile device Ubiquit Comput., 235–249 (2007)
9 Mansley, K., Scott, D., Tse, A., Madhavapeddy, A.: Feedback, Latency, Accuracy: Ex-ploring Tradeoffs in Location-Aware Gaming In: SIGCOMM 2004 Workshops, Portland, Oregon, USA (2004)
10 Hinze, A., Buchanan, G.: The Challenge of Creating Cooperating Mobile Ser-vices:Experiences and Lessons Learned In: Twenty-Ninth Australasian Computer Science Conference, Hobart, Tasmania, Australia (2006)
11 Brown, R., Ryu, H., Parsons, D.: Mobile Helper for University Students:A Design for a Mobile Learning Environment In: OZCHI 2006, Sydney, Australia (2006)
12 Klopfer, E., Squire, K., Jenkins, H.: Environmental Detectives: PDAs as a window into a virtual simulated world, Wireless and Mobile 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 Distance Learning and Internet Conference, APRUNet, Tokyo, pp 18–30 (2006)
14 Cheok, A.D., Lee, S.P., Liu, W., Soon, T.-K.J.: Combining the real and cyber worlds using mixed reality and human centered media In: International Conference on Cyberworlds (2005)
15 Anderson, W., Krathwohl., D.R (eds.): A taxonomy for learning teaching and assessing:
A revision of Bloom’s educational objectives, pp 67–68 Longman, New York (2001)
Trang 5F Li et al (Eds.): ICWL 2008, LNCS 5145, pp 253–264, 2008
© Springer-Verlag Berlin Heidelberg 2008
The Bamiyan Valley Case
Marc Spaniol1,4, Yiwei Cao1, Ralf Klamma1, Pablo Moreno-Ger2,
Baltasar Fernández-Manjón2, José Luis Sierra2, and Georgios Toubekis3
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)