EAGER: TAEMILE: Towards Automating Experience Management in Interactive Learning Environments

交互式学习环境的一个关键挑战是如何自动协同调节？平衡学习者？自主性与教育者所期望的教学过程。在这个Cyberlearning：Transforming Education EAGER项目中，PI正在探索使用体验管理（EM）来解决这个问题。他们正在收集关于（1）学习者的目标取向和游戏风格之间的关系以及（2）使用各种EM策略动态调整学习环境的影响及其对学习者自主性和学习成果的影响的初步数据。这些问题正在解决的背景下，一个互动的学习环境，称为解决未知。使用这个环境，学习者学习地质时间和化石记录。查尔斯·威尔逊·皮尔艺术与科学博物馆（Charles Willson Peale Museum of Art and Science）是当时美国最大的自然历史博物馆（1801-1827）。在这个虚拟博物馆里，有皮尔和他的团队从探险中带回的所有恐龙和古代动物的骨头。学习者面临的挑战是找到骨骼中丢失的骨头，线索散落在博物馆周围。具有目标实现导向的学习者可能探索得不够，可能需要鼓励他们这样做，而那些更自然的探索者可能需要引导他们朝着实现目标所需的规划前进。行动中的反思和对行动的反思得到了支持。由于境况不佳的政府削减了对学校的资助，人们推动使用技术来提供助手和专业教师可能提供的那种帮助。为了使这种努力取得成功，我们需要更多地了解如何设计能够帮助学习困难的学习者的引人入胜的学习环境。学习者可以探索、设计、构建和解决问题的学习环境很吸引人，但使用它们来促进学习需要了解如何给予学习者保持参与和热情所需的自主权沿着成功学习所需的指导。该项目是解决这一需要的早期尝试。

A key challenge for interactive learning environments is how to automatically co-regulate ? balancing learners? autonomy with the pedagogical processes intended by educators. In this Cyberlearning: Transforming Education EAGER project, the PIs are exploring the use of experience management (EM) to address this issue. They are collecting preliminary data about (1) the relationship between a learner's goal orientations and play style and (2) the impact of dynamically adjusting the learning environment using a variety of EM strategies and their impacts on learners' autonomy and learning outcomes. These issues are being addressed in the context of an interactive learning environment called Solving the Incognitum. Using this environment, learners learn about geological time and the fossil record. The setting is the historical Charles Willson Peale Museum of Art and Science, the largest US natural history museum of its day (1801-1827). Included in this virtual museum are all the dinosaur and ancient animal bones that Peale and his group brought back from his expeditions. Learners are challenged to find the bones that are missing from a skeleton, and clues are scattered around the museum. Learners with a goal-achievement orientation may not explore enough and may need to be encouraged to do that, while those who are more natural explorers may need to be guided to move towards the planning needed to achieve their goal. Reflection in action and reflection on action are supported.As ailing governments cut funding for schools, there is a push towards using technology for providing the kinds of help that aides and specialized teachers might have provided. For such an effort to be successful, we need to learn more about how to design engaging learning environments that can help struggling learners. Learning environments where learners get to explore, design, build, and solve problems are engaging, but using them to promote learning requires understanding how to give learners the autonomy they need to remain engaged and enthusiastic along with the guidance they need to successfully learn. This project represents an early attempt at addressing that need.