This Article 
   
 Share 
   
 Bibliographic References 
   
 Add to: 
 
Digg
Furl
Spurl
Blink
Simpy
Google
Del.icio.us
Y!MyWeb
 
 Search 
   
Jan.-March 2011 (vol. 4 no. 1)
pp. 98-110
ASCII Text
x 
 
Jean-Charles Marty, Thibault Carron, "Observation of Collaborative Activities in a Game-Based Learning Platform," IEEE Transactions on Learning Technologies, vol. 4, no. 1, pp. 98-110, Jan.-March, 2011.
 
 
BibTex
x
 
@article{ 10.1109/TLT.2011.1,
author = {Jean-Charles Marty and Thibault Carron},
title = {Observation of Collaborative Activities in a Game-Based Learning Platform},
journal ={IEEE Transactions on Learning Technologies},
volume = {4},
number = {1},
issn = {1939-1382},
year = {2011},
pages = {98-110},
doi = {http://doi.ieeecomputersociety.org/10.1109/TLT.2011.1},
publisher = {IEEE Computer Society},
address = {Los Alamitos, CA, USA},
}
 
 
RefWorks Procite/RefMan/Endnote
x 
 
TY - JOUR
JO - IEEE Transactions on Learning Technologies
TI - Observation of Collaborative Activities in a Game-Based Learning Platform
IS - 1
SN - 1939-1382
SP98
EP110
EPD - 98-110
A1 - Jean-Charles Marty,
A1 - Thibault Carron,
PY - 2011
KW - Learning games
KW - trace
KW - indicator
KW - observation facilities
KW - regulation and collaborative learning tools.
VL - 4
JA - IEEE Transactions on Learning Technologies
ER -
 
Jean-Charles Marty, SysCom Laboratory, Campus Scientifique, Le Bourget du Lac
Thibault Carron, SysCom Laboratory, Campus Scientifique, Le Bourget du Lac
The work reported here takes place in the educational domain. Learning with Computer-Based Learning Environments changes habits, especially for teachers. In this paper, we wish to demonstrate through examples how learning sessions set up in a Game-Based Learning environment may be regulated by the teacher thanks to observation facilities. Providing teachers with feedback (via observation) on the ongoing activity is thus central to being aware of what is happening in the classroom, in order to react in an appropriate way and to adapt a given pedagogical scenario. The first part deals with the observation of a learning environment, based on traces left by users in their collaborative activities. The information existing in these traces is rich but the quantity of traces is huge and very often incomplete. Furthermore, the information is not always at the right level of abstraction. That is why we explain the observation process, the assets of a multisource approach and the need for visualization linked to the traces. The second part of the paper focuses on our view of learning games illustrated through the “pedagogical dungeon,” a game-based environment that we have developed. In the third part, we illustrate these concepts in the pedagogical dungeon equipped for observation and with the capacity for collaboration in certain activities. Finally, the feedback about the experiments presented is discussed at the end of the paper.

[1] L. Bisognin, T. Carron, and J.C. Marty, “Learning Games Factory: Construction of Learning Games Using a Component-Based Approach,” Proc. Fourth European Conf. Game-Based Learning, Oct. 2010.
[2] M.C. Burton and J.B. Walther, “A Survey of Web Log Data and Their Application in Use-Based Design,” Proc. 34th Ann. Hawaii Int'l Conf. System Sciences, p. 5026, 2001.
[3] T. Carron, J.C. Marty, and M. Mangeot-Nagata, “How to Bring Immersion Into Learning Games?” Proc. Ninth IEEE Int'l Conf. Advanced Learning Technologies, 2009.
[4] T. Carron, J.C. Marty, and J.M. Heraud, “Teaching with Game Based Learning Management Systems: Exploring and Observing a Pedagogical Dungeon,” Simulation and Gaming, Special Issue on eGames and Adaptive eLearning: A Practical Approach, vol. 39, no. 3, pp. 353-378, Sept. 2008.
[5] T. Carron, J.C. Marty, J.M. Heraud, and L. France, “Helping the Teacher to Re-Organize Tasks in a Collaborative Learning Activity: An Agent-Based Approach,” Proc. Sixth IEEE Int'l Conf. Advanced Learning Technologies, pp. 552-554, July 2006.
[6] G. Chabert, J.C. Marty, B. Caron, T. Carron, L. Vignollet, and C. Ferraris, “The Electronic Schoolbag: A CSCW Workspace. Presentation and Evaluation,” AI and Soc.: J. Human Centred Systems and Machine Intelligence, vol. 20, no. 3, pp. 403-419, 2005.
[7] R. Cooley, B. Mobasher, and J. Strivastava, “Data Preparation for Mining World Wide Web Browsing Patterns,” Knowledge and Information Systems, vol. 1, no. 1, pp. 5-32, 1999.
[8] J. Cugini and J. Scholtz, “VISVIP: 3D Visualization of Paths through Web Sites,” Proc. Int'l Workshop Web-Based Information Visualization, pp. 259-263, 1999.
[9] Y.A. De Kort and W.A. Ijsselsteijn, “People, Places, and Play: Player Experience in a Socio-Spatial Context,” Computers in Entertainment, vol. 6, no. 2, pp. 18:1-18:11, 2008.
[10] P. Dillenbourg, M. Baker, A. Blaye, and C. O'Malley, “The Evolution of Research on Collaborative Learning,” Learning in Humans and Machine: Towards an Interdisciplinary Learning Science, pp. 189-211, Elsevier, 1996.
[11] R. Dunne, “Activity Theory,” invited paper presented at Utrecht Univ., Sept. 1996.
[12] S. Egenfeldt-Nielsen, “Practical Barriers in Using Educational Computer Games,” On the Horizon, vol. 12, no. 1, pp. 18-21, 2004.
[13] E. Egyed-Zsigmond, A. Mille, and Y. Prié, “(Trèfle): A Use Trace Model,” Proc. Fifth Int'l Conf. Case-Based Reasoning, pp. 146-160, 2003.
[14] Expectations and Actions: Expectancy-Value Models in Psychology, N.Feather, ed., Erlbaum Assoc., 1982.
[15] C. Ferraris, C. Martel, and L. Vignollet, “LDL for Collaborative Activities,” Handbook of Visual Languages in Instructional Design: Theories and Practices, chapter 12, pp. 226-253, Idea Group, 2008.
[16] L. France, J.M. Heraud, J.C. Marty, and T. Carron, “Help through Visualization to Compare Learners' Activities to Recommended Learning Scenarios,” Proc. Fifth IEEE Int'l Conf. Advanced Learning Technologies, pp. 476-481, 2005.
[17] L. France, J.M. Heraud, J.C. Marty, and T. Carron, “Monitoring Virtual Classroom: Visualization Techniques to Observe Student Activities in an E-Learning System,” Proc. Sixth IEEE Int'l Conf. Advanced Learning Technologies, pp. 716-720, 2006.
[18] E. Gendron, T. Carron, and J.C. Marty, “Collaborative Indicators in Learning Games: An Immersive Factor,” Proc. Second European Conf. Games Based Learning: An Immersive Factor, Oct. 2008.
[19] C.L.Z. Gress, M. Fior, A.F. Hadwin, and P.H. Winne, “Measurement and Assessment in Computer-Supported Collaborative Learning,” Computers in Human Behavior, vol. 26, no. 5, pp. 806-814, 2010.
[20] A.F. Hadwin, M. Oshige, C.L.Z. Gress, and P.H. Winne, “Innovative Ways for Using gStudy to Orchestrate and Research Social Aspects of Self-Regulated Learning,” Computers in Human Behavior, vol. 26, no. 5, pp. 794-805, 2010.
[21] V. Hainley and J. Henderson, “Instructional Design Principles for Serious Games,” MultiLingual, vol. 17, no. 8, pp. 49-52, 2006.
[22] E. Hayes, “Girls, Gaming and Trajectories of IT Experience,” Beyond Barbie and Mortal Kombat: New Perspectives on Gender and Gaming, Y. Kafai, C. Heeter, and J. Sun, eds., pp. 217-230, MIT, 2008.
[23] D. Hernßndez-Leo, A. Harrer, J.M. Dodero, J.I. Asensio-Pérez, and D. Burgos, “A Framework for the Conceptualization of Approaches to ‘Create-by-Reuse’ of Learning Design Solutions,” J.Universal Computer Science, vol. 13, no. 7, pp. 991-1001, 2007.
[24] S. Iksal and C. Choquet, “An Open Architecture for Usage Analysis in a E-Learning Context,” Proc. Fifth IEEE Int'l Conf. Advanced Learning Technologies, pp. 177-182, 2005.
[25] S. Kinshuk and A. Patel, “Intelligent Tutoring Tools—Redesigning ITSs for Adequate Knowledge Transfer Emphasis,” Proc. Int'l Conf. Intelligent and Cognitive Systems, pp. 221-226, 1996.
[26] R. Koper, B. Oliver, and T. Anderson, “IMS Learning Design Information Model,” version 1.0, IMS Global Learning Consortium, Inc., 2003.
[27] C. Loghin, T. Carron, J.C. Marty, and M.F. Vaida, “Observation and Adaptation of a Learning Session Based on a Multi-Agent System,” Proc. IEEE Int'l Conf. Intelligent Computer Comm. and Processing, Aug. 2008.
[28] Y. Lou, P.C. Abrami, and J.C. Spence, “Effects of Within-Class Grouping on Student Achievement: An Exploratory Model,” The J.Educational Research, vol. 94, pp. 101-112, 2000.
[29] K. Lund, G. Molinari, A. Séjourné, and M. Baker, “How Do Argumentations Diagrams Compare When Students Pairs Use Them as a Means for Debate or as a Tool for Representing Debate?” Int'l J. Computer-Supported Collaborative Learning, vol. 2, pp. 273-295, 2007.
[30] C.G. Marquardt, K. Becker, and D.D. Ruiz, “A Pre-Processing Tool for Web Usage Mining in the Distance Education Domain,” Proc. Int'l Database Eng. and Applications Symp., pp. 78-87, 2004.
[31] J.C. Marty and T. Carron, “Hints for Improving Motivation in Game-Based Learning Environments,” Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches, P. Felicia, ed., GI Global, 2011.
[32] J.C. Marty, J.M. Heraud, T. Carron, and L. France, “Matching the Performed Activity on an Educational Platform with a Recommended Pedagogical Scenario: A Multi Source Approach,” J.Interactive Learning Research, Special Issue Usage Analysis in Learning Systems: Existing Approaches and Scientific Issues, vol.18, no. 2, pp. 267-283, 2007.
[33] R. Mazza and C. Milani, “Exploring Usage Analysis in Learning Systems: Gaining Insights from Visualisations,” Proc. 12th Int'l Conf. Artificial Intelligence in Education Workshop Usage Analysis in Learning Systems, pp. 65-72, July 2005.
[34] G. Paquette, “Instructional Engineering for Learning Objects Repositories Networks,” Proc. Second Int'l Conf. Computer Aided Learning in Eng. Education, pp. 25-36, Feb. 2004.
[35] S.G. Paris and P. Winograd, “How Metacognition can Promote Academic Learning and Instruction,” Dimensions of Thinking and Cognitive Instruction, B.F. Jones and L. Idol, eds., chapter 1, pp. 15-51, Lawrence Erlbaum Assoc., 1990.
[36] S. Pesty and C. Webber, “Baghera Platform: A Multiagent Learning Environment,” European J. Informatics Professional, vol. 4, pp. 40-44, 2004.
[37] J.A. Purdy, “Serious Games: Getting Serious about Digital Games in Learning,” http://www.corpu.com/newsletter%5Fwi07sect2. asp , 2008.
[38] A. Rosenbloom, “Interactive Immersion in 3D Computer Graphics,” Comm. ACM, vol. 47, no. 8, pp. 28-31, 2007.
[39] G. Scott, “Games Get Down to Business. Simulations Growing in Popularity as Younger Workers Move Up the Corporate Ranks,” http://www.theglobeandmail.com/servlet/story/ RTGAM. 20070502.wgtgames0502/BNStory/ GlobeTQhome, June 2007.
[40] L.S. Settoutti, Y. Prié, J.C. Marty, and A. Mille, “A Trace-Based System for Technology Enhanced Learning Systems Personalisation,” Proc. Ninth IEEE Int'l Conf. Advanced Learning Technologies, 2009.
[41] R.E. Slavin, “Cooperative Learning and the Cooperative School,” Educational Leadership, vol. 45, pp. 7-13, Nov. 1987.
[42] S. Talbot and C. Courtin, “Trace Analysis in Instrumented Learning Groupware: An Experiment in a Practical Class at the University,” Proc. Seventh Int'l Assoc. of Science and Technology for Development (IASTED) Int'l Conf. Computers and Advanced Technology in Education (WBE '08), pp. 418-422, Mar. 2008.
[43] D. Tanasa and B. Trousse, “Advanced Data Preprocessing for Intersites Web Usage Mining,” IEEE Intelligent Systems, vol. 19, no. 2, pp. 59-65, Mar.-Apr. 2004.
[44] J. Vassileva, G. Mc Calla, and J. Geer, “Multi-Agent Multi-User Modeling,” User Modeling and User-Adapted Interaction, Special Issue on User Modeling and Intelligent Agents, vol. 13, no. 1, pp.179-210, 2003.
[45] L.S. Vygotsky, Mind and Society: The Development of Higher Psychological Processes. Harvard Univ., 1978,
[46] O.R. Zaïane and J. Luo, “Towards Evaluating Learners' Behaviour in a Web-Based Distance Learning Environment,” Proc. IEEE Int'l Conf. Advanced Learning Technologies, pp. 357-360, 2001.
[47] B.J. Zimmerman, “Self-Regulated Learning and Academic Achievement: An Overview,” Educational Psychologist, vol. 25, pp. 3-17, 1990.

Index Terms:
Learning games, trace, indicator, observation facilities, regulation and collaborative learning tools.
Citation:
Jean-Charles Marty, Thibault Carron, "Observation of Collaborative Activities in a Game-Based Learning Platform," IEEE Transactions on Learning Technologies, vol. 4, no. 1, pp. 98-110, Jan.-March 2011, doi:10.1109/TLT.2011.1
Usage of this product signifies your acceptance of the Terms of Use.