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Improving Learners’ Assessment and Evaluation in Crisis Management Serious Games: an Emotion-based Educational Data Mining Approach
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In: ISSN: 1875-9521 ; Entertainment Computing ; https://hal.archives-ouvertes.fr/hal-03203938 ; Entertainment Computing, Elsevier, 2021, pp.100428. ⟨10.1016/j.entcom.2021.100428⟩ (2021)
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Intelligent gamification for individualized dyslexia remediation and in-home therapy ; Gamification intelligente pour une remédiation à domicile et individualisée de la dyslexie
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In: https://tel.archives-ouvertes.fr/tel-03585122 ; Psychology. Université Paris-Saclay, 2021. English. ⟨NNT : 2021UPASW002⟩ (2021)
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Examining Linguistic Biases in Telegram with a game theoretic analysis * ; L'examination des biais linguistiques dans Telegram avec une approche théorie des jeux
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In: à paraitre ; 3rd Multidisciplinary International Symposium on Disinformation in Open Online Media (MISDOOM 2021) ; https://hal.archives-ouvertes.fr/hal-03328712 ; 3rd Multidisciplinary International Symposium on Disinformation in Open Online Media (MISDOOM 2021), Oxford Internet Institute, Sep 2021, Oxford (virtual), United Kingdom. pp.1-15 ; https://2020.misdoom.org/misdoom-2021/ (2021)
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КОМПЬЮТЕРНЫЕ ИГРЫ КАК СОВРЕМЕННАЯ ТЕХНОЛОГИЯ ОБУЧЕНИЯ ИНОСТРАННОМУ ЯЗЫКУ В НЕЯЗЫКОВОМ ВУЗЕ ... : COMPUTER GAMES AS A MODERN TECHNOLOGY OF TEACHING A FOREIGN LANGUAGE IN A NON-LANGUAGE UNIVERSITY ...
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ПРОБЛЕМЫ ЛОКАЛИЗАЦИИ КОМПЬЮТЕРНОЙ ВИЕДОИГРЫ «UNCHARTED: DRAKE’S FORTUNE» НА РУССКИЙ ЯЗЫК ... : CHALLENGES OF LOCALIZATION OF “UNCHARTED: DRAKE’S FORTUNE” VIDEO GAME INTO RUSSIAN ...
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Запорожец Ю.Г.. - : Norwegian Journal of Development of the International Science, 2021
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Feeling Factory ... : a Prosody Improvement Game for Children with ASD ...
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Game-Based Coding Challenges to Foster Programming Practice
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: OASIcs - OpenAccess Series in Informatics. First International Computer Programming Education Conference (ICPEC 2020), 2020
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Design, Development, and Evaluation of Research Tools for Evidence-Based Learning: A Digital Game-Based Spelling Training for German Primary School Children ...
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Design, Development, and Evaluation of Research Tools for Evidence-Based Learning: A Digital Game-Based Spelling Training for German Primary School Children
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Abstract:
Lesen und Schreiben gehören zu den wichtigsten von Kindern erworbenen Fähigkeiten. Indes leiden 4–10% der Deutschen Kinder an einer Lese-Rechtschreib-schwäche (LRS). Wenn die LRS nicht angemessen behandelt wird, beeinträchtigt sie die akademische, persönliche und soziale Entwicklung betroffener Kinder erheblich. Daher steigt das Interesse an digitalen Lernwerkzeugen, um die Kinder auch außerhalb oder ergänzend zu Therapie und Schule wirksam zu unterstützen. Die vorliegende Dissertation konzentriert sich auf drei Hauptaspekte im Bereich digitaler Lernwerkzeuge zur Förderung der Lese- und Rechtschreibentwicklung. Zuerst stelle ich “Prosodiya” vor – unser neuartiges, digitales und spielerisches Rechtschreibtraining für deutsche Grundschulkinder. Prosodiya unterscheidet sich von ähnlichen Ansätzen, indem es systematisch orthographisches Wissen in Kombination mit der Bewusstheit für Silbenbetonung vermittelt. Ich untersuche die Anwendbarkeit, Wirksamkeit und Validität von Prosodiya in einer randomisierten kontrollierten Feldstudie mit 116 deutschen Grundschulkindern mit vorwiegend schwachen Rechtschreibleistungen. Die Kinder übten zu Hause über einen Zeitraum von neun bis zehn Wochen. Die Ergebnisse zeigen signifikante Trainingseffekte im Bereich der Rechtschreibung und der Bewusstheit für Silbenbetonung. Kinder berichteten ebenfalls, dass Prosodiya einfach zu bedienen und motivierend sei, was die Verwendbarkeit des Spiels für zu Hause bestätigt. Weiter konnten wir in Korrelationsanalysen, die den Zusammenhang zwischen der Bewusstheit für Silbenbetonung, Lesen, Rechtschreiben, und Trainingsleistungen betrachteten, unseren neuartigen pädagogischen Ansatz bestätigen. Prosodiya könnte daher den traditionellen Pool an evidenzbasierten Trainingsmaßnahmen erweitern. Zweitens untersuche ich eine der großen Herausforderung des Interaktionsdesigns von Lernapps: die Wahl des für Kinder am besten geeigneten Interaktionsstils. Ich vergleiche systematisch die Interaktionsstile Drag-and-Drop, Point-and-Touch und Touch in einem mobilen Rechtschreibspiel mit 25 deutschen Grundschülern. Die Ergebnisse zeigen, dass Touch gegenüber Drag-and-Drop und Point-and-Touch am besten abschnitt. Entgegen einiger Forschungen und aktuellen Designrichtlinien fanden wir kleine Vorteile von Drag-and-Drop gegenüber Point-and-Touch. Drittens exploriere ich Möglichkeiten der automatischen Erzeugung von Sprachlern-Material in zwei Bereichen. Ich untersuche den Nutzen von Text-to-Speech Tools, um automatisch Minimalpaare (z.B. Biber vs. Piber) für den Gebrauch in Sprachlernsystemen zu erzeugen. Ich stelle unsere neue Methode zur Verbesserung der Aussprache künstlich erzeugter Pseudowörter vor. Ergebnisse einer Online-Studie zeigen, dass die Unterscheidung des lexikalischen Wortes von seinem Pseudowort-Gegenstück gleich gut erfolgt, wenn die Minimalpaare mit unserer Methode erzeugt oder von Menschen gesprochen wurden. Zudem stelle ich COAST vor, eine Webapp zur automatischen und anpassbaren Hervorhebung von Silbenstruktur und Wortbetonung in Lesematerialien. In Nutzertests wurde COAST erfolgreich validiert. Die Beiträge erweitern den aktuellen Forschungsstand digitaler Lernwerkzeuge und bieten aussichtsvolle Implikationen für die Lese-Rechtschreibförderung von Kindern. ; Reading and writing are two of the most important skills acquired by young learners. However, approximately 4–10% of the German population suffers from dyslexia. If not treated adequately, reading and spelling disorders negatively affect children’s academic, personal, and social development. Thus, the interest in digital tools to efficiently support literacy acquisition outside of class or therapy has grown. This thesis addresses three main aspects to expand the current state of research on digital tools to support reading and spelling development. First, I present our novel digital game-based spelling training called “Prosodiya” to improve literacy skills in German primary school children. Prosodiya differs from similar approaches in that it systematically teaches orthographic knowledge in combination with the awareness of syllable stress. I investigate the feasibility, effectiveness, and validity of Prosodiya in a randomized controlled field trial with 116 German second to fourth graders with mainly poor spelling skills. The training was carried out at home over a short period of 9–10 weeks. Results showed significant improvements in syllable stress awareness and spelling abilities for trained and untrained word material. Prosodiya was also reportedly easy to use, motivating, and provided good game experience, proving its feasibility for use at home. Further, the validity of our novel pedagogical approach was confirmed in correlation analyses investigating the relationships among syllable stress awareness, reading, spelling, and training performances. Prosodiya may therefore expand the traditional pool of training methods. Second, I address one challenge of interaction design in educational applications, namely choosing the appropriate interaction style for use with children – which is not trivial. For this, I compare drag-and-drop, point-and-touch, and simple touch for writing words in a mobile spelling game. I evaluate the perceived workload, user experience, and writing time of 25 German third and fourth graders (8–11 years). We found that touch was the fastest, best rated, and most preferred interaction style. We also found small advantages for drag-and-drop over point-and-touch, which runs counter to some research and recent design guidelines. Third, I explore the potential and limitations of automatic generation of language learning material in two domains. I investigate the utility of text-to-speech tools to automatically generate minimal pairs (e.g., beaver vs. peaver) for use in language learning systems to foster learners’ phonological awareness. I present our novel approach to improve the pronunciation of artificially generated German pseudowords. The results of an online study showed that distinguishing the lexical word from its pseudoword counterpart was equally successful when the minimal pair was generated by our method or produced by a human. In addition, I further present COAST, a web-based tool for easy and automatic visual enhancement of syllable structure, word stress, and spacing in reading material using resources of natural language processing. COAST’s feasibility and usability were validated in user tests. All aspects contribute to the current state of research on digital learning tools and pose promising results to support children’s reading and spelling development.
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Keyword:
004; 150; 370; 400; 430; Child-computer interaction; Computerbasierte Sprachlernsysteme; Computerlinguistik; Computerspiel; Deutsch; Digital game-based learning; Digitales spielbasiertes Lernen; Dyslexia; Dyslexie; Game design; Grundschule; Human-computer interaction; Intelligent computer-assisted language learning; Legasthenie; Lernapp; Lernen; Lernspiel; Medieninformatik; Mensch-Computer-Interaktion; Primary education; Serious Games; Software Engineering; Softwareentwicklung; Sprache
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URL: http://hdl.handle.net/10900/110247
http://nbn-resolving.de/urn:nbn:de:bsz:21-dspace-1102475
https://doi.org/10.15496/publikation-51623
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| 11 |
Evaluating ‘enhancing pragmatic language skills for young children with social communication impairments’ (E-PLAYS): protocol for a feasibility randomised controlled trial study
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Layered horizons : a geospatial humanities research platform
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| 13 |
Cheap, Fast and Good! Voting Games with a Purpose
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In: Games4NLP: Games and Gamification for Natural Language Processing ; https://hal.archives-ouvertes.fr/hal-01790614 ; Games4NLP: Games and Gamification for Natural Language Processing , May 2018, Miyazaki, Japan (2018)
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Literal readings of multiword expressions: as scarce as hen's teeth
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In: Proceedings of the 16th International Workshop on Treebanks and Linguistic Theories (TLT 16), Jan 2018, Prague, Czech Republic ; https://hal.archives-ouvertes.fr/hal-01694995 ; Proceedings of the 16th International Workshop on Treebanks and Linguistic Theories (TLT 16), Jan 2018, Prague, Czech Republic, Jan 2018, Prague, Czech Republic. pp.64 - 72 (2018)
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Büchi Good-for-Games Automata Are Efficiently Recognizable
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In: LIPIcs–Leibniz International Proceedings in Informatics ; 38th IARCS Annual Conference on Foundations of Software Technology and Theoretical Computer Science (FSTTCS 2018) ; https://hal.archives-ouvertes.fr/hal-01910632 ; 38th IARCS Annual Conference on Foundations of Software Technology and Theoretical Computer Science (FSTTCS 2018), Dec 2018, Ahmedabad, India. pp.16, ⟨10.4230/LIPIcs.FSTTCS.2018.16⟩ ; https://www.fsttcs.org/ (2018)
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| 16 |
Word-formation of English electronic game names ; СЛОВОТВІР АНГЛОМОВНИХ ВІРТУАЛМІФОНІМІВ
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In: Записки з ономастики; № 20 (2017) ; Opera in onomastica; № 20 (2017) ; 2410-3373 (2018)
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Towards the Use of Interactive Simulation for Effective e-Learning in University Classroom Environment
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| 18 |
Second Language Socialization in Stronghold Kingdoms: An Ethnographic Case Study
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Undominated nonnegative excesses and core extensions of transferable utility games
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In: ISSN: 0377-2217 ; European Journal of Operational Research ; https://hal-utt.archives-ouvertes.fr/hal-02525227 ; European Journal of Operational Research, Elsevier, 2017, 261 (1), pp.222-233. ⟨10.1016/j.ejor.2017.01.050⟩ (2017)
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The importance of structural factors and individual orientations for the sports participation of youth – a comparison between German and French-speaking municipalities in Switzerland ...
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