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https://link.springer.com/content/pdf/10.1057%2Fjors.1974.92.pdf

The Nature of Managerial Work

There is a consensus that serious games have a significant potential as a tool for instruction. However, their effectiveness in terms of learning outcomes is still understudied mainly due to the complexity involved in assessing intangible measures. A systematic approach--based on established principles and guidelines--is necessary to enhance the design of serious games, and many studies lack a rigorous assessment. An important aspect in the evaluation of serious games, like other educational tools, is user performance assessment. This is an important area of exploration because serious games are intended to evaluate the learning progress as well as the outcomes. This also emphasizes the importance of providing appropriate feedback to the player. Moreover, performance assessment enables adaptivity and personalization to meet individual needs in various aspects, such as learning styles, information provision rates, feedback, and so forth. This paper first reviews related literature regarding the educational effectiveness of serious games. It then discusses how to assess the learning impact of serious games and methods for competence and skill assessment. Finally, it suggests two major directions for future research: characterization of the player's activity and better integration of assessment in games.

https://downloads.hindawi.com/journals/ahci/2013/136864.pdf

Assessment in and of serious games: an overview

Using emotion detection technologies from biophysical signals, this study explored how emotion evolves during learning process and how emotion feedback could be used to improve learning experiences. This article also described a cutting-edge pervasive e-Learning platform used in a Shanghai online college and proposed an affective e-Learning model, which combined learners’ emotions with the Shanghai e-Learning platform. The study was guided by Russell’s circumplex model of affect and Kort’s learning spiral model. The results about emotion recognition from physiological signals achieved a best-case accuracy (86.3%) for four types of learning emotions. And results from emotion revolution study showed that engagement and confusion were the most important and frequently occurred emotions in learning, which is consistent with the findings from AutoTutor project. No evidence from this study validated Kort’s learning spiral model. An experimental prototype of the affective e-Learning model was built to help improve students’ learning experience by customizing learning material delivery based on students’ emotional state. Experiments indicated the superiority of emotion aware over non-emotion-aware with a performance increase of 91%.

/pdf/affective-e-learning-using-emotional-data-to-improve-2kca7rtrzb.pdf

Affective e-Learning: Using "Emotional" Data to Improve Learning in Pervasive Learning Environment

Book review: Value-added processes in information systems

Purpose – The purpose of this study is to explore employability skills that employers, university lecturers and graduates value to bring to the workplace, when graduates are applying for entry‐level graduate jobs in the field of computer science in Sri Lanka.Design/methodology/approach – A total of three samples were selected for this exploratory study, namely, graduates, employers, and university lecturers. Three self‐administered survey questionnaires were developed targeting the three groups. In addition to descriptive statistics, paired sample t‐test, Analysis of Variance (ANOVA) and correlation analysis were used for the data analysis.Findings – The findings suggested that there are differences in the priorities given for employability skills by the four groups – male graduates, female graduates, employers, and university lecturers. Further, the findings suggest that employability skills are influenced by the gender of the graduates. Overall, the findings of the study could be used to assist universi...

Graduates', university lecturers' and employers' perceptions towards employability skills

All nonprofit organisations need to give attention to their marketing strategies in order to maximise the funding and support they receive and the numbers using their services. The web offers a new communications medium with which to achieve this. This paper compares suggested best practice approaches to web marketing using the websites of UK environmental charities as a type of nonprofit organisation. Copyright © 2003 Henry Stewart Publications

The marketing effectiveness of UK environmental charity websites compared to best practice

Institutions are increasingly turning to technology to solve their teaching, learning and assessment problems. The use of computers in student assessment, when compared to their use for teaching is a relatively new development. The experiences gained from the development of computer‐aided learning can inform and progress the use of computer‐assisted assessment (CAA). This paper considers the development of CAA in higher education and proposes that a strategic approach is advantageous to institutions wishing to develop and implement CAA systems. A brief review of the lessons learnt from computer‐aided learning and CAA is provided and the experiences of two institutions are described. Based on this, recommendations are made as to how effective CAA systems can be implemented on an institutional basis.

/pdf/computer-assisted-assessment-suggested-guidelines-for-an-31v7kjms5c.pdf

Computer‐assisted Assessment: suggested guidelines for an institutional strategy

We describe and demonstrate an extensible framework that supports data exploration and provenance in the context of Human Terrain Analysis (HTA). Working closely with defence analysts we extract requirements and a list of features that characterise data analysed at the end of the HTA chain. From these, we select an appropriate non-classified data source with analogous features, and model it as a set of facets. We develop ProveML, an XML-based extension of the Open Provenance Model, using these facets and augment it with the structures necessary to record the provenance of data, analytical process and interpretations. Through an iterative process, we develop and refine a prototype system for Human Terrain Visual Analytics (HTVA), and demonstrate means of storing, browsing and recalling analytical provenance and process through analytic bookmarks in ProveML. We show how these bookmarks can be combined to form narratives that link back to the live data. Throughout the process, we demonstrate that through structured workshops, rapid prototyping and structured communication with intelligence analysts we are able to establish requirements, and design schema, techniques and tools that meet the requirements of the intelligence community. We use the needs and reactions of defence analysts in defining and steering the methods to validate the framework.

/pdf/an-extensible-framework-for-provenance-in-human-terrain-4y4li89l9l.pdf

An Extensible Framework for Provenance in Human Terrain Visual Analytics

Purpose – This research paper describes the results of a survey of specialist UK library and information sector (LIS) employment agencies concerning employability of library and information management (LIM) graduates and introduces the follow‐up actions that are being undertaken to create new teaching materials that address their concerns.Design/methodology/approach – A survey of four UK specialist employment agencies was undertaken in 2005 using semi‐structured interview schedules. The aim was to identify the various specific employability areas that recruiters felt were needed for 11 LIM sectors. Quantitative research of individual employers has been undertaken previously, but it was felt that agencies had a unique perspective of sector requirements. This was followed by visits to LIM academic departments to discuss whether the results matched the perceptions of academic staff.Findings – It was clear that different LIM sectors had different emphasises in terms of the employability skills required. Secon...

Employability skills: are UK LIM departments meeting employment needs?: The results of a survey of employment agencies identifies gaps in UK LIM curricula in the UK

SUMMARY This paper describes two methods of introducing computer‐assisted assessment (CAA) using Question Mark software within two universities. Both the University of Luton and Loughborough University have been using CAA to assess student learning. The University of Luton uses CAA for summative assessment and finds that the range of skills and abilities being tested can be extended when an appropriate balance of assessment methods is used. It may also release academic staff time when effectively implemented. Loughborough University uses CAA mainly for formative assessment to enable students to reflect critically on their performance though the provision of instant feedback. Both universities have set up central units to provide support and development for staff wishing to use CAA in their teaching. Students at each university react favourably to each method. The differences between methods is discussed.

Derek Stephens

Papers

The marketing effectiveness of UK environmental charity websites compared to best practice

Computer‐assisted Assessment: suggested guidelines for an institutional strategy

An Extensible Framework for Provenance in Human Terrain Visual Analytics

Employability skills: are UK LIM departments meeting employment needs?: The results of a survey of employment agencies identifies gaps in UK LIM curricula in the UK

The Use of Question Mark Software for Formative and Summative Assessment in Two Universities