By Santi Caballe, Fatos Xhafa, Thanasis Daradoumis, Angel A. Juan
During the last decade, the wishes of academic corporations were altering in line with more and more complicated pedagogical types and with the technological evolution of e-learning environments with very dynamic educating and studying standards. Architectures for disbursed and complicated M-Learning structures: making use of clever applied sciences explores cutting-edge software program architectures and structures used to help disbursed and cellular e-learning structures. Containing learn from major overseas specialists, this complex book offers worthy references to help studying practices for academicians, researchers, and practitioners.
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Additional resources for Architectures for Distributed and Complex M-learning Systems: Applying Intelligent Technologies
Engagement may come through emotion, relaxation and especially through fun. It is obvious that games are a strong motivating and engaging factor. Students in the COLLAGE project were involved in entertaining and fun activitiesin the form of web-based games. By placing a game at the core of an interactive learning environment, the use of the COLLAGE platform provided students with the opportunity to participate in an active learning process, enabling them to gain knowledge and skills beyond “traditional” classroom results.
Further interaction refines this space and allows for prediction functions distributed over time and users. g. , 2004). , 2004; Luyten et al, 2006). However, the production of educationally authentic and valid content is crucial, and the role teachers and even students should be given for participatory co-design in this direction is evident. The COLLAGE project recognised the need for providing easy-to-use content authoring tool to the school community, and particularly teachers. Authoring and content creation tools cover a wide range of content types and required user skills.
This chapter sets out to discuss the state of the art in designing technology-enhanced educational activities in informal learning environments, demonstrating current challenges in the field through the examples of various mobile and game-based learning projects. Further, the pedagogical approach is presented which guided us while supporting teachers to design, create and evaluate mobile-based educational games. This approach also informed the development for the technology, a description of which is provided next in this chapter.