INTERACTIVE MOBILE LEARNING (IML) PLATFORM
A computer implemented learning and assessment apparatus includes a database having at least one set of educational game parameters, a processor operable to receive input signals from a user of the apparatus, and a human readable display. Game logic of the apparatus is operable to generate a game-based learning experience by presenting to the user a virtual game on the display in accordance with a selected first one of the set of educational game parameters. Measurement logic generates measurement data representative of actions of the user during interaction by the user with the virtual game. Assessment logic is operable to generate assessment data representative of gameplay results wherein a failure of the user to produce predetermined expected learning results is weighted in accordance with predetermined game-based learning parameters relative to experiential exercise of the virtual game by the user. A result signal is selectively rendered on the human readable display.
This application claims priority to U.S. provisional application Ser. No. 61/558,818, filed on Nov. 11, 2011, incorporated in its entirety herein.
BACKGROUND1. Field
Embodiments herein relate to electronic books incorporating multimedia and, more particularly, to computer-assisted learning methods and systems using gaming techniques for comprehension assessment.
2. Description of Related Art
Modern students are less inclined toward the linear, textual learning mode of traditional printed and electronic textbooks. High school students are now accustomed to a new, non-linear style of discovering information made possible by the Internet. Current electronic textbook trends, however, follow the traditional linear modus operandi with added media components. This does not address the method of learning and engaging with content that the Internet has made popular.
Total breaks from traditional linear modes of learning are often unsuccessful, however. Some students do still learn best by reading traditional textbooks and, although videos and animations can be more engaging than text, they are often better used as introductions to material than as references proper.
Educational games have been used as a method of learning but have a history of failure. Most such systems lack the comprehensive content of traditional textbooks. Also, some educational games used as a method of learning are too complicated, not complex enough, or generally not fun for the end user students. Further, cultural attitudes toward games as lacking “seriousness” are an obstacle for adoption within the educational community. Overall therefore, implementation or use of educational learning games has remained substantially underfunded in most school systems and elsewhere and the return on investment for the school systems too low or uncertain for any substantial adoption thereof.
However, there remains no simple, standard way of assessing learning comprehension. Textbooks have a mostly standardized and accepted way to assess comprehension through end-of-chapter reviews and instructor materials. Different learning methods often teach distinct aspects of a subject and thus require separate assessment methods. It is difficult therefore to determine what learning/assessment method is objectively better for providing fair and accurate assessment results.
SUMMARYThe following presents a simplified summary of the example embodiments in order to provide a basic understanding of some aspects of the example embodiments. This summary is not an extensive overview of the example embodiments. It is intended to neither identify key or critical elements of the invention nor delineate the scope of the invention. Its sole purpose is to present some concepts of the example embodiments in a simplified form as a prelude to the more detailed description that is presented later.
In an example embodiment, there is disclosed herein a computer implemented learning and assessment apparatus, comprising a non-transient memory, a database stored in the memory, the database having at least one set of educational game parameters, a processor operable to receive input signals from a user of the apparatus, and a human readable display. Game logic of the apparatus is operable to generate a game-based learning experience by presenting to the user a virtual game on the display in accordance with a selected first one of the set of educational game parameters. Measurement logic of the apparatus is operable to generate measurement data based on the input signals received from a user by the processor, the measurement data being representative of actions of the user during interaction by the user with the virtual game. Assessment logic of the apparatus is operable to generate assessment data based on the measurement data, the assessment data being representative of gameplay results wherein a failure of the user to produce predetermined expected learning results based on the selected first one of the set of educational game parameters is weighted in accordance with predetermined game-based learning parameters relative to experiential exercise of the virtual game by the user. Result logic of the apparatus is operable to generate in accordance with the assessment data, a result signal for selective rendering on the human readable display.
In a further example embodiment, there is disclosed herein a learning and assessment method in an apparatus comprising a non-transient memory, a database stored in the memory, the database having at least one set of educational game parameters, a processor operable to receive input signals from a user of the apparatus, and a human readable display. The method comprises generating, by game logic of the apparatus, a game-based learning experience by presenting to the user a virtual game on the display in accordance with a selected first one of the set of educational game parameters. The method further comprises generating, by measurement logic of the apparatus, measurement data based on the input signals received from a user by the processor, the measurement data being representative of actions of the user during interaction by the user with the virtual game. The method further comprises generating, by assessment logic of the apparatus, assessment data based on the measurement data, the assessment data being representative of gameplay results wherein a failure of the user to produce predetermined expected learning results based on the selected first one of the set of educational game parameters is weighted in accordance with predetermined game-based learning parameters relative to experiential exercise of the virtual game by the user. The method further comprises generating, by result logic of the apparatus in accordance with the assessment data, a result signal for selective rendering on the human readable display.
An Interactive Mobile Learning Platform (IMLP) system in accordance with an example embodiment comprises methods and apparatus providing an integrated source for textual, graphical, auditory, and interactive information. It provides a familiar interface for modern learning techniques based on the production qualities and traditions of print media. In general, the IMLP system consists of electronic pages of multimedia content that present information in a structured, linear manner, but that also provide access to a 3D scriptable rendering engine, which enables greater levels of experiential modes of learning.
The learning system of the example embodiment provides a computer interface with similarities to printed books. This allows for intuitive use for most users during this period of transition between printed and electronic books. Most education currently in practice utilizes textbooks, though practical methods of digitizing them have been available since the 1990s. Most of these methods have been met with critiques concerning formatting, comfort, and quality. High school students today are accustomed to discovering and participating in content via the Internet, and with mobile computing devices. IMLP system in accordance with the example embodiments described herein assists in bridging the gap between current educational practices and modern information sharing and discovery.
An interface of the learning system of the example embodiment consists of a view of one of numerous pages formatted in the likeness of a printed publication. The page has no set limits in terms of width and height, but the preferred implementation fixes the width to the horizontal size of the viewing device screen, while the length varies depending on the amount of content (but generally does not exceed the length of twice the vertical size of the device screen, held in portrait orientation). The preferred implementation of the page employs an HTML5 rendering engine, allowing the embedding and streaming of any web-enabled content. HTML pages can be dynamically generated or provided by a local or remote database; the current invention utilizes pages created by hand to more fully emulate the process and quality of print production.
In the learning system of the example embodiment, contextual multimedia objects supplement user comprehension of the textual and graphical information. Video, audio, text (such as RSS feeds), interactive objects, and other media are presented in proximity to textual information that is difficult to grasp through reading alone. Video, audio, and text objects are selectively stored locally on the device or streamed from the Internet, and are displayed via HTML5 in the current invention. Interactive objects are selectively presented in one of at least two modes including for example as in-line objects and in separate full-screen views. In-line objects are presented and interacted with directly on the page next to other textual and graphical information. The preferred implementation employs HTML5 and JavaScript to facilitate custom in-line interactive objects. These objects can include, but are not limited to, pan/zoom-able images confined behind a fixed frame on the page, which can also be viewed full-screen; image slideshows confined behind a fixed frame on the page, with an indication of the number of images and the current image being viewed, which can also be viewed full-screen; images with overlaid button elements that provide access to called out text or images; one or more boxes with multiple tabs that hide and show text or multimedia, providing a variety of contexts for a single concept; and charts, graphs, and tables with variable ways of displaying data.
More complex interactive objects are selectively displayed as separate full-screen views activated via a button, a link, or an interactive page element. The current invention displays the full-screen view by means of a 3D scriptable rendering engine. Scripted 3D content may take the form of a simple method for viewing a 3D model or more complex instances of simulations and games.
Interactive objects also facilitate user comprehension assessment. In-line testing modules of the example embodiment selectively provide traditional multiple choice, matching, or other simple tests directly on the page. Additionally, assessments are selectively accomplished by means of the 3D scriptable rendering engine. Game scenarios custom-built for specific, experience-based learning objectives can be embedded as necessary. In the preferred example embodiment, the game mechanics are highly related to the learning objective so that experiential knowledge gained successfully transfers beyond the scope of the textbook and classroom. Assessment data is stored and displayed locally, and can also optionally be stored on a cloud-computing server or transferred to various learning management and content management systems.
Interactive objects are preferably displayed in the example embodiment in the context of a “Learn, Interact, Test” learning method. In the embodiment described, a page or other section of content is selectively delineated into three (3) segments related to a specific learning outcome including “Learn,” “Interact,” and “Test.” Learn comprises experiences in textual, graphical, auditory, or other non-interactive informational media covering the subject in detail. Interact comprises in-line or full-screen interactive object, game, or simulation based on criteria previously defined. Test comprises a link initiating a separate full-screen view of an assessment module, based on criteria previously defined.
With some subjects, it may be possible to chain several of these triads together to form a series of “levels” in a comprehensive curriculum.
The pages of the subject learning system of the example embodiment are navigated via a user interface consisting of three distinct parts, or “views,” within which different tiers of navigation are accessible comprising in the example embodiment a main content view, a local navigation view, and a global navigation view. The main content view displays the current page and provides access to adjacent pages via swiping gestures (from left to right or right to left) on a touch-sensitive surface or by use of graphic button elements. In the example embodiment described herein this view fills the bounds of the device screen except where overlapped by any “toolbars” or other graphical navigation elements.
The local navigation view provides access to a range of pages in the vicinity of the current page via thumbnails, whereby activating a thumbnail results in the specified page appearing in the main content view. The thumbnails are arranged horizontally in a sequential manner, and can be scrolled through via swiping gestures or graphic button elements. Other graphic interface elements may provide additional navigation via buttons, sliders, and/or touch-based input areas; the current invention provides buttons for accessing previous/next page in the user's history and a slider for quickly scrolling to specific pages of the book. The local navigation view slides up from the bottom of the screen in the current invention, ideally obscuring as little of the page as possible, and can be shown or hidden with swiping gestures.
The global navigation view provides access to a table of contents and other global application features such as bookmarks, notes, search, index, and options. Each global navigation view feature is accessed via labeled tabs that, when activated, display the selected feature in the view. The table of contents feature displays a list, textual or graphical, of chapters, sections, or other forms of content groupings. This list preferably provides an interactive hierarchy of the contents of the book, whereby top-level groupings (such as chapters) are shown, and the user may “drill down” to child nodes (such as chapter sections). When a child node is activated, the first page of the specified section is centered in the local navigation view and displayed in the main content view. Nodes may display more than just titles of sections; they may include links to multimedia objects and important content. The global navigation view slides in from the left in the current invention, and can be hidden or shown with swiping gestures or by activating one of the labeled tabs that stays visible along the left side of the screen when the view is hidden.
Along with methods for navigating and displaying content, the subject interactive mobile learning platform system of the example embodiment provides methods for marking and notating textual content. Selecting text by means of device-specific standards (such as touch-and-hold on iOS devices) prompts the user with a number of options, including “highlight” and “note.” In the preferred implementation, choosing the highlight option injects HTML tags around the selected text with JavaScript, which are styled to appear highlighted with CSS. The highlighted text, along with the page number, position, and other data, is stored in the user settings database. Choosing the note option opens the notepad view, which slides down from the top and contains an editable text body. This text is also stored and retrieved from the user settings database.
The subject interactive mobile learning platform system of the example embodiment is a customizable codebase that can be extended to fit the particular needs of a client. One such embodiment concerns collaborative learning. At any point in the current invention, social networking APIs can be utilized to enable social sharing of mediated content. APIs can also be integrated from content management or learning management systems to enable data collection and secure transfer of information, such as test scores and usage.
The accompanying drawings incorporated herein and forming a part of the specification illustrate the example embodiments. In the drawings:
The following presents a simplified overview of the example embodiments in order to provide a basic understanding of some aspects of the example embodiments. This overview is not an extensive overview of the example embodiments. It is intended to neither identify key or critical elements of the example embodiments nor delineate the scope of the appended claims. Its sole purpose is to present some concepts of the example embodiments in a simplified form as a prelude to the more detailed description that is presented later.
This description provides examples not intended to limit the scope of the appended claims. The figures generally indicate the features of the examples, where it is understood and appreciated that like reference numerals are used to refer to like elements. Reference in the specification to “one embodiment” or “an embodiment” or “an example embodiment” means that a particular feature, structure, or characteristic described is included in at least one embodiment described herein and does not imply that the feature, structure, or characteristic is present in all embodiments described herein.
Referring now to
In an example embodiment, logic 106 is configured to receive data corresponding to educational, entertainment, gaming or any other material derived or sourced from any associated external system in operative communication with a predefined group via link 104. The data may be received in-band (via transceiver 102) or out-of-band (for example manually entered data, data ‘burned in’ at the factory or received from some other means other than transceiver 102).
In an example embodiment, logic 106 is responsive to a signal received from a device (not shown) via the transceiver 102 for communicating the data relating to the educational, entertainment, gaming or any other material.
In the example embodiment, the logic 106 is operable to provide interactive learning and assessment to end users.
In a further example embodiment, the logic 106 is operable to engage users in interactive learning using game-based learning experiences and assessments.
Computer system 200 may be coupled via bus 202 to a display 212 such as a cathode ray tube (CRT) or liquid crystal display (LCD), for displaying information to a computer user. An input device 214, such as a keyboard including alphanumeric and other keys is coupled to bus 202 for communicating information and command selections to processor 204. Another type of user input device is cursor control 216, such as a mouse, a trackball, or cursor direction keys for communicating direction information and command selections to processor 204 and for controlling cursor movement on display 212. This input device typically has two degrees of freedom in two axes, a first axis (e.g. x) and a second axis (e.g. y) that allows the device to specify positions in a plane. Input device 214 may be employed for manually entering keying data.
An aspect of the example embodiment is related to the use of computer system 200 for interactive learning and learning assessment. According to an example embodiment, data corresponding to learning and assessment is provided by computer system 200 in response to processor 204 executing one or more sequences of one or more instructions contained in main memory 206. Such instructions may be read into main memory 206 from another computer-readable medium, such as storage device 210. Execution of the sequence of instructions contained in main memory 206 causes processor 204 to perform the process steps described herein. One or more processors in a multi-processing arrangement may also be employed to execute the sequences of instructions contained in main memory 206. In alternative embodiments, hard-wired circuitry may be used in place of or in combination with software instructions to implement an example embodiment. Thus, embodiments described herein are not limited to any specific combination of hardware circuitry and software.
The term “computer-readable medium” as used herein refers to any medium that participates in providing instructions to processor 204 for execution. Such a medium may take many forms, including but not limited to non-volatile media and volatile media. Non-volatile media include for example optical or magnetic disks, such as storage device 210. Volatile media include dynamic memory such as main memory 206. Common forms of computer-readable media include for example floppy disk, a flexible disk, hard disk, magnetic cards, paper tape, any other physical medium with patterns of holes, a RAM, a PROM, an EPROM, a FLASHPROM, CD, DVD or any other memory chip or cartridge, or any other media from which a computer can read.
Computer system 200 also includes a communication interface 218 coupled to bus 202. Communication interface 218 provides a two-way data communication coupling computer system 200 to a communication link 220 that is employed for communicating with other devices belonging to a predefined group. Computer system 200 can send messages and receive data, including program codes, through a network via communication link 220, and communication interface 218.
The global navigation controller 307 loads options 308, bookmarks 309, notes 310, and other possible data from user settings 311, and also loads a content list 312 from the page database 313, which includes page entries 314 with data such as page number 315, page chapter 316, and page section 317. The content list 312 includes an outline with links to sections that, when activated, sends a message to the local navigation controller's 318 section navigation 319 to fetch and display the appropriate page thumbnails from the page database 313. The section navigation 315 in turn messages the main content controller's 320 page view 321 to display the appropriate page 322. The page 322 pulls in page data 323, such as textual content in the form of HTML in the present invention, from the page database 313. The page view 321 renders the page 322 and pulls in any necessary media content 324 from the local storage database 304 and/or from the Internet 325 or other computer network. The page data 323 may also contain links specifically formatted so as to be interpreted by the page view 321 as a request to the native binding helper class 305 to switch to the 3D game engine 302 and display one of a plurality of 3D scripted scenes 326. The 3D scripted scene 326 must contain a link or automated request to the native binding helper class 305 to switch back to the user interface 303 displaying the last page 322 viewed. Arrows connecting the 3D scene module and the page module 322 illustrate that links in the page module 322 of the user interface module 303 may be activated to transition the application to the one or more 3D scenes for learning in accordance with the embodiment.
Main content logic 320 in the system 300 executed at 422 to provide a main content view 521 of the display page such as shown in
A global navigation action 432 by the global UI logic 307 of
When specially formatted links 522 such as shown for example in
In addition, in accordance with the example embodiment, the user may make a selection at 770 to replay the learning game. In the flowchart illustrated, an election to replay the game returns control to the game module step 750.
After activating and completing a game assessment module, any score or other measurement of comprehension is stored and displayed as necessary or desired, and possibly submitted to a learning management system or other internet or network database.
When ready, the system is operable to enable the user to move or otherwise enter into the “Interact” logic module 860 which, in the example embodiment, illuminates specific and focused elements of the learning material presented during execution of the “Learn” logic module 859 and including custom-designed interactive experiences, such as manipulate-able 2D or 3D objects, simulations, and games. The system of the example embodiment is operable to engage the user in the interact logic module and challenge the user to apply the knowledge absorbed in the learning phase such as by presenting layered information and by presentation of problem/solution scenarios, questions and answers, or the like. In accordance with the example embodiment, the interact logic 860 is operable while the user is actively interacting with the content such as, for example, while the user is manipulating interactive objects, previewing full screen media objects or items, and while the user is activating the 3D engine module such as for example in steps 720-724 of
After completing the learning and interactive modules 859, 860 or otherwise exiting, the system is operable to enable the user to move or otherwise enter the “Test” logic module 861. This module can consist of traditional assessment methods such as multiple-choice questions, or, preferably such as in the example embodiment, it consists of an interactive assessment based on the “Interact” logic module 860. The interactive assessment is custom-designed to focus on specific learning objectives derived from the “Learn” 859 and “Interact” 860 logic modules, and scores the user based on those learning objectives and not on the user's skill at manipulating the virtual space. The “Learn, Interact, Test” triads 858, 858′, 858″ are, in the example embodiment, an ongoing cycle, moving on to different learning objectives after each cycle is completed. This model can be extrapolated as comprising the “Learn” module of an overarching cumulative triad 862; after completing a series of cycles, a cumulative interactive module and cumulative assessment module can be selectively presented to the user.
In accordance with the example embodiment, the test logic 861 is operable while the user is actively interacting with game module 750 such as, for example, while the user is playing a learning game within the game module in step 750 and further, while the user operates the assessment logic and assessment result logic of steps 756 and 760 of
As noted above, the subject interactive learning and assessment system advantageously adopts a gaming assessment philosophy for reasons including because game-based learning experiences within the system of the example embodiment provide users with an engaging way of learning information while providing educators with an accurate assessment model for confirming the learning experience. Games appeal to users of all ages and genders, and games motivate users to do better, to navigate through levels towards a targeted goal, and to achieve successes through experiential learning. The system of the example embodiment enables users to experiment through gameplay in a safe environment where failure to produce an expected result does not negatively impact the final “grade” or “score” within set parameters. This experimentation inherent to game-based learning helps users develop critical thinking skills, heightens engagement in learning experiences, and ultimately increases comprehension of a subject matter. Accordingly, in the example embodiment, the assessment module 756 (
Accordingly and with reference now to
In addition to the above and with continued reference to
As noted above, the knowledge retention logic 912 is operable to generate a knowledge retention learning metric. In accordance with the example embodiment, “Retention” is measured by averaging score accuracy and factoring in any change in score over multiple attempts. Retention generally reflects the average score, impacted positively or negatively depending on an increase or decrease in scores.
In accordance with the example embodiment, the engagement logic 914 is operable to generate an engagement learning metric wherein “Engagement” is measured by averaging Retention, the rate of interaction, and exploration. Retention is used in calculating Engagement because it provides a value of improvement in score over all attempts, and if there is little improvement it is unlikely that the learner is engaged. “Interactions” are defined in accordance with the example embodiment as any input events received by the computer from the player, and each game has a unique, ideal interaction rate based on user testing. Exploration is a percentage of the number of choices made vs. an ideal number of choices based on data from user testing; high exploration indicates a broader range of learning opportunities aside from the singular game objective.
Further in accordance with the example embodiment, the perseverance logic 916 operable to generate a perseverance learning metric, wherein “Perseverance” is measured by giving increased weight to multiple attempts, and factoring in the precision and improvement of scores. The number of attempts is significant in developing the perseverance learning metric wherein a high Perseverance measure may indicate that the learner is trying but not comprehending well, whereas a low Perseverance measure may indicate that they are just not trying.
The comprehension logic 918 in accordance with the example embodiment is operable to generate a comprehension learning metric. In the embodiment, “Comprehension” is measured by averaging Retention, improvement in time, and score accuracy over the number of attempts. Comprehension decreases with each successive attempt; otherwise, it will generally reflect Retention. If multiple attempts show improvement in time, in accordance with the example embodiment, Comprehension is maintained, but if there is a decline in time, Comprehension may drop drastically.
Lastly with regard to the assessment logic 910 of
The improvement logic 930 is operable to generate an improvement metric based on selected one or more of the learning assessment areas listed above. In this regard, in accordance with the example embodiment, the improvement logic 930 specifies a percentage of improvement in relation to the input values and the expected goal value over multiple attempts.
As noted above, in the example embodiment, the measurement logic 932 is operable to generate selected learning parameter measurement data. With reference now to
In accordance with the example embodiment, the data derivation logic 934 is operable to derive selected composite data from the selected learning parameter measurement data 1000 obtained from the measurement logic 932. With reference next to
With reference next to
With reference next to
For ease of understanding, the functional operation of the data derivation logic 934 will be described below through use of example pseudocode as follows:
In the example embodiment, the data derivation logic 934 is operative to generate the accuracy data 1102 of the set of derived data 1100 as follows:
In the example embodiment, the data derivation logic 934 is operative to generate the precision data 1104 of the set of derived data 1100 as follows:
In the example embodiment, the data derivation logic 934 is operative to generate the exploration data 1108 of the set of derived data 1100 as follows:
With reference next to
For ease of understanding, the functional operation of the retention logic 912 will be described below through use of example pseudocode as follows:
With reference next to
For ease of understanding, the functional operation of the engagement logic 912 will be described below through use of example pseudocode as follows:
With reference next to
For ease of understanding, the functional operation of the perseverance logic 916 will be described below through use of example pseudocode as follows:
With reference next to
For ease of understanding, the functional operation of the comprehension logic 918 will be described below through use of example pseudocode as follows:
With reference next to
For ease of understanding, the functional operation of the skill logic 920 will be described below through use of example pseudocode as follows:
With reference next to
For ease of understanding, the functional operation of the interest logic 922 will be described below through use of example pseudocode as follows:
With reference next to
With reference now to those drawings,
In the example, ideal scores and user behavior is as follows:
Ideal
The results of the learning assessment of User A in the above example is represented in the radar line 1502 presented in the radar chart 1500 of
The results of the learning assessment of User D in the above example is represented in the radar line 1602 presented in the radar chart 1600 of
Described above are example embodiments. It is, of course, not possible to describe every conceivable combination of components or methodologies, but one of ordinary skill in the art will recognize that many further combinations and permutations of the example embodiments are possible. Accordingly, this application is intended to embrace all such alterations, modifications and variations that fall within the spirit and scope of the appended claims interpreted in accordance with the breadth to which they are fairly, legally and equitably entitled.
Claims
1. A computer implemented learning and assessment apparatus comprising:
- a non-transient memory;
- a database stored in the memory, the database having at least one set of educational game parameters;
- a processor operable to receive input signals from a user of the apparatus;
- a human readable display;
- game logic operable to generate a game-based learning experience by presenting to the user a virtual game on the display in accordance with a selected first one of the set of educational game parameters;
- measurement logic operable to generate measurement data based on the input signals received from a user by the processor, the measurement data being representative of actions of the user during interaction by the user with the virtual game;
- assessment logic operable to generate assessment data based on the measurement data, the assessment data being representative of gameplay results wherein a failure of the user to produce predetermined expected learning results based on the selected first one of the set of educational game parameters is weighted in accordance with predetermined game-based learning parameters relative to experiential exercise of the virtual game by the user; and,
- result logic operable to generate in accordance with the assessment data, a result signal for selective rendering on the human readable display.
2. The apparatus according to claim 1 wherein:
- the measurement logic is operable to generate, as the measurement data, score data representative of a score of the user during interaction by the user with the virtual game as measured against a set of learning objectives; time data representative of an amount of time consumed by the user consumed during interaction by the user with the virtual game; attempts data representative of an number of re-tries pursued by the user during interaction by the user with the virtual game; interactions data representative of a quantity of interactions by the user with the game logic, wherein the interactions comprise key strokes, screen touches of the display, pages viewed, and exercise of control by the user over the apparatus during interaction by the user with the virtual game; and, options data representative of an amount of utilization by the user of a range of game options available to the user by the game logic.
3. The apparatus according to claim 2 wherein:
- the assessment logic is operable to generate, as the assessment data, retention data representative of average score accuracy during interaction by the user with the virtual game and comprising a factor for any changes in score over multiple attempts.
4. The apparatus according to claim 3 wherein:
- the assessment logic is operable to generate, as the assessment data, engagement data representative of an average of the retention data, a rate of interaction by the user with the virtual game, and exploration by the user with the virtual game.
5. The apparatus according to claim 2 wherein:
- the assessment logic is operable to generate, as the assessment data, perseverance data representative of an increased weighting to multiple attempts by the user interacting with the virtual game, and comprising a factor in accordance with precision by the user interacting with the virtual game and an improvement of scores by the user interacting with the virtual game.
6. The apparatus according to claim 3 wherein:
- the assessment logic is operable to generate, as the assessment data, comprehension data representative of an average of the retention data, improvements in time by the user interacting with the virtual game, and score accuracy over multiple attempts by the user interacting with the virtual game.
7. The apparatus according to claim 2 wherein:
- the assessment logic is operable to generate, as the assessment data, skill data representative of an average score, an average time, and an average interaction rate by the user interacting with the virtual game.
8. The apparatus according to claim 4 wherein:
- the assessment logic is operable to generate, as the assessment data, interest data representative of an average of the retention data, the engagement data, and comprehension data representative of an average of the retention data, improvements in time by the user interacting with the virtual game, and score accuracy over multiple attempts by the user interacting with the virtual game.
9. The apparatus according to claim 2 wherein the assessment logic is operable to generate, as the assessment data:
- retention data representative of average score accuracy during interaction by the user with the virtual game and comprising a factor for any changes in score over multiple attempts;
- engagement data representative of an average of the retention data, a rate of interaction by the user with the virtual game, and exploration by the user with the virtual game;
- perseverance data representative of an increased weighting to multiple attempts by the user interacting with the virtual game, and comprising a factor in accordance with precision by the user interacting with the virtual game and an improvement of scores by the user interacting with the virtual game;
- comprehension data representative of an average of the retention data, improvements in time by the user interacting with the virtual game, and score accuracy over multiple attempts by the user interacting with the virtual game;
- skill data representative of an average score, an average time, and an average interaction rate by the user interacting with the virtual game; and,
- interest data representative of an average of the retention data, the engagement data, and the comprehension data.
10. The apparatus according to claim 9 further comprising:
- result logic configured to receive the retention data, the engagement data, the perseverance data, the comprehension data, the skill data, and the interest data, and being operable to generate a result signal in accordance with the retention data, the engagement data, the perseverance data, the comprehension data, the skill data, and the interest data, wherein the result signal is representative of a learning assessment of the user interacting with the virtual game.
11. The apparatus according to claim 1 wherein:
- the result logic operable to generate the result signal as a line on a radar chart for selective rendering on the human readable display.
12. A learning and assessment method in an apparatus comprising a non-transient memory, a database stored in the memory, the database having at least one set of educational game parameters, a processor operable to receive input signals from a user of the apparatus, and a human readable display, the method comprising:
- generating, by game logic of the apparatus, a game-based learning experience by presenting to the user a virtual game on the display in accordance with a selected first one of the set of educational game parameters;
- generating, by measurement logic of the apparatus, measurement data based on the input signals received from a user by the processor, the measurement data being representative of actions of the user during interaction by the user with the virtual game;
- generating, by assessment logic of the apparatus, assessment data based on the measurement data, the assessment data being representative of gameplay results wherein a failure of the user to produce predetermined expected learning results based on the selected first one of the set of educational game parameters is weighted in accordance with predetermined game-based learning parameters relative to experiential exercise of the virtual game by the user; and,
- generating, by result logic of the apparatus in accordance with the assessment data, a result signal for selective rendering on the human readable display.
13. The learning and assessment method according to claim 12, wherein the generating the measurement data by the measurement logic comprises:
- generating score data representative of a score of the user during interaction by the user with the virtual game as measured against a set of learning objectives;
- generating time data representative of an amount of time consumed by the user consumed during interaction by the user with the virtual game;
- generating attempts data representative of an number of re-tries pursued by the user during interaction by the user with the virtual game;
- generating interactions data representative of a quantity of interactions by the user with the game logic, wherein the interactions comprise key strokes, screen touches of the display, pages viewed, and exercise of control by the user over the apparatus during interaction by the user with the virtual game; and,
- generating options data representative of an amount of utilization by the user of a range of game options available to the user by the game logic.
14. The learning and assessment method according to claim 13, wherein the generating the assessment data by the assessment logic comprises:
- generating, by retention logic of the assessment logic, retention data representative of average score accuracy during interaction by the user with the virtual game and comprising a factor for any changes in score over multiple attempts;
- generating, by engagement logic of the assessment logic, engagement data representative of an average of the retention data, a rate of interaction by the user with the virtual game, and exploration by the user with the virtual game;
- generating, by perseverance logic of the assessment logic, perseverance data representative of an increased weighting to multiple attempts by the user interacting with the virtual game, and comprising a factor in accordance with precision by the user interacting with the virtual game and an improvement of scores by the user interacting with the virtual game;
- generating, by comprehension logic of the assessment logic, comprehension data representative of an average of the retention data, improvements in time by the user interacting with the virtual game, and score accuracy over multiple attempts by the user interacting with the virtual game;
- generating, by skill logic of the assessment logic, skill data representative of an average score, an average time, and an average interaction rate by the user interacting with the virtual game; and,
- generating, by interest logic of the assessment logic, interest data representative of an average of the retention data, the engagement data, and the comprehension data.
15. The learning and assessment method according to claim 14, further comprising:
- receiving, by the result logic, the retention data, the engagement data, the perseverance data, the comprehension data, the skill data, and the interest data, and generating by the result logic, a result signal in accordance with the retention data, the engagement data, the perseverance data, the comprehension data, the skill data, and the interest data, wherein the result signal is representative of a learning assessment of the user interacting with the virtual game.
16. The learning and assessment method according to claim 15, further comprising:
- generating, by the result logic, the result signal as a line on a radar chart and selectively rendering the line on the radar chart on the human readable display of the apparatus.
Type: Application
Filed: Nov 13, 2012
Publication Date: May 16, 2013
Inventor: Lachina Publishing Services, Inc. (Cleveland Heights, OH)
Application Number: 13/675,411
International Classification: A63F 9/24 (20060101);