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2. Augmented Reality in Language Learning: Practical Implications for Researchers and Practitioners

Author

Parmaxi, Antigoni, Berns, Anke, Adinolfi, Lina, Gruber, Alice, Fominykh, Mikhail, Voreopoulou, Angeliki, Wild, Fridolin, Vassiliou, Paraskevi, Christou, Eirini, Valero‐Franco, Concepción, Aagaard, Tormod, Hadjistassou, Stella, Goos, Gerhard, Series Editor, Hartmanis, Juris, Founding Editor, van Leeuwen, Jan, Series Editor, Hutchison, David, Editorial Board Member, Kanade, Takeo, Editorial Board Member, Kittler, Josef, Editorial Board Member, Kleinberg, Jon M., Editorial Board Member, Kobsa, Alfred, Series Editor, Mattern, Friedemann, Editorial Board Member, Mitchell, John C., Editorial Board Member, Naor, Moni, Editorial Board Member, Nierstrasz, Oscar, Series Editor, Pandu Rangan, C., Editorial Board Member, Sudan, Madhu, Series Editor, Terzopoulos, Demetri, Editorial Board Member, Tygar, Doug, Editorial Board Member, Weikum, Gerhard, Series Editor, Vardi, Moshe Y, Series Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Zaphiris, Panayiotis, editor, and Ioannou, Andri, editor

Published
2024
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3. 'Let's Date!' A 360-Degree Video Application to Support Foreign Language Learning

Author

Berns, Anke, Ruiz-Rube, Iván, Mota, José Miguel, Dodero, Juan Manuel, Castro, Edson, Ryynanen, Oona, and Werner, Lissy

Abstract

New technologies are changing the way of learning foreign languages. However, one of the main challenges for software developers and mobile assisted language learning designers remains the creation of learning environments for students' language immersion in and outside the classroom. This paper describes the design and evaluation of a VR-based mobile app called "Let's date!." The app enables Common European Framework of Reference for languages (CEFR) A1 level German language learners to interact with an immersive environment and to practise several language skills. The results have proven that the use of 360° videos based on realistic situations and combined with a conversational agent is suitable to reinforce students' foreign language competencies. [For the complete proceedings, see ED600837.]

Published
2019

6. Mobile Apps to Support and Assess Foreign Language Learning

Author

Berns, Anke, Palomo-Duarte, Manuel, Dodero, Juan Manuel, Ruiz-Ladrón, Juan Miguel, and Márquez, Andrea Calderón

Abstract

In the last two decades there have been many attempts to integrate all kinds of mobile devices and apps to support formal as well as informal learning processes. However, most of the available apps still support mainly individual learning, using mobile devices to deliver content rather than providing learners with the opportunity to interact with each other. To address this we have designed an app based on a highly interactive, ubiquitous and constructive learning approach. The app is called "Guess it! Language Trainer" and allows learners to share, assess and co-construct their foreign language knowledge. Learning contents are no longer delivered but integrated into versatile tasks. Even though these tasks are being performed individually by each player, the players' interaction with the app performed affects the whole community of learners. The current research paper presents the first results of an ongoing research project using mobile apps to enhance the Foreign Language Learning in a compulsory German language course at a Spanish University. In our paper we will firstly describe a specific app (Guess it! Language Trainer) which has been used to support students' independent language learning outside the classroom. Secondly, we will describe how the app encouraged students to get actively involved in their own learning processes and thirdly, how the teacher can use the information stored in the system to retrace and assess students' language learning. [For full proceedings, see ED564162.]

Published
2015

7. Videogame-Like Applications to Enhance Autonomous Learning

Author

Berns, Anke and Valero-Franco, Concepción

Abstract

This paper presents the results of an ongoing study which has been carried out with a group of German Foreign Language students at the University of Cadiz since 2012. The purpose of the study was to analyze the impact of videogame-like applications on foreign language learning and their motivational potential to increase learning beyond the classroom. The paper presents the results of a comparative study of several learning tools: a videogame-like application, a J-CLIC application and several Paper-based learning materials and their impact on students' foreign language learning. All three applications were designed by us for the specific purpose of the present study and in line with our target students' language proficiency and needs. In order to measure the impact of each application on students' learning, we designed a four part pre- and post-test, which was filled in by each student once before using the application and twice after using it. Additionally, we gathered personal feedback from the users by giving them an anonymous questionnaire. [For full proceedings, see ED565044.]

Published
2013

8. Designing Interactive and Collaborative Learning Tasks in a 3-D Virtual Environment

Author

Berns, Anke, Palomo-Duarte, Manuel, and Fernández, David Camacho

Abstract

The aim of our study is to explore several possibilities to use virtual worlds (VWs) and game-applications with learners of the A1 level (CEFR) of German as a foreign language. Our interest focuses especially on designing those learning tools which increase firstly, learner motivation towards online-learning and secondly, enhance autonomous learning through a highly interactive environment. Interaction is here seen as a multidirectional process, in which learners are asked to interact with different virtual environments as well as other learners in order to resolve a variety of tasks successfully. By interacting and collaborating in different tasks' performance, students are encouraged to learn from each other, in order to foster and widen their individual knowledge. For our research study we have designed a VW-platform, called VirtUAM (Virtual Worlds at Universidad Autónoma de Madrid). This platform permits us to store and record a huge amount of data related to users' behaviour and in-world interactions. Furthermore the platform has been employed to build several virtual spaces, which implement different game levels. The virtual spaces themselves are used to give students basic training in different language skills (listening, reading and writing) related to German as a foreign language. In order to obtain data regarding the game's impact on student learning, we designed a general questionnaire, which was only filled out after the game and which aimed at getting personal feedback from the participants. [For the complete volume, see ED574893.] [This work has been partially funded by the Consejería de Innovación under the project "Actuaciones Avaladas para la Mejora Docente 2011/12" (AAA_53: El empleo de videojuegos para el apoyo al aprendizaje de lenguas extranjeras aplicado al alemán) as well as by the Spanish Ministry of Science and Innovation under the project ABANT (TIN2010-19872/TSI).]

Published
2012

9. Combining Face-to-Face Learning with Online Learning in Virtual Worlds

Author

European Association for Computer-Assisted Language Learning (EUROCALL) (United Kingdom), Berns, Anke, Gonzalez-Pardo, Antonio, and Camacho, David

Abstract

This paper focuses on the development of videogame-like applications in a 3D virtual environment as a complement to the face-to-face teaching and learning. With the changing role of teaching and learning and the increasing use of "blended learning," instructors are increasingly expected to explore new ways to attend to the needs of their students. In recent years many educational institutions have started integrating into their teaching protocol the use of e-Learning platforms such as Moodle, WebCT, Blackboard or Virtual Worlds (VWs) such as Second Life (SL). The aim is not only to provide students with motivating and meaningful content and media, but also to provide them with attractive learning tools, able to enhance and guarantee a successful autonomous learning process. Nevertheless, based on our own teaching experience over the past years, we would argue that neither traditional e-Learning platforms such as Moodle, WebCT or Blackboard, nor VWs, completely meet the expectations and needs of (our) students with regard to autonomous learning. This is why the purpose of our analysis is to explore further possibilities by designing highly interactive and motivating online learning materials, including the use of videogame-like applications and a specific 3D virtual platform (OpenSim). We thus intend to provide students from the very first stage of their foreign language acquisition process with highly interactive learning environments, not only in the face-to-face learning, but also in autonomous online learning. The latter is considered to be complementary to, rather than different from the dynamics involved in face-to-face learning. Furthermore the paper includes an empirical evaluation of five language learning sessions during which several sets of students played the videogame-like application we had designed for the purposes of our research. (Contains 1 table.) [Support for this research was provided by the Spanish Ministry of Science and Innovation.]

Published
2012

12. Desarrollo de apps de realidad virtual y aumentada para enseñanza de idiomas: un estudio de caso.

Author

Valero-Franco, Concepción and Berns, Anke

Subjects
INFORMATION technology, LANGUAGE acquisition, AUGMENTED reality, GERMAN language, DIGITAL technology, TECHNOLOGY Acceptance Model
Abstract

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2024
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13. Guess It! Using Gamificated Apps to Support Students Foreign Language Learning by Organic Community-Driven Peer-Assessment

Author

Berns, Anke, Palomo-Duarte, Manuel, Dodero, Juan Manuel, Cejas, Alberto, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Kobsa, Alfred, Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Nierstrasz, Oscar, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, Rensing, Christoph, editor, de Freitas, Sara, editor, Ley, Tobias, editor, and Muñoz-Merino, Pedro J., editor

Published
2014
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15. Using a 3D Online Game to Assess Students’ Foreign Language Acquisition and Communicative Competence

Author

Berns, Anke, Palomo-Duarte, Manuel, Dodero, Juan Manuel, Valero-Franco, Concepción, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Sudan, Madhu, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Vardi, Moshe Y., editor, Weikum, Gerhard, editor, Hernández-Leo, Davinia, editor, Ley, Tobias, editor, Klamma, Ralf, editor, and Harrer, Andreas, editor

Published
2013
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17. Game-Like Language Learning in 3-D Virtual Environments

Author

Berns, Anke, Gonzalez-Pardo, Antonio, and Camacho, David

Abstract

This paper presents our recent experiences with the design of game-like applications in 3-D virtual environments as well as its impact on student motivation and learning. Therefore our paper starts with a brief analysis of the motivational aspects of videogames and virtual worlds (VWs). We then go on to explore the possible benefits of both in the area of foreign language learning. For our research study we have designed a VW-platform, called VirtUAM. This permits us to store and record data related to users' behaviour within the VW. Furthermore the platform has been employed to build several islands (virtual spaces), which implement different game levels. The virtual spaces themselves are used to give students a basic training in different language skills related to the German language. In order to obtain data regarding the game's impact on student learning and motivation, we designed several tests, which were completed both before and after the student participants played the game. Additionally we gave them a general questionnaire, which was only filled out after the game and which aimed at getting personal feedback from the learners. Quantitative and qualitative results shown in this work are part of a larger project which intends to study the impact of game-like applications within virtual environments and with regard to teaching and learning processes in general. (Contains 3 tables and 9 figures.)

Published
2013
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19. Exploring the possibilities of CoSpaces to create Virtual Reality environments for foreign language learning.

Author

Berns, Anke, Valero-Franco, Concepción, and Reyes-Sánchez, Salvador

Subjects
VIRTUAL reality, LANGUAGE & languages, LANGUAGE teachers, LEARNING, COVID-19 pandemic
Abstract

The recent Covid-19 pandemic has presented teachers with new challenges, high-lighting the need for innovation, renovation, and increased digitisation across all areas of education, including foreign language learning. At the same time, the increasing advances in Extended Reality (XR) together with the availability of authoring tools have created new opportunities to support the teaching/learning process. However, research suggests that many educators are still reluctant to integrate such technologies into their teaching syllabus. In this context and with the idea of encouraging especially language teachers at A1/A2 level to explore the possibilities of creating novel learning environments using technologies such as Virtual Reality (VR), in the current study we will share our experience regarding the use of authoring tools and the design and implementation of a VR language learning app created with CoSpaces. The latter is a freely available authoring tool which allows teachers with no specific programming skills to easily create VR environments in line with their teaching needs. The study consists of two main parts: the first focuses on describing CoSpaces as an authoring tool and our experience as developers of a VR app. The second shows the tool's functioning and offers those unfamiliar with it a short introduction. It concludes with evaluating the app's implementation and analysing teachers' and students' feedback. [ABSTRACT FROM AUTHOR]

Published
2023

20. A Generative Computer Language to Customize Online Learning Assessments

Author

Balderas, Antonio, Ruiz-Rube, Iván, Dodero, Juan Manuel, Palomo-Duarte, Manuel, Berns, Anke, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Sudan, Madhu, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Vardi, Moshe Y., editor, Weikum, Gerhard, editor, Hernández-Leo, Davinia, editor, Ley, Tobias, editor, Klamma, Ralf, editor, and Harrer, Andreas, editor

Published
2013
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22. A Review of Virtual Reality-Based Language Learning Apps

Author

Berns, Anke, Reyes Sánchez, Salvador, and Filología Francesa e Inglesa

Subjects
telecommunications, language teaching, multimedia system, educational software
Abstract

Research in the area of mobile-assisted language learning (MALL) has shown that the use of mobile devices such as smartphones may offer multiple opportunities for supporting foreign language learning. In addition, the development and increasing accessibility of emerging technologies such as virtual reality (VR) has opened new perspectives in the area of MALL, paving the way for a new research field called virtual reality assisted language learning (VRALL). In this context, the present study aims to identify the trends as well as challenges of VRALL by analysing the most popular of the currently available VR apps that can be downloaded from commercial platforms such as Google Play Store and App Store. However, results suggest that most of the retrieved apps are not specifically designed for foreign language learning, although they can be used for such a purpose. Furthermore, very few of the apps explore the real potential of VR, either providing novel teaching and learning approaches and new types of interaction, or offering novel learning scenarios that could allow the learner to experience a greater sense of immersion and thus facilitate the process of language immersion and language acquisition.

Published
2021

23. Una app gamificada para incrementar la motivación hacia el aprendizaje de idiomas

Author

Berns, Anke, Palomo Duarte, Manuel, Filología Francesa e Inglesa, and Ingeniería Informática

Subjects
ubiquitous learning, aprendizaje ubicuo, aprendizaje comunitario, smartphones, community driven learning
Abstract

La creciente expansión de las tecnologías móviles ha creado nuevas oportunidades y desafíos para la enseñanza y el aprendizaje de idiomas. No obstante, a pesar de que en la última década se hayan desarrollado numerosas aplicaciones comerciales y no comerciales (Apps) para fomentar el aprendizaje de idiomas, pocas explotan el potencial que ofrecen hoy en día los smartphones o tabletas para crear nuevos entornos de aprendizaje. En cambio, la mayoría siguen centrándose en un aprendizaje formal e individual, sin aprovechar las posibilidades que brindan los actuales dispositivos móviles para incrementar la interacción y comunicación entre varios usuarios. De ahí nuestro propósito de desarrollar una app que no solo permita la interacción entre sus usuarios proponiendo un enfoque basado en el aprendizaje comunitario sino que además explote el potencial de la gamificación para incrementar la motivación del alumnado. Para ello se ha implementado una app gamificada que permite al usuario introducir nuevo contenido (acorde a sus necesidades de aprendizaje) además de evaluar y reportar el contenido creado por otros usuarios y de recibir feedback regular sobre su propio proceso de aprendizaje., The increasing expansion of mobile technologies (smartphones, tablets, etc.) has created new opportunities and challenges for the teaching and learning of languages. However, despite the numerous commercial and non-commercial apps that have been developed in the last decade, very few applications (apps), explore the potential that current smartphones and tablets offer to create new learning environments. In fact, most of the apps still focus its interest on supporting form-focused and individual learning rather than exploiting the potential of current mobile devices to enhance students’ interaction and communication amongst each other. Therefore, the present study aims at developing a gamified app that not only might let its users to interact amongst each other providing a community-driven learning approach but also exploits the potential of gamification to enhance students’ motivation. To this end we have implemented a system that allows its users to add new content based on their learning needs, evaluate and report the learning content that is gradually created by other users.

Published
2020

28. Computación creativa y desarrollo centrado en el usuario para el aprendizaje

Author

Dodero Beardo, Juan Manuel, Palomo Duarte, Manuel, Berns, Anke, Ruiz Rube, Iván, Balderas Alberico, Antonio, Mota Macías, José Miguel, Baena Pérez, Rubén, and Ingeniería Informática

Subjects
analítica de aprendizaje, juegos aplicados, aprendizaje móvil de idiomas, wikis, desarrollo centrado en el usuario, computación creativa
Abstract

Se describen las líneas de investigación del grupo Mejora del Proceso Software y Métodos Formales de la Universidad de Cádiz, en relación a las tecnologías del aprendizaje e informática educativa., Research lines of the Software Process Improvement and Formal Methods research group of the University of Cadiz are described, in relation to learning technologies and computing in education.

Published
2019

31. Iniciar al alumnado de Estudios Ingleses en la investigación científica a partir de TFGs centrados en revisiones sistemáticas de la literatura

Author

Agencia Estatal de Investigación, Berns, Anke, Palomo Duarte, Manuel, Calderón Márquez, Andrea, Dodero, Juan Manuel, Agencia Estatal de Investigación, Berns, Anke, Palomo Duarte, Manuel, Calderón Márquez, Andrea, and Dodero, Juan Manuel

Abstract

[EN] As opposed to other disciplines, whose students have been writing dissertations for years, students of the Humanities in Spain were only required to prepare dissertations a few years ago due to the introduction of the Bologna Plan. With the aim of sharing and discussing our own experience with other experts, the results from our own positive experience with systematic literature reviews conducted by students of the degree on English Studies will be presented. By carrying out such reviews, students do not only acquire important knowledge, but they are also able to familiarise themselves with search engines, which have proved to be essential tools when conducting grounded academic projects. Among others, some key aspects of tutoring these projects were guiding students to identify relevant topics, finding a coherent structure drawing from the hypotheses, using the right methodology that will allow the testing of the hypotheses, and presenting the results according to the principles of open science so that other researchers can access them in order to improve their dissemination., [ES] A diferencia de otras áreas, que cuentan con una larga tradición en la realización de TFGs, en España las áreas de Humanidades empezaron hace solo unos años, a raíz de la adaptación al plan Bolonia, a incluir en sus titulaciones la realización obligatoria de TFGs. Con el objetivo de compartir y debatir nuestra propia experiencia con otros docentes presentaremos los resultados de diversas tutorizaciones de trabajos basados revisiones sistemáticas de la literatura, llevadas a cabo en el Grado de Estudios Ingleses. La realización de estas no solo ayuda al estudiante a madurar, sino además a familiarizarse con motores de búsqueda, los cuales se muestran como una de las herramientas fundamentales para hacer un trabajo de investigación sólido y de interés para la comunidad científica. Aspectos claves en la tutela de los trabajos fueron, entre otros, la orientación del estudiante para identificar temas relevantes de investigación; la estructuración del trabajo de investigación a partir de una o varias hipótesis; el uso de una metodología científica apropiada para hacer un trabajo que permitiese contrastar las hipótesis establecidas y, por último, la presentación de los resultados obtenidos en un formato open-science a fin de que otros investigadores pudieran acceder a ellos y así maximizar su difusión.

Published
2018

33. Exploring the potential of commercial language apps to meet students’ learning needs when studying English at High School and University

Author

Berns, Anke, Palomo Duarte, Manuel, Filología Francesa e Inglesa, Ingeniería Informática, Olmo Gil, María de los Ángeles, Berns, Anke, Palomo Duarte, Manuel, Filología Francesa e Inglesa, Ingeniería Informática, and Olmo Gil, María de los Ángeles

Abstract

Nowadays, it is not difficult to see people with smartphones. They are part of our daily life and we use them all day for almost everything. Thanks to this, Mobile-Assisted Language Learning (MALL) is gaining popularity. The purpose of this study is to analyze the 15 most downloaded commercial apps from Google Play in order to identify first, whether these apps meet students’ learning needs and second, whether they explore the full potential of smartphones to support students’ in their learning process. Considering this, in this work a literary review has been done in order to identify the different types of learning that are supported by MALL. Besides, an analysis of the most downloaded apps for learning languages has been carried out to gather information on what is offered on Google Play. Apart from this, a questionnaire for students from High School and University has been designed in order to know students’ needs when learning English as a foreign language. The results obtained from the analysis of the questionnaires are highly revealing regarding students’ learning needs when using apps.

Published
2017

34. The use of virtual worlds in foreign language learning

Author

Berns, Anke, Palomo Duarte, Manuel, Filología Francesa e Inglesa, Ingeniería Informática, Muñoz Sánchez, María, Berns, Anke, Palomo Duarte, Manuel, Filología Francesa e Inglesa, Ingeniería Informática, and Muñoz Sánchez, María

Abstract

Nowadays, technology plays a fundamental role in our lives. This trend is also noticeable in the area of education, considering that the use of ICT services is increasing in educational centres. Considering this factor, I focused on the use of virtual worlds (VWs) for foreign language teaching and learning. The primary objective of this senior thesis is to demonstrate that VWs offer multiple educational applications to support the foreign language teaching and learning processes and that the potential of VWs has not been very much explored in language teaching and learning . For this purpose, a review of the literature based on four journals ( ReCALL, Computers & Education, Language Learning & Technology and the British Journal of Educational Technology) has been carried out. I have focused on the articles published between 2010 and 2016, both included. A total number of twenty one publications that deal with virtual worlds and foreign language teaching and learning was found. These articles have been analyzed according to the journal and the year they were published in, the VW they use, the language skills they enhance and the type of learning they support. Through the aforementioned analysis, both hypotheses have been proven., A día de hoy, la tecnología juega un papel fundamental en nuestras vidas. Esta tendencia también es apreciable en el ámbito de la educación, dado que el uso de los servicios TIC está aumentando en los centros educativos. Considerando este factor, me he centrado en el uso de los mundos virtuales para enseñar y aprender un idioma. El objetivo principal de este trabajo es demostrar que los mundos virtuales ofrecen múltiples aplicaciones educativas para apoyar los procesos de enseñanza y aprendizaje de lenguas extranjeras y que el potencial de los mundos virtuales no ha sido muy explotado en la enseñanza y el aprendizaje de idiomas. Con este propósito, se ha llevado a cabo un análisis de la bibliografía encontrada en cuatro revistas científicas ( ReCALL, Computers & Education, Language Learning & Technology and the British Journal of Educational Technology), centrándome en los artículos publicados entre los años 2010 y 2016, ambos incluidos. Fueron encontrados un total de veintiún artículos que tratan de los mundos virtuales y la enseñanza y aprendizaje de idiomas. Todos ellos han sido analizados con respecto a la revista y al año en el que fueron publicados, el mundo virtual que emplean, las competencias lingüísticas que desarrollan y los tipos de aprendizaje que utilizan. A través de dicho análisis, ambas hipótesis han sido probadas., 32 páginas.

Published
2017

35. Autoría y analítica de aplicaciones móviles educativas multimodales

Author

Ruiz-Rube, Iván, Mota, José Miguel, Person, Tatiana, Berns, Anke, and Dodero, Juan Manuel

Subjects
Educational data mining, Mobile learning, Realidad aumentada, 5801 Teoría y métodos educativos, Herramientas de autor, Learning analytics
Abstract

[ES]Las interacciones de los estudiantes con dispositivos y aplicaciones móviles con propósitos educativos generan una gran cantidad de información que puede ser tratada con técnicas analíticas y de minería de datos para que el profesor pueda tomar decisiones relacionadas con el aprendizaje. No obstante, el desarrollo de aplicaciones móviles que sean capaces de recoger estas interacciones no es trivial para un usuario que no posea los conocimientos adecuados de programación. En este artículo se propone un componente para la captura y análisis de interacciones dentro de una herramienta de autor para la creación de aplicaciones móviles con capacidades extendidas, sin necesidad de tener amplios conocimientos de programación. La evaluación de la propuesta se ha llevado a cabo mediante el desarrollo y recogida de interacciones de una aplicación de apoyo al aprendizaje de idiomas utilizando realidad aumentada.

Published
2016

39. Diseño de un juego serio basado en el suspense

Author

Delatorre, Pablo, Berns, Anke, Palomo-Duarte, Manuel, Gervás, Pablo, Madueño, Francisco, and Ingeniería Informática

Abstract

En las últimas dos décadas, los juegos educativos han sido ampliamente utilizados para mejorar el aprendizaje de lenguas extranjeras. Los estudiantes generalmente se divierten aprendiendo mediante desafíos intelectuales. No obstante, no todos los juegos logran mejorar la educación de cada alumno de la misma forma y al mismo ritmo. Diferentes características del juego repercuten en la experiencia del aprendizaje. En el presente artículo presentamos un estudio preliminar para el diseño de un videojuego en el que enfocar aspectos psicológicos como el suspense con objeto de mejorar la atención del estudiante mientras que juega. De esta forma pretendemos no sólo enganchar a los estudiantes a jugar varias veces al mismo juego, sino también conseguir un mayor aprendizaje en cada partida. En nuestro artículo, describimos cómo diferentes componentes emocionales (valencia, intensidad y control) pueden afectar al jugador. Esto se implementa en un prototipo de juego de detectives basado en el suspense que dinámicamente crea la historia de la partida, teniendo en cuenta las puntuaciones emocionales de los diferentes conceptos empleados en el juego.

Published
2015

41. Computación creativa y desarrollo centrado en el usuario para el aprendizaje.

Author

Manuel Dodero, Juan, Palomo-Duarte, Manuel, Berns, Anke, Ruiz-Rube, Iván, Balderas-Alberico, Antonio, Miguel Mota, José, and Baena, Rubén

Subjects
EDUCATIONAL technology, RESEARCH teams, UNIVERSITY research, COMPUTER software
Abstract

Copyright of Informática Educativa Comunicaciones is the property of Asociacion para el Desarrollo de la Informatica Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2019

42. VWQL: un lenguaje específico de dominio para la obtención de indicadores objetivos del aprendizaje de idiomas en mundos virtuales

Author

Filología Francesa e Inglesa, Ingeniería Informática, Balderas Alberico, Antonio, Palomo Duarte, Manuel, Berns, Anke, Gómez Sánchez, Raúl, Ruiz-Rube, Iván, Filología Francesa e Inglesa, Ingeniería Informática, Balderas Alberico, Antonio, Palomo Duarte, Manuel, Berns, Anke, Gómez Sánchez, Raúl, and Ruiz-Rube, Iván

Abstract

El uso de mundos virtuales en la enseñanza se ha extendido en los últimos años. La descontextualización en que se sumergen los alumnos y la capacidad de registro de las interacciones que se producen (movimientos, intercambio de mensajes, acciones, etc.) son algunas de las características que las hacen especialmente interesantes para el aprendizaje de idiomas. En concreto, el análisis de estos registros es de especial interés, pues permite no sólo evaluar diferentes destrezas de los alumnos sino también detectar problemas generales de aprendizaje, identificar determinados perfiles de alumnos, etc. Lamentablemente la gran mayoría de los datos registrados en un mundo virtual no son fácilmente accesibles para el profesor medio de idiomas, pues suelen estar almacenados en ficheros de registro o bases de datos que solo pueden consultarse con lenguajes de programación técnicos. En este trabajo presentamos Virtual World Query Language, un lenguaje específico de dominio que facilita esta labor. Mediante consultas sencillas escritas en un lenguaje simple con una estructura sencilla el profesor podrá acceder tanto a datos generales de los mundos virtuales como a otros datos relacionados con el aprendizaje de idiomas. Nuestra propuesta es que dicho lenguaje pueda usarse para analizar la actividad en estos mundos virtuales mediante la realización de sucesivas consultas que permitan visualizar diferentes aspectos de la interacción que se produjo en dichos mundos virtuales. De esta forma los aspectos de interés detectados en las consultas iniciales más generalistas pueden refinarse con otras más detalladas que permitan contrastar las posibles hipótesis que el profesor realice. Para ello mostramos un ejemplo realizado usando los registros de un mundo virtual OpenSim empleado en la asignatura de Alemán II de la Universidad de Cádiz. En él se evalúan habilidades idiomáticas individuales y colectivas de manera automatizada y atendiendo a criterios objetivos, obteniendo resultados posi

Published
2016

43. Terminkalender: Sistema informático para aprendizaje colaborativo de idiomas mediante juego de calendario.

Author

Palomo Duarte, Manuel, Berns, Anke, Ingeniería Informática, Osuna Herrera, Javier, Palomo Duarte, Manuel, Berns, Anke, Ingeniería Informática, and Osuna Herrera, Javier

Abstract

Terminkalender es una herramienta que se presenta como un juego educativo para aprender alemán, el cual tiene un calendario de miércoles a domingo y un chat. Los alumnos tendrán diferentes tareas que realizar conjuntamente a lo largo de la semana y deberán comunicarse entre ellos mediante un chat, así podrán ponerse de acuerdo y anotar esas tareas en el calendario. El método de aprendizaje se basará en el uso del calendario y un chat con el que se pretende que mediante el sistema de comunicación verbal escrito se incremente la interacción y negociación entre los alumnos.

Published
2016

48. The house of crimes: Videojuego e-Learning de alemán con temática de suspense

Author

Delatorre, Pablo, Berns, Anke, Ingeniería Informática, Madueño Chulián, Francisco, Delatorre, Pablo, Berns, Anke, Ingeniería Informática, and Madueño Chulián, Francisco

Abstract

The house of crimes es un videojuego e-learning para alumnos del nivel A1 de alemán. Además se usará como experimento para determinar, en que medida, un ambiente de suspense puede influir en el aprendizaje de los alumnos. Este item contiene la memoria de este proyecto.

Published
2015

49. Diseño de un juego serio basado en el suspense

Author

Ingeniería Informática, Delatorre, Pablo, Berns, Anke, Palomo Duarte, Manuel, Gervás, Pablo, Madueño, Francisco, Ingeniería Informática, Delatorre, Pablo, Berns, Anke, Palomo Duarte, Manuel, Gervás, Pablo, and Madueño, Francisco

Abstract

En las últimas dos décadas, los juegos educativos han sido ampliamente utilizados para mejorar el aprendizaje de lenguas extranjeras. Los estudiantes generalmente se divierten aprendiendo mediante desafíos intelectuales. No obstante, no todos los juegos logran mejorar la educación de cada alumno de la misma forma y al mismo ritmo. Diferentes características del juego repercuten en la experiencia del aprendizaje. En el presente artículo presentamos un estudio preliminar para el diseño de un videojuego en el que enfocar aspectos psicológicos como el suspense con objeto de mejorar la atención del estudiante mientras que juega. De esta forma pretendemos no sólo enganchar a los estudiantes a jugar varias veces al mismo juego, sino también conseguir un mayor aprendizaje en cada partida. En nuestro artículo, describimos cómo diferentes componentes emocionales (valencia, intensidad y control) pueden afectar al jugador. Esto se implementa en un prototipo de juego de detectives basado en el suspense que dinámicamente crea la historia de la partida, teniendo en cuenta las puntuaciones emocionales de los diferentes conceptos empleados en el juego.

Published
2015

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