demonstration

Towards Evidence-informed Design Principles for Adaptive Reading Games

Authors:

Manolis Mavrikis,

Asimina Vasalou,

Laura Benton,

Chrysanthi Raftopoulou,

Antonios Symvonis,

Kostas Karpouzis,

Drew WilkinsAuthors Info & Claims

CHI EA '19: Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems

Paper No.: INT010, Pages 1 - 4

https://doi.org/10.1145/3290607.3313256

Published: 02 May 2019 Publication History

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Abstract

This demonstration presents the design principles of the Navigo games for reading. By reflecting on our design tools and processes we explore the way theory, empirical evidence and best practice and expertise have informed our design. We look into the reciprocal role of theory and design and provide transferable lessons for design of educational technologies in the context of HCI.

References

[1]

Laura Benton, Asimina Vasalou, Kay Berkling, Wolmet Barendregt, and Manolis Mavrikis. 2018. A Critical Examination of Feedback in Early Reading Games. In proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (p. 373). ACM

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[2]

Laura Benton, Asimina Vasalou, Wolmet Barendregt, Leona Johansson Bunting, and Andrea Revesz. 2019 What's Missing: The Role of Instructional Design in Children's Games-Based Learning. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems. ACM.

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[3]

Mutlu Cukurova, Rose Luckin, and Alison Clark- Wilson. 2019. "Creating the golden triangle of evidence-informed education technology with EDUCATE," British Journal of Educational Technology, vol. 50, no. 2.

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[4]

Andrea diSessa and Paul Cobb. 2004. "Ontological Innovation and the Role of Theory in Design Experiments," The Journal of the Learning Sciences, vol. 13, no. 1, pp. 77--103, 2004.

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Cited By

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Karpouzis K(2024)Explainable AI for Intelligent Tutoring SystemsFrontiers of Artificial Intelligence, Ethics, and Multidisciplinary Applications10.1007/978-981-99-9836-4_6(59-70)Online publication date: 25-Feb-2024
https://doi.org/10.1007/978-981-99-9836-4_6
Chiotaki DPoulopoulos VKarpouzis K(2023)Adaptive game-based learning in education: a systematic reviewFrontiers in Computer Science10.3389/fcomp.2023.10623505Online publication date: 29-Jun-2023
https://doi.org/10.3389/fcomp.2023.1062350
Menychtas AGalliakis MPardos APanagopoulos CKarpouzis KMaglogiannis I(2022)Gameful Design of an Application for Patients in RehabilitationFrontiers in Computer Science10.3389/fcomp.2022.8221674Online publication date: 8-Jul-2022
https://doi.org/10.3389/fcomp.2022.822167
Show More Cited By

Index Terms

Towards Evidence-informed Design Principles for Adaptive Reading Games
1. Applied computing
  1. Computers in other domains
    1. Personal computers and PC applications
      1. Computer games
  2. Education
    1. Computer-assisted instruction

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Published In

CHI EA '19: Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems

May 2019

3673 pages

ISBN:9781450359719

DOI:10.1145/3290607

General Chairs:
Stephen Brewster
University of Glasgow, Scotland, UK
,
Geraldine Fitzpatrick
TU Wien, Austria
,
Program Chairs:
Anna Cox
University College London, UK
,
Vassilis Kostakos
University of Melbourne, Australia

Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 02 May 2019

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Horizon 2020

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CHI '19

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SIGCHI

CHI '19: CHI Conference on Human Factors in Computing Systems

May 4 - 9, 2019

Glasgow, Scotland Uk

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Overall Acceptance Rate 6,164 of 23,696 submissions, 26%

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Karpouzis K(2024)Explainable AI for Intelligent Tutoring SystemsFrontiers of Artificial Intelligence, Ethics, and Multidisciplinary Applications10.1007/978-981-99-9836-4_6(59-70)Online publication date: 25-Feb-2024
https://doi.org/10.1007/978-981-99-9836-4_6
Chiotaki DPoulopoulos VKarpouzis K(2023)Adaptive game-based learning in education: a systematic reviewFrontiers in Computer Science10.3389/fcomp.2023.10623505Online publication date: 29-Jun-2023
https://doi.org/10.3389/fcomp.2023.1062350
Menychtas AGalliakis MPardos APanagopoulos CKarpouzis KMaglogiannis I(2022)Gameful Design of an Application for Patients in RehabilitationFrontiers in Computer Science10.3389/fcomp.2022.8221674Online publication date: 8-Jul-2022
https://doi.org/10.3389/fcomp.2022.822167
Ibrahim SVasalou ABenton L(2022)Understanding the Situated Practices of School Technology Leaders in the Early Stages of Educational Technology AdoptionProceedings of the 2022 CHI Conference on Human Factors in Computing Systems10.1145/3491102.3502120(1-14)Online publication date: 29-Apr-2022
https://dl.acm.org/doi/10.1145/3491102.3502120
Kucirkova NGerard LLinn M(2021)Designing personalised instruction: A research and design frameworkBritish Journal of Educational Technology10.1111/bjet.1311952:5(1839-1861)Online publication date: 24-May-2021
https://doi.org/10.1111/bjet.13119
Karpouzis KTsatiris G(2021)AI in (and for) GamesAdvances in Machine Learning/Deep Learning-based Technologies10.1007/978-3-030-76794-5_3(27-43)Online publication date: 6-Aug-2021
https://doi.org/10.1007/978-3-030-76794-5_3
Vargianniti IKarpouzis K(2020)Using Big and Open Data to Generate Content for an Educational Game to Increase Student Performance and InterestBig Data and Cognitive Computing10.3390/bdcc40400304:4(30)Online publication date: 22-Oct-2020
https://doi.org/10.3390/bdcc4040030

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Design-oriented human-computer interaction

Triangulating communication design: emerging models for theory and practice

Understanding interaction design practices

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