Decoupling assessment and serious games to support guided exploratory learning in smart education

This research proposes an enhanced approach of decoupling assessment and serious games to support fire evacuation training in smart education. The proposed assessment approach employs an evidence-based dynamic assessment and feedback to guide players through school’s building evacuation. Experimentation results show the applicability of the proposed assessment approach in enhancing fire evacuation training using serious games. Moreover, students were engaged to the proposed learning scenarios and their overall fire evacuation assessment were enhanced using the guided exploratory game-based training.

[1]  Jean Écalle,et al.  Serious games as new educational tools: how effective are they? A meta-analysis of recent studies , 2013, J. Comput. Assist. Learn..

[2]  Russell G. Almond,et al.  A Brief Introduction to Evidence-Centered Design. CSE Report 632. , 2004 .

[3]  Lizhong Yang,et al.  Investigation of combined stairs elevators evacuation strategies for high rise buildings based on simulation , 2015, Simul. Model. Pract. Theory.

[4]  Hugh C. Davis,et al.  Designing Assessment Tools in a Service Oriented Architecture , 2005, ELeGI Conference.

[5]  Carlos Delgado Kloos,et al.  Assessment of Knowledge and Competencies in 3D Virtual Worlds: A Proposal , 2010, Key Competencies in the Knowledge Society.

[6]  J. Elshout,et al.  The generality vs domain-specificity of metacognitive skills in novice learning across domains. , 1997 .

[7]  R. Beeby,et al.  Assessment Integration in Serious Games , 2014 .

[8]  Elaine M. Raybourn,et al.  Applying simulation experience design methods to creating serious game-based adaptive training systems , 2007, Interact. Comput..

[9]  T. Jong,et al.  Exploratory learning with a computer simulation for control theory: learning processes and instructional support , 1993 .

[10]  Hui Lin,et al.  Agent-based simulation of building evacuation: Combining human behavior with predictable spatial accessibility in a fire emergency , 2015, Inf. Sci..

[11]  Daniel Livingstone,et al.  Immersive learning and assessment with quizHUD , 2009 .

[12]  Dirk Ifenthaler,et al.  Alternative Assessment Strategies for Complex Problem Solving in Game-Based Learning Environments , 2011 .

[13]  David Murphy,et al.  JDoc: A Serious Game for Medical Learning , 2008, First International Conference on Advances in Computer-Human Interaction.

[14]  T. Jong,et al.  Supporting simulation-based learning; the effects of model progression and assignments on definitional and intuitive knowledge , 1998 .

[15]  Ton de Jong,et al.  Scientific Discovery Learning with Computer Simulations of Conceptual Domains , 1998 .

[16]  Benjamin S. Bloom,et al.  Taxonomy of Educational Objectives: The Classification of Educational Goals. , 1957 .

[17]  Daniele Toti,et al.  Ontology-driven Data Acquisition: Intelligent Support to Legal ODR Systems , 2013, JURIX.

[18]  Iván Martínez-Ortiz,et al.  Educational game design for online education , 2008, Comput. Hum. Behav..

[19]  Aidan Sliney,et al.  Using Serious Games for Assessment , 2011, Serious Games and Edutainment Applications.

[20]  Jody S. Underwood,et al.  Moving to the Next Level: Designing Embedded Assessments into Educational Games , 2010 .

[21]  Mark Stansfield,et al.  An alternate reality game for language learning: ARGuing for multilingual motivation , 2011, Comput. Educ..

[22]  Rosaldo J. F. Rossetti,et al.  Using serious games to train evacuation behaviour , 2012, 7th Iberian Conference on Information Systems and Technologies (CISTI 2012).

[23]  Leona Schauble,et al.  Scientific Reasoning Across Different Domains , 1992 .

[24]  Richard W. Bukowski,et al.  Addressing the Needs of People Using Elevators for Emergency Evacuation , 2012 .

[25]  Aidan Sliney,et al.  Secondary Assessment Data within Serious Games , 2009 .

[26]  V. Shute,et al.  Melding the Power of Serious Games and Embedded Assessment to Monitor and Foster Learning: Flow and Grow , 2009 .

[27]  Benigno E. Aguirre,et al.  A Critical Review Of Emergency Evacuation Simulation Models , 2004 .

[28]  Erica D. Kuligowski,et al.  The Need for Behavioral Theory in Evacuation Modeling , 2010 .

[29]  Lennart E. Nacke,et al.  From game design elements to gamefulness: defining "gamification" , 2011, MindTrek.

[30]  Daniel Livingstone,et al.  SLOODLE: Connecting VLE tools with emergent teaching practice in Second Life , 2009, Br. J. Educ. Technol..

[31]  Vincent P. Wade,et al.  Service-Oriented E-Learning Platforms: From Monolithic Systems to Flexible Services , 2007, IEEE Internet Computing.

[32]  V. Shute.  Focus on Formative Feedback , 2008 .

[33]  Enrico Ronchi,et al.  Fire evacuation in high-rise buildings: a review of human behaviour and modelling research , 2013 .

[34]  Nicola Capuano,et al.  Knowledge-based assessment in serious games: an experience on emergency training , 2015 .

[35]  M. Al-Smadi,et al.  Assessment in serious games: An enhanced approach for integrated assessment forms and feedback to support guided learning , 2012, 2012 15th International Conference on Interactive Collaborative Learning (ICL).

[36]  Ian Dunwell,et al.  Four-dimensional consideration of feedback in serious games , 2011 .

[37]  Harold E. Nelson,et al.  Occupant Behavior, Egress, and Emergency Communication. Federal Building and Fire Safety Investigation of the World Trade Center Disaster (NIST NCSTAR 1-7) | NIST , 2005 .

[38]  C. Rogers.  Client-Centered Therapy: Its Current Practice, Implications and Theory , 1951 .

[39]  Robert J. Mislevy,et al.  Evidence-Centered Assessment Design , 2017 .

[40]  Kinshuk,et al.  Web-Based Multiplayer Online Role Playing Game (MORPG) for Assessing Students' Java Programming Knowledge and Skills , 2010, 2010 Third IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning.

[41]  Wang Bo.  Application of the EVACNET4 model to evacuation in high-rise building , 2009 .

[42]  Rob Koper,et al.  Building adaptive game-based learning resources: The integration of IMS Learning Design and , 2008 .

[43]  B. Kapralos,et al.  Using Serious Games and Virtual Simulation for Training in the Fire Service: A Review , 2015 .

[44]  Etienne Wenger,et al.  Situated Learning: Legitimate Peripheral Participation , 1991 .

[45]  E. Mory.  Feedback research revisited. , 2004 .

[46]  Sara de Freitas,et al.  The use of 'exploratory learning' for supporting immersive learning in virtual environments , 2009, Comput. Educ..

[47]  Edwin R. Galea,et al.  A review of the methodologies used in the computer simulation of evacuation from the built environment , 1999 .

[48]  Russell G. Almond,et al.  Enhancing the Design and Delivery of Assessment Systems: A Four-Process Architecture , 2002 .

[49]  J. B. Brooke,et al.  SUS: A 'Quick and Dirty' Usability Scale , 1996 .

[50]  Daniele Toti,et al.  Ontology-driven Generation of Training Paths in the Legal Domain , 2015, iJET.

[51]  R. Almond,et al.  A BRIEF INTRODUCTION TO EVIDENCE-CENTERED DESIGN , 2003 .

[52]  Martin Oliver,et al.  A four dimensional framework for the evaluation and assessment of educational games , 2005 .

[53]  Lizhong Yang,et al.  Occupant evacuation process study of public buildings based on computer modeling and simulation , 2013 .

[54]  Timo Korhonen,et al.  Fire Dynamics Simulator with Evacuation FDS+Evac, version 5. Technical Reference and User's Guide , 2008 .

[55]  R. F. Fahy,et al.  Exit 89-an Evacuation Model For High-rise Buildings-model Description And Example Applications , 1994 .

[56]  David H. Jonassen,et al.  Handbook of Research for educational Communications and Technology , 1997 .

[57]  Mohammad Al-Smadi,et al.  GAMEDUCATION: Using Gamification Techniques to Engage Learners in Online Learning , 2014 .

[58]  Luca Chittaro,et al.  Serious Games for Training Occupants of a Building in Personal Fire Safety Skills , 2009, 2009 Conference in Games and Virtual Worlds for Serious Applications.

[59]  Mohammad Al-Smadi,et al.  Formative Assessment in Immersive environments: a Semantic Approach to automated Evaluation of User Behavior in Open Wonderland , 2013 .

[60]  Jason D. Averill,et al.  Occupant behavior, egress, and emergency communications , 2005 .

[61]  Christina M. Steiner,et al.  Non-invasive Assessment and Adaptive Interventions in Learning Games , 2009, 2009 International Conference on Intelligent Networking and Collaborative Systems.

[62]  Dietrich Albert,et al.  Micro-adaptivity: protecting immersion in didactically adaptive digital educational games , 2010, J. Comput. Assist. Learn..

[63]  D. Kolb.  Experiential Learning: Experience as the Source of Learning and Development , 1983 .

[64]  Robert Zubek,et al.  MDA : A Formal Approach to Game Design and Game Research , 2004 .

[65]  E. I. Sawin.  Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook 1. Committee of College and University Examiners, Benjamin S. Bloom , 1957 .

[66]  Rafi Nachmias,et al.  Learning Scientific Reasoning Skills in Microcomputer-Based Laboratories , 1990 .

[67]  Daniel Nilsson,et al.  Evacuation experiments in a virtual reality high‐rise building: exit choice and waiting time for evacuation elevators , 2016 .

[68]  Christian Guetl,et al.  Service-oriented flexible and interoperable assessment: towards a standardised e-assessment system , 2011 .

[69]  Guylène Proulx,et al.  'Panic' and human behaviour in fire , 2009 .

[70]  Richard L. Francis,et al.  EVACNET: Prototype Network Optimization Models for Building Evacuation. | NIST , 1979 .

[71]  Timo Korhonen,et al.  Fire Dynamics Simulator with Evacuation: FDS+Evac , 2010 .

[72]  Mark Stansfield,et al.  Evaluation of a game to teach requirements collection and analysis in software engineering at tertiary education level , 2011, Comput. Educ..

[73]  E. Kendik.  Methods Of Design For Means Of Egress: Towards A Quantitative Comparison Of National Code Requirements , 1986 .

[74]  C. Fosnot.  Constructivism: a psychological theory of learning , 1996 .

[75]  Bauke de Vries,et al.  Building safety and human behaviour in fire : a literature review , 2010 .