Details
| Originalsprache | Englisch |
|---|---|
| Titel des Sammelwerks | PDSG 2012 Pedagogically-driven Serious Games 2012 |
| Untertitel | Proceedings of the 1st International Workshop on Pedagogically-driven Serious Games (PDSG 2012) |
| Seiten | 41-50 |
| Seitenumfang | 10 |
| Publikationsstatus | Veröffentlicht - 2012 |
| Veranstaltung | 1st International Workshop on Pedagogically-Driven Serious Games 2012, PDSG 2012 - In Conjunction with the 7th European Conference on Technology Enhanced Learning, EC-TEL 2012 - Aachen, Deutschland Dauer: 7 Sept. 2012 → 7 Sept. 2012 |
Publikationsreihe
| Name | CEUR Workshop Proceedings |
|---|---|
| Herausgeber (Verlag) | CEUR Workshop Proceedings |
| Band | 898 |
| ISSN (Print) | 1613-0073 |
Abstract
TERENCE is an FP7 ICT European project , highly multidisciplinary, that is developing an adaptive learning system for supporting poor comprehenders and their educators. Its learning material are stories and games, explicitly designed for classes of primary schools poor comprehenders, where classes were created via an extensive analysis of the context of use and user requirements. Its learning tasks are reading stories and playing with games. The games are specialised into smart games, which stimulate inference-making for story comprehension, and relaxing games, which stimulate visual perception and which train the interaction with devices (e.g., PC and tablet PC). The design of the reading and playing tasks is mainly based on the requirements resulting from the study of the context of use, which is made via field studies and expert-based inquiries. In this paper we focus on how we used the pedagogical underpinnings and the acquired requirements to design the games of the system.
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PDSG 2012 Pedagogically-driven Serious Games 2012: Proceedings of the 1st International Workshop on Pedagogically-driven Serious Games (PDSG 2012). 2012. S. 41-50 (CEUR Workshop Proceedings; Band 898).
Publikation: Beitrag in Buch/Bericht/Sammelwerk/Konferenzband › Aufsatz in Konferenzband › Forschung › Peer-Review
}
TY - GEN
T1 - Playing for improving the reading comprehension skills of primary school poor comprehenders
AU - De La Prieta, Fernando
AU - Di Mascio, Tania
AU - Gennari, Rosella
AU - Marenzi, Ivana
AU - Vittorini, Pierpaolo
PY - 2012
Y1 - 2012
N2 - TERENCE is an FP7 ICT European project , highly multidisciplinary, that is developing an adaptive learning system for supporting poor comprehenders and their educators. Its learning material are stories and games, explicitly designed for classes of primary schools poor comprehenders, where classes were created via an extensive analysis of the context of use and user requirements. Its learning tasks are reading stories and playing with games. The games are specialised into smart games, which stimulate inference-making for story comprehension, and relaxing games, which stimulate visual perception and which train the interaction with devices (e.g., PC and tablet PC). The design of the reading and playing tasks is mainly based on the requirements resulting from the study of the context of use, which is made via field studies and expert-based inquiries. In this paper we focus on how we used the pedagogical underpinnings and the acquired requirements to design the games of the system.
AB - TERENCE is an FP7 ICT European project , highly multidisciplinary, that is developing an adaptive learning system for supporting poor comprehenders and their educators. Its learning material are stories and games, explicitly designed for classes of primary schools poor comprehenders, where classes were created via an extensive analysis of the context of use and user requirements. Its learning tasks are reading stories and playing with games. The games are specialised into smart games, which stimulate inference-making for story comprehension, and relaxing games, which stimulate visual perception and which train the interaction with devices (e.g., PC and tablet PC). The design of the reading and playing tasks is mainly based on the requirements resulting from the study of the context of use, which is made via field studies and expert-based inquiries. In this paper we focus on how we used the pedagogical underpinnings and the acquired requirements to design the games of the system.
KW - Formalizations of pedagogical theories
KW - Game frameworks
KW - Serious games
UR - http://www.scopus.com/inward/record.url?scp=84892418846&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:84892418846
T3 - CEUR Workshop Proceedings
SP - 41
EP - 50
BT - PDSG 2012 Pedagogically-driven Serious Games 2012
T2 - 1st International Workshop on Pedagogically-Driven Serious Games 2012, PDSG 2012 - In Conjunction with the 7th European Conference on Technology Enhanced Learning, EC-TEL 2012
Y2 - 7 September 2012 through 7 September 2012
ER -