Ángel Serrano

A framework to improve evaluation in educational games

The evaluation process is key for educators acceptance of any educational action. The evaluation is challenging in most cases but especially when educational games are used. In educational games if in-game evaluation exist it is usually based on a series of simple goals and whether these goals are achieved (i.e. assessment). But we consider that evaluation can be improved by taking advantage of in-game interaction, such as the user behavior during the game and the type and number of interactions performed by the user while playing. In this paper, we propose an evaluation framework for educational games based on in-game interaction data. We discuss how user interaction data is collected in the most automatic and seamless way possible, how to analyze the data to extract relevant information, and how to present this information in a usable way to educators so they achieve the maximum benefit from the experience. The evaluation framework is implemented as part of the eAdventure educational platform, where it can be used both to improve upon traditional basic assessment methods (i.e. goals, scores & reports) and to provide information to help improve interaction with games (e.g. discovery strategies).

E-Learning standards and learning analytics. Can data collection be improved by using standard data models?

The Learning Analytics (LA) discipline analyzes educational data obtained from student interaction with online resources. Most of the data is collected from Learning Management Systems deployed at established educational institutions. In addition, other learning platforms, most notably Massive Open Online Courses such as Udacity and Coursera or other educational initiatives such as Khan Academy, generate large amounts of data. However, there is no generally agreedupon data model for student interactions. Thus, analysis tools must be tailored to each systems particular data structure, reducing their interoperability and increasing development costs. Some e-Learning standards designed for content interoperability include data models for gathering student performance information. In this paper, we describe how well-known LA tools collect data, which we link to how two e-Learning standards - IEEE Standard for Learning Technology and Experience API - define their data models. From this analysis, we identify the advantages of using these e-Learning standards from the point of view of Learning Analytics.

K_(s) number counts in the Groth and Coppi fields

We have used William Herschel Telescope/INGRID K_(s) images on two high-latitude fields, the Coppi and Groth strips, to obtain galaxy number counts over similar to 180 arcmin^(2), to a depth of K_(s) similar to 21.0. Detection efficiency corrections as a function of object size have been calculated on each pointing. We have used a signal-to-noise threshold in two complementary half-exposure images to remove spurious detections. Our data cover the range from K_(s) = 14.5 to K_(s) = 21.0, so they are useful for investigating a previously reported change in the number count slope (d log N/dm) at K similar to 17. We find a slope gamma(b) = 0.54 0.63 for K 17.5. A total contribution from galaxies to the extragalactic background light (EBL) in the K band of nuI(nu) = 10.5 nW m^(-2) sr^(-1) has been calculated. This K-band EBL coming from galaxies accounts for only similar to 50% of the recent measurements of the diffuse EBL. Standard number count models fail to reproduce the observed slope change at K similar to 17.5 unless elliptical and spiral formation is pushed to z less than or similar to 2.

Integrating Domain Experts in Educational Game Authoring: A Case Study

Authoring educational games introduces difficult problems because it is the product of multidisciplinary work, integrating very different experts with different backgrounds that use different terminology. In this paper we discuses how a team composed of computer science experts, an education expert and two medical experts successfully tacked the problem of designing and implementing an educational video game. An approach consisting of different tools and strategies was used to ensure educational value, correctness and completeness of the knowledge represented in the game. The games goal is to teach basic medical first response procedures to young students (12-15 year old) by using photo realistic representations of the situations and videos with correct realization of the procedures. The game was successfully completed and is currently available online and being tested with real students.

Deploying and debugging educational games using e-Learning standards

Development, packaging and deployment of educational games following e-Learning standards has benefits, such as improved reusability and interoperability of contents. Moreover, standards can facilitate that games exchange data with other software agents (e.g. Learning Management Systems - LMS) in a standardized manner, which opens up a wide range of possibilities for next generation Game-Based Learning experiences. However, the application of standards to games poses a technical challenge. There is a clear need for tools that simplify this process for teachers and educators with limited technical background. In this paper we present how the <;e-Adventure>; platform is addressing this problem, with special focus in the exchange of data to/from the games. Tools being developed for facilitating packaging, deployment and debugging of educational games with standards are described. On the one hand, these tools facilitate testing and debugging since they allow simulation of game deployment with active communication without needing a back-end LMS. On the other hand, they smooth the learning curve that is needed to understand the standards and their possibilities when combined with games. Finally a case study focusing on the SCORM standard is presented.

EMIR, cryogenic NIR multi-object spectrograph for GTC

EMIR is a near-IR, multi-slit camera-spectrograph under development for the 10m GTC on La Palma. It will deliver up to 45 independent R equals 3500-4000 spectra of sources over a field of view of 6 feet by 3 feet, and allow NIR imaging over a 6 foot by 6 foot FOV, with spatial sampling of 0.175 inch/pixel. The prime science goal of the instrument is to open K-band, wide field multi-object spectroscopy on 10m class telescopes. Science applications range from the study of star-forming galaxies beyond z equals 2, to observations of substellar objects and dust-enshrouded star formation regions. Main technological challenges include the large optics, the mechanical and thermal stability and the need to implement a mask exchange mechanism that does not require warming up the spectrograph. EMIR is begin developed by the Instituto de Astrofisica de Canarias, the Instituto Nacional de Tecnica Aeroespacial, the Universidad Complutense de Madrid, the Observatoire Midi-Pyrennees, and the University of Durham. Currently in its Preliminary Design phase, EMIR is expected to start science operation in 2004.

Extensible multi-platform educational game framework

This paper presents an extensible multi-platform educational game framework. This new framework enhances the point-and-click adventure game model used in a preexisting educational game framework (eAdventure) by extending it with new game metaphors and interactions. These include mini-games (e.g. puzzles, stories, word-games) suited for a greater variety of subjects (e.g. math, history, science) that are configured through a plug-in architecture. Targeting multiple platforms allows for the transparent deployment and use of the developed games in new mobile devices (e.g. tablets) and other systems of growing interest in the educational community. Unifying these aspects into one platform is a challenging task because it must implement the appropriate balance between expressivity, game production costs and possibilities to re-use successful educational game models. The basic adventure metaphor is used as a backbone to provide a strong narrative to drive games and engage the students.

Are Serious Games Working as Expected

This paper reviews “The foolish lady” experiment: a serious game aimed to increment youngsters’ interest towards the classical theater play. The article overviews all the phases of the project, from game design to the evaluation in schools, the results obtained and how these have helped us shape our current research in new and innovative ways, such as taking into account players gaming profiles to better adapt the learning approach to the student.

Data Reduction Pipeline for EMIR; a near-IR multiobject spectrograph for the Spanish 10m telescope

EMIR (Espectrografo Multiobjeto Infrarrojo) is a near-infrared wide-field camera and multi-object spectrograph to be built for the 10.4m Spanish telescope (Gran Telescopio Canarias, GTC) at La Palma. The Data Reduction Pipeline (DRP), which is being designed and built by the EMIR Universidad Complutense de Madrid group, will be optimized for handling and reducing near-infrared data acquired with EMIR. Both reduced data and associated error frames will be delivered to the end-users as a final product.

K s Number Counts in the Coppi and Groth Strip Fields

As part of the photometric COSMOS survey, in preparation for the scientific exploitation of EMIR at the GTC, we have used WHT/INGRID K s images in two fields, to obtain galaxy number counts on ~ 180 arcmin2 (figure left). The depth with at 50% detection efficiency is K s ~ 21 for point-like objects. Our data cover the range from K s = 14.5 to 21.0, so are ideal to study the change in the number counts slope at K ~ 17. We have calculated a bright slope (γ b = 0.53 from K s = 15.5 to K s = 17.5 and a faint slope γ f = 0.26 from K s = 17.5 to K s = 19.5, the range where our data have a detection efficiency above 95% and more than 10 raw counts per bin. Considering all the data the slopes are 0.62 and 0.30 (figure right). A faint slope less than 0.4 means that the contribution to the extragalactic background light (EBL) in the K band due to non detected galaxies has an upper limit. We estimate a total contribution from galaxies to the K-band EBL of νI ν = 10.6 nW m−2 sr−1.