Game-based learning comprises of a set of concrete scenarios, which can be presented with various presentation modalities (e.g., text, text with graphic, and context). Such presentation modalities disseminate information in different ways. On the other hand, cognitive styles affect how people process information. Accordingly, the study presented…

This study examined the effects of prior domain knowledge and learning sequences on learning with concept mapping and hypertext. Participants either made a concept map in a first step and then read the hypertext's contents combined with concept mapping (high activating condition), or they read the hypertext's contents first and then made a concept…

We propose to mine temporal patterns in Intelligent Tutoring Systems (ITSs) to uncover useful knowledge that can enhance their ability to provide assistance. To discover patterns, we suggest using a custom, sequential pattern-mining algorithm. Two ways of applying the algorithm to enhance an ITS's capabilities are addressed. The first is to…

Starting from the first public draft of IMS Learning Design in November 2002, a research project at the Catholic University Eichstaett-Ingolstadt in Germany was dedicated to the conceptual examination and empirical review of IMS Learning Design Level A. A prototypical runtime environment called "lab005" was developed. It was built based…

Tools to support teachers and learning technologists in the creation of effective learning designs are currently in their infancy. This paper describes a metadata model, devised to assist in the conception and design of new learning activities, that has been developed, used and evaluated over a period of three years. The online tool that embodies…