计算系统中学习者体验设计的系统映射研究

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH
Deivid E. S. Silva, Tayana Conte, Natasha M. C. Valentim
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引用次数: 0

摘要

当代社会的特点是多样性和复杂性,需要更多有意义的学习经验。为了满足这些不断变化的需求,将计算系统纳入教育必须承认学习者的独特特征。因此,我们进行了一项系统映射研究(SMS)来调查支持计算系统中学习者体验(LX)设计的技术。LX是指学习者在使用学习资源(包括数字游戏、模拟和多媒体)时的感知、反应和成就。SMS结果揭示了不同的LX设计技术,明显倾向于以学习者为中心的策略。有趣的是,结果强调了针对非传统学习环境(例如,技术访问)和促进学习者超越自己的同学(例如,行业专家)之间互动的研究的缺乏。通过这种方式,SMS通过揭示LX设计技术、LX设计元素、相关结构/理论、计算系统、环境、上下文和其他相关因素做出贡献,从而增强了对计算学习系统中最佳学习体验的理解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Systematic Mapping Study about Learner Experience Design in Computational Systems
Contemporary society is characterized by diversity and intricacy, necessitating more meaningful learning experiences. To meet these evolving needs, the incorporation of computational systems into education must acknowledge the distinctive characteristics of learners. Therefore, we conducted a Systematic Mapping Study (SMS) to investigate technologies that support the Learner eXperience (LX) design in computational systems. LX refers to learners’ perceptions, reactions, and achievements while engaging with learning resources, encompassing digital games, simulations, and multimedia. The SMS results uncovered distinct LX design technologies, with a noticeable inclination towards learner-centric strategies. Interestingly, the results highlighted a scarcity of research targeting non-traditional learning environments (e.g., technical visits) and that facilitate interactions among learners beyond their own classmates (e.g., industry experts). In this way, the SMS contributes by revealing LX design technologies, LX design elements, relevant constructs/theories, computational systems, environments, contexts, and other related factors, thereby enhancing the understanding of optimal learning experiences within computational learning systems.
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来源期刊
Informatics in Education
Informatics in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.10
自引率
3.70%
发文量
20
审稿时长
20 weeks
期刊介绍: INFORMATICS IN EDUCATION publishes original articles about theoretical, experimental and methodological studies in the fields of informatics (computer science) education and educational applications of information technology, ranging from primary to tertiary education. Multidisciplinary research studies that enhance our understanding of how theoretical and technological innovations translate into educational practice are most welcome. We are particularly interested in work at boundaries, both the boundaries of informatics and of education. The topics covered by INFORMATICS IN EDUCATION will range across diverse aspects of informatics (computer science) education research including: empirical studies, including composing different approaches to teach various subjects, studying availability of various concepts at a given age, measuring knowledge transfer and skills developed, addressing gender issues, etc. statistical research on big data related to informatics (computer science) activities including e.g. research on assessment, online teaching, competitions, etc. educational engineering focusing mainly on developing high quality original teaching sequences of different informatics (computer science) topics that offer new, successful ways for knowledge transfer and development of computational thinking machine learning of student''s behavior including the use of information technology to observe students in the learning process and discovering clusters of their working design and evaluation of educational tools that apply information technology in novel ways.
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