Publication: Aplicación de estándares de e-learning para la integración de videojuegos educativos en el flujo de la enseñanza
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2015-02-05
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Universidad Complutense de Madrid
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Abstract
Este trabajo de tesis propone facilitar la integración efectiva de los videojuegos educativos en el flujo de la enseñanza para permitir la participación de los educadores en este proceso. Con este propósito, en primer lugar se propone un modelo conceptual para la integración que sirva a los educadores como apoyo y orientación en este proceso. El modelo conceptual está formado (1) por un modelo general que propone cómo aprovechar los estándares de interoperabilidad actuales en la integración de juegos; y (2) por una metodología de trabajo que recoge las pautas necesarias para maximizar el potencial evaluativo y adaptativo de los juegos en combinación con otras actividades educativas. A continuación, se propone una arquitectura tecnológica que permite al educador aplicar las ideas del modelo conceptual en el mundo real. Esta arquitectura que denominamos middleware (porque media entre el EVA y el núcleo del juego) abstrae los detalles técnicos de los dos frentes identificados del problema, el juego y el EVA. De esta forma la configuración de la evaluación y adaptación en el juego es resistente a cambios en el EVA en el que finalmente se despliega. La arquitectura se ha implementado en la plataforma de autoría de juegos educativos eAdventure, de forma que los juegos desarrollados en esta plataforma pueden ser exportados para su despliegue en distintos EVAs, bien sea de manera estandarizada o de manera ad hoc en aquellos EVAs que no proporcionen soporte a estándares. Este es el caso de LAMS, un EVA inspirado en IMS Learning Design que permite al educador organizar el aprendizaje en torno a secuencias de actividades que pueden ser complejas y contener ramificaciones, pero que no cumplen ningún estándar de e-learning. Para concluir este trabajo, se ha desarrollado una herramienta específica para la integración de juegos eAdventure en LAMS, de tal manera que los juegos puedan utilizarse para crear ramificaciones en las secuencias, lo que sirve para evaluar las ideas reflejadas en el modelo conceptual sobre la adaptación de las secuencias de aprendizaje. Por último, se ha llevado a cabo una serie de casos de estudio para evaluar el modelo conceptual y las herramientas de apoyo propuestas, con el objetivo de validar su potencial educativo, la aplicabilidad en el entorno real y la aceptación por parte de los educadores
This thesis aims to facilitate the effective integration of educational video games in education by enabling the participation of educators in their creation and use. To achieve this end goal, we first propose a conceptual model for the integration of educational video games that provide guidance and support for educators. The conceptual model is composed by (1) a general model that proposes how to leverage existing interoperability standards in the integration of games; and (2) a methodology focused on maximizing the assessment and adaptive potential of the games when successfully combined with other educational activities. Second, we propose a technological architecture that helps the educator apply the conceptual model in their teaching. This middleware architecture abstracts the technical details of the communication between the game and the VLE. This way the adaptation and assessment configuration set up by the educator is protected against changes of the underlying technological infrastructure (e.g. VLE used). The architecture is implemented on the eAdventure game authoring platform, allowing any game developed with eAdventure to be exported to and deployed in different VLEs, either following standards or ad-hoc formats for those VLEs that do not comply with e-learning standards. To test the adaptation potential of educational video games when combined with other activities, we have developed also a specific tool for integrating eAdventure games in the popular LAMS Virtual Learning Environment, which inspired by the IMS Learning Design specification, models the educational process through sequences of learning activities. Finally, we have carried out several case studies to evaluate the conceptual model and support tools proposed, in order to validate their educational potential, applicability in real educational settings and its acceptance by educators
This thesis aims to facilitate the effective integration of educational video games in education by enabling the participation of educators in their creation and use. To achieve this end goal, we first propose a conceptual model for the integration of educational video games that provide guidance and support for educators. The conceptual model is composed by (1) a general model that proposes how to leverage existing interoperability standards in the integration of games; and (2) a methodology focused on maximizing the assessment and adaptive potential of the games when successfully combined with other educational activities. Second, we propose a technological architecture that helps the educator apply the conceptual model in their teaching. This middleware architecture abstracts the technical details of the communication between the game and the VLE. This way the adaptation and assessment configuration set up by the educator is protected against changes of the underlying technological infrastructure (e.g. VLE used). The architecture is implemented on the eAdventure game authoring platform, allowing any game developed with eAdventure to be exported to and deployed in different VLEs, either following standards or ad-hoc formats for those VLEs that do not comply with e-learning standards. To test the adaptation potential of educational video games when combined with other activities, we have developed also a specific tool for integrating eAdventure games in the popular LAMS Virtual Learning Environment, which inspired by the IMS Learning Design specification, models the educational process through sequences of learning activities. Finally, we have carried out several case studies to evaluate the conceptual model and support tools proposed, in order to validate their educational potential, applicability in real educational settings and its acceptance by educators
Description
Tesis inédita de la Universidad Complutense de Madrid, Facultad de Informática, Departamento de Ingeniería del Software e Inteligencia Artificial, leída el 15-10-2014