Actual development level

Abstract: For a child to learn through Problem‑Solving in Serious games, the game scaffolding mechanism has to be effective. Scaffolding is based on the Vygotzkian Zone of Proximal Development (ZPD) concept which refers to the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers. Scaffolds in serious games are learning stimulators. The effectiveness of these learning stimulators lies in the way they are managed or regulated. Scaffolds that are not regulated could lead to expertise‑reversal effect or redundancy effect which inhibits learning. In the current classroom application of serious games, the game‑based learning stimulators remain the same for everyone (“blanket scaffolding”) – the learning stimulators are not managed or regulated. In order to make scaffolding in serious games more effective for classroom use, the calibration of the game’s learning stimulators has to be enabled – this would help in meeting the changing needs of the learners. The concept of fading which is critical to scaffolding is introduced to serious games, to facilitate the fine‑tuning of the learning stimulators to the changing needs of the learners. This paper seeks to address the issues in the design and implementation of a Fine‑Tuning System for serious games based on the fading concept. Also discussed in this paper are the factors to be considered in the implementation of the Fine‑Tuning System in serious games. These include fading decisions; fading and learning rates; optimal scaffolding distance; classroom culture and collaborative learning. The adverse effects of neglecting fading such as expertise‑reversal effect and redundancy effect are also discussed.

Abstract: This paper exhibits the learner sited in the zone of proximal development as it aimed to display the performance efficacy in the two levels of the zone of proximal development: the actual development level, where a learner performs independently, and the level of potential development, where a learner performs with the assistance of a more skilled individual. Execution viability in this study mounts learner experiences through the use of learning scaffolds and determine efficacy performance using a pretest and posttest scheme and the mean scores of a controlled and experimental course learning activities. The study employed descriptive-quantitative design to ascertain efficacy in learners’ feat. The experimental method of research was employed across researcher-identified tracking phases. It consisted of student participants taking Computer Programming course under the 1st year level of the Bachelor of Science in Information Technology program curriculum and were purposely selected based on qualifiers. Learning scaffold approaches included human computer interaction in reference to user experience and usability of a university acquired learning management system as it presents how learners employ the application and assessment prove its efficiency. The study revealed that the utilization of scaffolding strategies was operative amidst the tracking phases as the competency of a learner results reflect incremental percentage frequency distribution in the learner-user experiences and considerably significant differences in the mean scores of a pre-test and post-test, and in the mean scores of the controlled and experimental laboratory activities. Henceforth, the researcher recommended that learners in areas across and outside information technology courses and curriculum may protrude distinctive scaffolding strategies as they manifest.

Abstract: The design and development of GRACILE, a collaborative learning environment in the domain of Japanese language patterns and expressions, is described. The environment is designed to allow learning goals communication, learning activities negotiation, and collaboration between learners. From a group of student models, a potential development level is represented for each learner, representing the knowledge the learner can reach with the assistance of more experienced peers or a teacher. The student model represents the learner's actual development level, by a set of patterns and expressions which appear in correct sentences constructed by the learner, without any help from the system or other colleagues. GRACILE cooperates with each learner, generating the respective student's knowledge frontier, which is defined with respect to the knowledge of other learners and the more complex language patterns which the system believes have already been internalized by the student. The environment provides the learners with a toolbox for dialogue construction, including dictionaries. A set of dialogue agents, whose capabilities are the construction and appropriate use of language patterns and expressions in different dialogue situations, may also be requested for help. During sentence construction, learners can be assisted by other learners. The "Learners Performance Communication" module allows the student free access to open models which represent the group members' actual development level, thereby allowing the learner to locate their own level in relation with the others', and encouraging the learner to realize who can help him/her or who can be helped. It is believed that GRACILE will help Japanese language students develop reading and writing skills faster, allowing them to become more productive at communicating. (Contains 16 references.) (MAS) Design Issues in a Collaborative Intelligent Learning Environment for Japanese Language Patterns U.S. DEPARTMENT OF EDUCATION Office Of Educational Research and imprOvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC. C3 This document had been reproduced as recetned from the person or Organtzahoo ortginafing 0 Minor changes bane been made to improve reproduction quatity Points of vie. or OptniOns slated nIbs docu merit do not neCessahly reotesent off,/ :al OEM position ot POI.Cy k'f) Gerardo AYALA and Yoneo YANO Dept. Information Science and Intelligent Systems University of Tokushima , 2 I Minamijosaniima-Cho, Tokushima 770, Japan E-Mail: ayalasan@n15.is.tokushima-u.ac.jp Abstract: This paper presents the main issues concerning the design and development of GRACILE, a collaborative intelligent learning environment in the domain of Japanese language patterns and expressions. We present an environment designed to allow learning goals communication, learning activities negotiation, and collaboration between learners. From a group of student models, a potential development level is repTesented for each learner together with her/his group-based knowledge frontier, which is defined with respect to the knowledge of other learners and the more complex language patterns containing basic patterns which the system believes have already been internalized by the student. The environment provides the learners with a toolbox for dialogue construction, including dictionaries. A set of dialogue agents, whose capabilities are the construction and appropriate use of language patterns and expressions in different dialogue situations, may also be requested for help. During sentence construction, learners can be assisted by other learners. This paper presents the main issues concerning the design and development of GRACILE, a collaborative intelligent learning environment in the domain of Japanese language patterns and expressions. We present an environment designed to allow learning goals communication, learning activities negotiation, and collaboration between learners. From a group of student models, a potential development level is repTesented for each learner together with her/his group-based knowledge frontier, which is defined with respect to the knowledge of other learners and the more complex language patterns containing basic patterns which the system believes have already been internalized by the student. The environment provides the learners with a toolbox for dialogue construction, including dictionaries. A set of dialogue agents, whose capabilities are the construction and appropriate use of language patterns and expressions in different dialogue situations, may also be requested for help. During sentence construction, learners can be assisted by other learners.

Abstract: This study aims to present and discuss the results of an interpretive qualitative study of the teaching-learning procedures used in a discipline exclusively focused on reading and production of academic texts under the Programa de Formacao Interdisciplinar Superior (Profis) of State University of Campinas (Unicamp), from 2013 to 2016 As its theoretical basis, this study uses Vygotsky’s sociocultural perspective (2000, 2003) and, particularly, his concept of Zone of Proximal Development (ZPD), together with the concepts of Mastery Learning (BLOOM, 1971), recursive feedback (COPE; KALANTZIS, 2016) and Scaffolding (BRUNER; ROSS; WOOD, 1976) The results show that if text production is submitted to a formative evaluation process of prospective and constructive character, with continuous feedback to students, there may be new ways to build knowledge which, developed with the help of more experienced people or through their own peers, can transform their potential development level, the one related to the abilities and achievements to be obtained by the students, into an actual development level, which concerns the achievements they have already accomplished