K. P. Hewagamage

Assessing performance competence in training games

In-process assessment of trainee learners in game-based simulators is a challenging activity. This typically involves human instructor time and cost, and does not scale to the one tutor per learner vision of computer-based learning. Moreover, evaluation from a human instructor is often subjective and comparisons between learners are not accurate. Therefore, in this paper, we propose an automated, formula-driven quantitative evaluation method for assessing performance competence in serious training games. Our proposed method has been empirically validated in a game-based driving simulator using 7 subjects and 13 sessions, and accuracy up to 90.25% has been achieved when compared to an existing qualitative method. We believe that by incorporating quantitative evaluation methods like these future training games could be enriched with more meaningful feedback and adaptive game-play so as to better monitor and support player motivation, engagement and learning performance.

Game interaction state graphs for evaluation of user engagement in explorative and experience-based training games

There is an increasing interest to use computer games for non-traditional education, such as for training purposes. For training education, simulators are considered as offering more realistic learning environments to experience situations that are similar to real world. This type of learning is more beneficial for practicing critical situations which are difficult or impossible in real world training, for instance experience the consequences of unsafe driving. However, the effectiveness of simulation-based learning of this nature is dependent upon the learners engagement and explorative behaviour. Most current learner evaluation systems are unable to capture this type of learning. Therefore, in this paper we introduce the concept of game interaction state graphs (GISGs) to capture the engagement in explorative and experience-based training tasks. These graphs are constructed based on rules which capture psychologically significant learner behaviours and situations. Simple variables reflecting game state and learners controller actions provide the ingredients to the rules. This approach eliminates the complexity involved with other similar approaches, such as constructing a full-fledged cognitive model for the learner. GISGs, at minimum, can be used to evaluate the explorative behaviour, the training performance and personal preferences of a learner.

Activity theory based analysis of mobile Language Learning among School Leavers of Sri Lanka

This study of the interaction analysis carried out using the activity theory reveals efficacious results in initiating m-learning research among the school leavers of Sri Lanka. In future we expect to design a mobile application and experiment it with the use of AT.

An innovative mobile learning framework for the field of Agriculture extension Sri Lanka

Sri Lanka is a country which has got an opulent history in agriculture and it still performs large portion in the national economy. But dissemination of agricultural knowledge among the agricultural stakeholder is still a problem. Currently mobile learning is opening new dimension of learning and it enriches with any time anywhere facility. Therefore it is worthy to apply mobile learning to the Agriculture, but agricultural stakeholders are having their own inherited characteristics, it is required to conduct detail study. This study is based on experimental research methodology. Initial phase of this research found usability, teachers course management skills, learners learning style, course personalization, content personalization, activity based assessment, geo localized knowledge, interactive content, teacher student communication, collaboration of peers and expert support as key factors for the success mobile learning in Agriculture. Then Android and Restful web services based innovative mobile learning prototype was developed and perception based assessments were conducted to test them. Finally user feed backs confirm that factors which found in initial phase of this research are essentials for success of mobile learning in agriculture extension.

Mobile based collaborative learning tool to facilitate instructor-mediated informal learning in agriculture

This paper presents the development and testing of an android application (Agri-Lessons) to facilitate instructor-mediated informal learning in an agricultural community. In a previous experiment, this evaluation was carried out using a mobile SMS based Twitter application and basic phones to find out the effectiveness of mobile learning in agriculture. In this experiment, we are presenting a mobile application that is developed for Android based smartphones, to promote instructor-mediated informal learning. The paper also presents the evaluation of the app to justify effectiveness. The evaluation was carried out considering a pre-test and post-test to find out knowledge gain. A questionnaire was used to collect the user feedback in an anonymous way. The statistics of evaluation shows that the Agri-Lessons app as highly effective as a learning tool. The App can be further improved to modify the user interface, include a few more functionalities and Sinhalese language. In the future research this app can be improved to include multiple user groups among the farming community.

Interaction design for tablet based edutainment systems for mathematical education of primary students

Mathematics has been perceived as the core area of learning in most educational systems around the world including Sri Lanka. Unfortunately, it is clearly visible that a majority of Sri Lankan students are failing in their basic mathematics when the recent grade five scholarship examination and ordinary level exam marks are analysed. According to Department of Examinations Sri Lanka, on average, over 88 percent of the students are failing in the grade 5 scholarship examinations where mathematics plays a huge role while about 50 percent of the students fail in there ordinary level mathematics examination. Poor or lack of basic mathematics skills has been identified as the root cause.

Message from the conference chair

It is my great pleasure to welcome all of you to 15th International Conference on Advances in ICT for Emerging Regions (ICTer) [ICTer2015] held on 24th and 25th August 2015 at BMICH, Colombo, Sri Lanka. This annual International conference is organized by University of Colombo School of Computing in collaboration with IEEE Sri Lanka section and IEEE Computer Society, Sri Lanka chapter. Hence, ICTer2015 conference proceedings will be published in IEEE explorer after the conference, to disseminate it among a larger international audience.

Learners' Satisfaction, Learning Style Preferences and Effective Use of an OLE

This paper presents the results of an empirical study conducted with a set of students using an online learning environment (OLE) to follow a distance education program. The aim of the study was to ...