Serious Games (SGs) are widely used in a variety of fields, because they have been shown to effec... more Serious Games (SGs) are widely used in a variety of fields, because they have been shown to effectively facilitate learning in an engaging and entertaining manner. In recent years, there is discussion on how valid evidence of SGs efficiency can be increased, in order to further promote their use. Thus, numerous SG design and evaluation frameworks have been introduced, many of which have proved useful for SGs developing teams. Despite this, however, for novice designers, this vast array can be daunting. The aim of the present paper is to combine well-known frameworks and extract the conceptual factors that need to be considered when designing an SG. Having in mind that the proposed aspects are not in their essence independent, a classification of these aspects is presented, along with suggestions regarding their use and the dependencies among them. Although the various frameworks might have many common factors, there are some that highlight specific aspects of a particular factor. For instance, those frameworks that apart from the descriptive factors provide aspects regarding application, measurement, and assessment.
This paper presents a Learning Management System (LMS) that provides adaptive hypermedia courses ... more This paper presents a Learning Management System (LMS) that provides adaptive hypermedia courses adopting SCORM standard and its specifications. Its main aim is to manage and deliver SCORM compliant courses, adapt those courses accordingly to the learner knowledge and individual characteristics and monitor user’s progress and course effectiveness providing feedback to the tutors. It is going to be used for the distribution of an adaptive Java programming course which will provide useful statistical feedback to the tutors. The focus of the paper is on the system’s architecture and in adaptation technologies that were used.
Let G = (V, E) a graph and L (vi) a set of colors associated to every node vi V. A list coloring... more Let G = (V, E) a graph and L (vi) a set of colors associated to every node vi V. A list coloring of G is an assignment of a color c (vi ) L (vi ) to every node of V so that no two adjacent nodes are assigned the same color. Significant theoretical research into this special case of the classic coloring problem started roughly the last decade. In the corresponding literature, algorithms are referred to for a particular class of graphs, e.g. trees. In this paper a heuristic algorithm is formulated in order to achieve a list coloring to a given random graph G with the smallest possible number of colors, whenever G has such a coloring. A small numerical example of the presented algorithm is given and the paper is incorporated with a relative computational experiment.
Let G = (V, E) be a connected directed graph expressing a distribution network. The elements of D... more Let G = (V, E) be a connected directed graph expressing a distribution network. The elements of D G k' represent demand centers, while S c V contains the candidate supply centers. To each node x ES, we associate a weight w(x) which corresponds to the cost of installing a supply center at node x. To every arc (x, y) E E we associate a weight a(x, y) which indicates the required time to reach node y directly from node x. The purpose of this paper is the determination of the subsets of S under a given budget restriction, so to minimize the longest delivery time of facilities to the demand nodes of D.
ABSTRACT Teaching and learning computer programming presents teachers and students respectively w... more ABSTRACT Teaching and learning computer programming presents teachers and students respectively with many challenges, especially when taught with the “traditional” approach. Several alternative teaching approaches were proposed the previous years, but they seem not to fulfil successfully the needs of the twenty-first century students. Students nowadays are raised in a digital world and they learn and react differently. Students start to use computers before they first attend formal education, while computer games have become a part of their everyday life. A growing number of teachers/researchers propose the incorporation of educational games (or serious games) in the teaching of computer programming with the aim of reinforcing instinctive motivation through challenging students, piquing their curiosity and providing them with a sense of control and imagination. This paper aims to review the functionalities that should be supported by educational games in general and the extent to which these functionalities are supported by educational games for computer programming. The comparative analysis of several educational games for programming demonstrates that the majority of games seem well established, but they teach fairly simple concepts and their actual trials and validations are limited. The paper also discusses the implications of our work for the development of educational games that can fully support the identified features and teach complex programming elements.
Serious Games (SGs) are widely used in a variety of fields, because they have been shown to effec... more Serious Games (SGs) are widely used in a variety of fields, because they have been shown to effectively facilitate learning in an engaging and entertaining manner. In recent years, there is discussion on how valid evidence of SGs efficiency can be increased, in order to further promote their use. Thus, numerous SG design and evaluation frameworks have been introduced, many of which have proved useful for SGs developing teams. Despite this, however, for novice designers, this vast array can be daunting. The aim of the present paper is to combine well-known frameworks and extract the conceptual factors that need to be considered when designing an SG. Having in mind that the proposed aspects are not in their essence independent, a classification of these aspects is presented, along with suggestions regarding their use and the dependencies among them. Although the various frameworks might have many common factors, there are some that highlight specific aspects of a particular factor. For instance, those frameworks that apart from the descriptive factors provide aspects regarding application, measurement, and assessment.
This paper presents a Learning Management System (LMS) that provides adaptive hypermedia courses ... more This paper presents a Learning Management System (LMS) that provides adaptive hypermedia courses adopting SCORM standard and its specifications. Its main aim is to manage and deliver SCORM compliant courses, adapt those courses accordingly to the learner knowledge and individual characteristics and monitor user’s progress and course effectiveness providing feedback to the tutors. It is going to be used for the distribution of an adaptive Java programming course which will provide useful statistical feedback to the tutors. The focus of the paper is on the system’s architecture and in adaptation technologies that were used.
Let G = (V, E) a graph and L (vi) a set of colors associated to every node vi V. A list coloring... more Let G = (V, E) a graph and L (vi) a set of colors associated to every node vi V. A list coloring of G is an assignment of a color c (vi ) L (vi ) to every node of V so that no two adjacent nodes are assigned the same color. Significant theoretical research into this special case of the classic coloring problem started roughly the last decade. In the corresponding literature, algorithms are referred to for a particular class of graphs, e.g. trees. In this paper a heuristic algorithm is formulated in order to achieve a list coloring to a given random graph G with the smallest possible number of colors, whenever G has such a coloring. A small numerical example of the presented algorithm is given and the paper is incorporated with a relative computational experiment.
Let G = (V, E) be a connected directed graph expressing a distribution network. The elements of D... more Let G = (V, E) be a connected directed graph expressing a distribution network. The elements of D G k' represent demand centers, while S c V contains the candidate supply centers. To each node x ES, we associate a weight w(x) which corresponds to the cost of installing a supply center at node x. To every arc (x, y) E E we associate a weight a(x, y) which indicates the required time to reach node y directly from node x. The purpose of this paper is the determination of the subsets of S under a given budget restriction, so to minimize the longest delivery time of facilities to the demand nodes of D.
ABSTRACT Teaching and learning computer programming presents teachers and students respectively w... more ABSTRACT Teaching and learning computer programming presents teachers and students respectively with many challenges, especially when taught with the “traditional” approach. Several alternative teaching approaches were proposed the previous years, but they seem not to fulfil successfully the needs of the twenty-first century students. Students nowadays are raised in a digital world and they learn and react differently. Students start to use computers before they first attend formal education, while computer games have become a part of their everyday life. A growing number of teachers/researchers propose the incorporation of educational games (or serious games) in the teaching of computer programming with the aim of reinforcing instinctive motivation through challenging students, piquing their curiosity and providing them with a sense of control and imagination. This paper aims to review the functionalities that should be supported by educational games in general and the extent to which these functionalities are supported by educational games for computer programming. The comparative analysis of several educational games for programming demonstrates that the majority of games seem well established, but they teach fairly simple concepts and their actual trials and validations are limited. The paper also discusses the implications of our work for the development of educational games that can fully support the identified features and teach complex programming elements.
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Papers by Maya Satratzemi