ABSTRACT This contribution falls at the intersection between the fields of terminology and the sh... more ABSTRACT This contribution falls at the intersection between the fields of terminology and the sharing of information in a multicultural context, with particular reference to the field of Teacher Education (TE). The Share.TEC project aims to develop services to support the sharing and reuse of digital resources among European TE practitioners; it addresses a number of problems related to multicultural differences, such as the organization of the various national education systems, or differences in TE approaches and practices. To help users draw inspiration from and possibly reuse diverse digital resources, Share.TEC addresses the reality of pluralism in TE terminology and the coexistence of diverse TE organizational systems and settings across Europe.
In this paper, we propose the design of a mini SG Il Negozio di Viola having as its objective the... more In this paper, we propose the design of a mini SG Il Negozio di Viola having as its objective the acquisition by disabled young people of the concepts of cost, revenue and gain in the context of a selling transaction, which are concepts very difficult to internalize by people with cognitive problems. This mini SG makes it possible to have a real experience, even if in a simulated environment, on the concept of gain. Moreover, we will show that the direct involvement in the design of the mini SG by M., a young with neuro-motor disabilities, has made it possible to identify and solve the semantic problems that disabled users may encounter in the use of the game, which is the greatest difficulty in the design of this kind of mini SGs. This involvement has also contributed to improve her cognitive abilities and awareness to have an active role in the development of software tools that can be useful for other people.
ABSTRACT The paper discusses adoption of Serious Games (SGs) for supporting development of an ent... more ABSTRACT The paper discusses adoption of Serious Games (SGs) for supporting development of an entrepreneurial mindset in university students of technical and scientific universities. The paper relies on the authors experience in the eSG project, which aims at introducing students, mainly through practice, to basic concepts of entrepreneurship and company management. In the framework of the project, courses have been designed and carried out in three different countries: Italy, Spain and the Netherlands. The paper discusses the main requirements for the courses and presents a table template, based on state of the art models for entrepreneurship education, that we have used for the scouting of the most suited SGs and defining the most appropriate mix for their use in the courses, keeping into account targeted competences and skills, usability and pedagogical effectiveness. Using the template, the paper draws a comprehensive overview of relevant SGs available on the market and identifies, through an expert analysis, key benefits and issues concerning their adoption in teaching entrepreneurship for the target students. Finally, the paper critically analyzes the state of the art, indicating directions for future research that should lead to development of more effective SGs for entrepreneurship education.
The potential of Serious Games (SGs) in education is widely recognized, and their adoption is sig... more The potential of Serious Games (SGs) in education is widely recognized, and their adoption is significant in particular in children instruction. However, the deployment rate of SGs in higher education (HE) and their proper insertion in meaningful curricula is still quite low. This paper intends to make a first step in the direction of a better characterization of the pedagogical effectiveness of SGs in HE, by providing a qualitative analysis based on our field experience using three games for entrepreneurship, that we have studied in the light of two well established pedagogical paradigms, such as the Revised Bloom’s taxonomy and the Kolb’s Learning stages. In general, we observe that SGs address several goals of the Bloom’s taxonomy, in particular at the lower levels. Moreover, the cyclical nature of the business simulations can be directly mapped to the sequential steps described by Kolb. However, our analysis also shows that SGs have still to significantly evolve in order to become an effective and efficient tool that could be successfully and reliably used in HE. In the light of our experience, we also propose a schema for a proper integration of SGs by supporting different goals in different steps of a formal education process, Our study finally suggests directions for future research in the field.
Abstract" Conversational Agents"(CAs) are virtual characters co... more Abstract" Conversational Agents"(CAs) are virtual characters controlled by the computer and able to dialogue with users in natural language. CAs are usually employed in virtual world applications, such as for training, gaming or advertising, in order to increase the situation realism and user involvement.
Our study applies statistical methods to French and Italian corpora to examine the phenomenon of ... more Our study applies statistical methods to French and Italian corpora to examine the phenomenon of multi-word term reduction in specialty languages. There are two kinds of reduction: anaphoric and lexical. We show that anaphoric reduction depends on the discourse type (vulgarization, pedagogical, specialized) but is independent of both domain and language; that lexical reduction depends on domain and is more frequent in technical, rapidly evolving domains; and that anaphoric reductions tend to follow full terms rather than precede them. We define the notion of the anaphoric tree of the term and study its properties. Concerning lexical reduction, we attempt to prove statistically that there is a notion of term lifecycle, where the full form is progressively replaced by a lexical reduction. ----- Nous \'etudions par des m\'ethodes statistiques sur des corpus fran\c{c}ais et italiens, le ph\'enom\`ene de r\'eduction des termes complexes dans les langues de sp\'ecialit\'e. Il existe deux types de r\'eductions : anaphorique et lexicale. Nous montrons que la r\'eduction anaphorique d\'epend du type de discours (de vulgarisation, p\'edagogique, sp\'ecialis\'e) mais ne d\'epend ni du domaine, ni de la langue, alors que la r\'eduction lexicale d\'epend du domaine et est plus fr\'equente dans les domaines techniques \`a \'evolution rapide. D'autre part, nous montrons que la r\'eduction anaphorique a tendance \`a suivre la forme pleine du terme, nous d\'efinissons une notion d'arbre anaphorique de terme et nous \'etudions ses propri\'et\'es. Concernant la r\'eduction lexicale, nous tentons de d\'emontrer statistiquement qu'il existe une notion de cycle de vie de terme, o\`u la forme pleine est progressivement remplac\'ee par une r\'eduction lexicale.
Our study applies statistical methods to French and Italian corpora to examine the phenomenon of ... more Our study applies statistical methods to French and Italian corpora to examine the phenomenon of multi-word term reduction in specialty languages. There are two kinds of reduction: anaphoric and lexical. We show that anaphoric reduction depends on the discourse type (vulgarization, pedagogical, specialized) but is independent of both domain and language; that lexical reduction depends on domain and is more frequent in technical, rapidly evolving domains; and that anaphoric reductions tend to follow full terms rather than precede them. We define the notion of the anaphoric tree of the term and study its properties. Concerning lexical reduction, we attempt to prove statistically that there is a notion of term lifecycle, where the full form is progressively replaced by a lexical reduction. ----- Nous \'etudions par des m\'ethodes statistiques sur des corpus fran\c{c}ais et italiens, le ph\'enom\`ene de r\'eduction des termes complexes dans les langues de sp\'ecialit\'e. Il existe deux types de r\'eductions : anaphorique et lexicale. Nous montrons que la r\'eduction anaphorique d\'epend du type de discours (de vulgarisation, p\'edagogique, sp\'ecialis\'e) mais ne d\'epend ni du domaine, ni de la langue, alors que la r\'eduction lexicale d\'epend du domaine et est plus fr\'equente dans les domaines techniques \`a \'evolution rapide. D'autre part, nous montrons que la r\'eduction anaphorique a tendance \`a suivre la forme pleine du terme, nous d\'efinissons une notion d'arbre anaphorique de terme et nous \'etudions ses propri\'et\'es. Concernant la r\'eduction lexicale, nous tentons de d\'emontrer statistiquement qu'il existe une notion de cycle de vie de terme, o\`u la forme pleine est progressivement remplac\'ee par une r\'eduction lexicale.
ABSTRACT This contribution falls at the intersection between the fields of terminology and the sh... more ABSTRACT This contribution falls at the intersection between the fields of terminology and the sharing of information in a multicultural context, with particular reference to the field of Teacher Education (TE). The Share.TEC project aims to develop services to support the sharing and reuse of digital resources among European TE practitioners; it addresses a number of problems related to multicultural differences, such as the organization of the various national education systems, or differences in TE approaches and practices. To help users draw inspiration from and possibly reuse diverse digital resources, Share.TEC addresses the reality of pluralism in TE terminology and the coexistence of diverse TE organizational systems and settings across Europe.
In this paper, we propose the design of a mini SG Il Negozio di Viola having as its objective the... more In this paper, we propose the design of a mini SG Il Negozio di Viola having as its objective the acquisition by disabled young people of the concepts of cost, revenue and gain in the context of a selling transaction, which are concepts very difficult to internalize by people with cognitive problems. This mini SG makes it possible to have a real experience, even if in a simulated environment, on the concept of gain. Moreover, we will show that the direct involvement in the design of the mini SG by M., a young with neuro-motor disabilities, has made it possible to identify and solve the semantic problems that disabled users may encounter in the use of the game, which is the greatest difficulty in the design of this kind of mini SGs. This involvement has also contributed to improve her cognitive abilities and awareness to have an active role in the development of software tools that can be useful for other people.
ABSTRACT The paper discusses adoption of Serious Games (SGs) for supporting development of an ent... more ABSTRACT The paper discusses adoption of Serious Games (SGs) for supporting development of an entrepreneurial mindset in university students of technical and scientific universities. The paper relies on the authors experience in the eSG project, which aims at introducing students, mainly through practice, to basic concepts of entrepreneurship and company management. In the framework of the project, courses have been designed and carried out in three different countries: Italy, Spain and the Netherlands. The paper discusses the main requirements for the courses and presents a table template, based on state of the art models for entrepreneurship education, that we have used for the scouting of the most suited SGs and defining the most appropriate mix for their use in the courses, keeping into account targeted competences and skills, usability and pedagogical effectiveness. Using the template, the paper draws a comprehensive overview of relevant SGs available on the market and identifies, through an expert analysis, key benefits and issues concerning their adoption in teaching entrepreneurship for the target students. Finally, the paper critically analyzes the state of the art, indicating directions for future research that should lead to development of more effective SGs for entrepreneurship education.
The potential of Serious Games (SGs) in education is widely recognized, and their adoption is sig... more The potential of Serious Games (SGs) in education is widely recognized, and their adoption is significant in particular in children instruction. However, the deployment rate of SGs in higher education (HE) and their proper insertion in meaningful curricula is still quite low. This paper intends to make a first step in the direction of a better characterization of the pedagogical effectiveness of SGs in HE, by providing a qualitative analysis based on our field experience using three games for entrepreneurship, that we have studied in the light of two well established pedagogical paradigms, such as the Revised Bloom’s taxonomy and the Kolb’s Learning stages. In general, we observe that SGs address several goals of the Bloom’s taxonomy, in particular at the lower levels. Moreover, the cyclical nature of the business simulations can be directly mapped to the sequential steps described by Kolb. However, our analysis also shows that SGs have still to significantly evolve in order to become an effective and efficient tool that could be successfully and reliably used in HE. In the light of our experience, we also propose a schema for a proper integration of SGs by supporting different goals in different steps of a formal education process, Our study finally suggests directions for future research in the field.
Abstract" Conversational Agents"(CAs) are virtual characters co... more Abstract" Conversational Agents"(CAs) are virtual characters controlled by the computer and able to dialogue with users in natural language. CAs are usually employed in virtual world applications, such as for training, gaming or advertising, in order to increase the situation realism and user involvement.
Our study applies statistical methods to French and Italian corpora to examine the phenomenon of ... more Our study applies statistical methods to French and Italian corpora to examine the phenomenon of multi-word term reduction in specialty languages. There are two kinds of reduction: anaphoric and lexical. We show that anaphoric reduction depends on the discourse type (vulgarization, pedagogical, specialized) but is independent of both domain and language; that lexical reduction depends on domain and is more frequent in technical, rapidly evolving domains; and that anaphoric reductions tend to follow full terms rather than precede them. We define the notion of the anaphoric tree of the term and study its properties. Concerning lexical reduction, we attempt to prove statistically that there is a notion of term lifecycle, where the full form is progressively replaced by a lexical reduction. ----- Nous \'etudions par des m\'ethodes statistiques sur des corpus fran\c{c}ais et italiens, le ph\'enom\`ene de r\'eduction des termes complexes dans les langues de sp\'ecialit\'e. Il existe deux types de r\'eductions : anaphorique et lexicale. Nous montrons que la r\'eduction anaphorique d\'epend du type de discours (de vulgarisation, p\'edagogique, sp\'ecialis\'e) mais ne d\'epend ni du domaine, ni de la langue, alors que la r\'eduction lexicale d\'epend du domaine et est plus fr\'equente dans les domaines techniques \`a \'evolution rapide. D'autre part, nous montrons que la r\'eduction anaphorique a tendance \`a suivre la forme pleine du terme, nous d\'efinissons une notion d'arbre anaphorique de terme et nous \'etudions ses propri\'et\'es. Concernant la r\'eduction lexicale, nous tentons de d\'emontrer statistiquement qu'il existe une notion de cycle de vie de terme, o\`u la forme pleine est progressivement remplac\'ee par une r\'eduction lexicale.
Our study applies statistical methods to French and Italian corpora to examine the phenomenon of ... more Our study applies statistical methods to French and Italian corpora to examine the phenomenon of multi-word term reduction in specialty languages. There are two kinds of reduction: anaphoric and lexical. We show that anaphoric reduction depends on the discourse type (vulgarization, pedagogical, specialized) but is independent of both domain and language; that lexical reduction depends on domain and is more frequent in technical, rapidly evolving domains; and that anaphoric reductions tend to follow full terms rather than precede them. We define the notion of the anaphoric tree of the term and study its properties. Concerning lexical reduction, we attempt to prove statistically that there is a notion of term lifecycle, where the full form is progressively replaced by a lexical reduction. ----- Nous \'etudions par des m\'ethodes statistiques sur des corpus fran\c{c}ais et italiens, le ph\'enom\`ene de r\'eduction des termes complexes dans les langues de sp\'ecialit\'e. Il existe deux types de r\'eductions : anaphorique et lexicale. Nous montrons que la r\'eduction anaphorique d\'epend du type de discours (de vulgarisation, p\'edagogique, sp\'ecialis\'e) mais ne d\'epend ni du domaine, ni de la langue, alors que la r\'eduction lexicale d\'epend du domaine et est plus fr\'equente dans les domaines techniques \`a \'evolution rapide. D'autre part, nous montrons que la r\'eduction anaphorique a tendance \`a suivre la forme pleine du terme, nous d\'efinissons une notion d'arbre anaphorique de terme et nous \'etudions ses propri\'et\'es. Concernant la r\'eduction lexicale, nous tentons de d\'emontrer statistiquement qu'il existe une notion de cycle de vie de terme, o\`u la forme pleine est progressivement remplac\'ee par une r\'eduction lexicale.
Uploads
Papers by Elisa Lavagnino