Rob Nadolski

Open University of the Netherlands

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Hans Hummel

Open University of the Netherlands

Wim Westera

Open University of the Netherlands

Ellen Rusman

Open University of the Netherlands

Rob Koper

Open University of the Netherlands

Kiavash Bahreini

Open University of the Netherlands

Kevin Ackermans

Open University of the Netherlands

Aad Slootmaker

Open University of the Netherlands

Hendrik Drachsler

DIPF | Leibniz Institute for Research and Information in Education

Francesco Bellotti

University of Genoa

Adriana Berlanga

Maastro Clinic

Cooperative Institutions

Open University of the Netherlands

The Open University

Hong Kong Metropolitan University

Utrecht University

Graz University of Technology

University of Genoa

University of Amsterdam

Tilburg University

University of Graz

Maastricht University

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Pe(e)rfectly Skilled

International Journal of Mobile and Blended Learning (2023)

Ellen Rusman Rob Nadolski

Higher education is faced with the question of how large numbers of students can be supported to learn complex skills without increasing teachers' supervision time proportionally and while preserving, or preferably improving, quality. Practicing skills only once does not work. Students need repetitive practice, feedback, and structured support to master a skill. They need to gain insight into what went well and what could be improved, so that they can further direct their attention while practicing. However, teachers cannot provide feedback after every practice session of students because their time is scarce. To solve this problem, an online formative assessment method for interactive and practice-oriented skills' training, Pe(e)rfectly Skilled, was developed. The Pe(e)rfectly Skilled method provides structured support for self-regulation, goal setting, feedback, and reflection. This method affords practicing skills repetitively, both individually and collaboratively, at students' own time, pace, and location. In this article, theoretical and practical underpinnings underlying the Pe(e)rfectly Skilled method are described.

Pace

Reflection

Time management

Video feedback

10.4018/ijmbl.318646

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Citations (2)

Feedback is a gift : Do Video-enhanced rubrics result in providing better peer feedback than textual rubrics?

Practical assessment, research & evaluation (2021)

Kevin Ackermans Ellen Rusman Rob Nadolski Saskia Brand‐Gruwel Marcus Specht

High-quality elaborative peer feedback is a blessing for both learners and teachers. However, learners can experience difficulties in giving high-quality feedback on complex skills using textual analytic rubrics. High-quality elaborative feedback can be strengthened by adding video-modeling examples with embedded self-explanation prompts, turning textual analytic rubrics (TR) into so-called 'videoenhanced analytic rubrics' (VER). This study contrasts two experimental conditions (TR, n = 54; VERs, n = 49) with their version of the anonymized online tool (used to collect the given feedback in 'Tips for improvement and Tops identifying strengths'). Peer feedback quality (concreteness and consistency) was evaluated using Natural Language Processing. As expected, the video-enhanced rubrics condition resulted in a higher quantity of words used and a lower amount of naive wording compared to the textual rubric condition. Contrary to our assumptions, it did not lower the amount of non-constructive wording nor improved the amount of behavioral and process-related feedback. Possibly, the transition from providing more feedback to delivering more accurate behavioral and process-related feedback has not yet been made in the time set for the study.

Rubric

Peer Assessment

Concreteness

Constructive

10.7275/hk9e-8d82

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Effects of the ISIS Recommender System for navigation support in self-organised Learning Networks

Educational Technology & Society (2009)

Hendrik Drachsler Hans Hummel Bert van den Berg Jannes Eshuis Wim Waterink

Drachsler, H., Hummel, H. G. K., Van den Berg, B., Eshuis, J., Waterink, W., Nadolski, R., Berlanga, A., Boers, N., & Koper, R. (2008). Effects of the ISIS Recommender System for Navigation Support in Self-Organized Learning Networks. In M. Kalz, R. Koper, V. Hornung-Prahauser & M. Luckmann (Eds.). Proceedings of the 1st Workshop on Technology Support for Self-Organized Learners (TSSOL08) in conjunction with 4th Edumedia Conference 2008 Self-organised learning in the interactive Web – Changing learning culture? (pp. 106-124). June, 2-3, 2008, Salzburg, Austria: CEUR Workshop Proceedings. Available at http://ceur-ws.org/Vol-349

Conjunction (astronomy)

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Study Design and Data Gathering Guide for Serious Games’ Evaluation

Jannicke Baalsrud Hauge Elizabeth Boyle Igor Mayer Rob Nadolski Johann Riedel

The objective of this chapter is to provide an overview of the different methods that can be used to evaluate the learning outcomes of serious games. These include Randomised Control Trials (RCT),quasi-experimental designs, and surveys. Case studies of a selection of serious games developed foruse in higher education are then presented along with evaluations of these games. The evaluations illustrate the different evaluation methods, along with an assessment of how well the evaluation method performed. Finally, the chapter discusses the lessons learned and compares the experiences with the evaluation methods and their transferability to other games.

Transferability

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EMERGO: A methodology and toolkit for developing serious games in higher education

Simulation & Gaming (2007)

Rob Nadolski Hans Hummel Henk J. van den Brink Ruud E. Hoefakker Aad Slootmaker

Societal changes demand educators to apply new pedagogical approaches. Many educational stakeholders feel that serious games could play a key role in fulfilling this demand, and they lick their chops when looking at the booming industry of leisure games. However, current toolkits for developing leisure games show severe shortcomings when applied to serious games. Developing effective serious games in an efficient way requires a specific approach and tool set. This article describes the EMERGO methodology and generic toolkit for developing and delivering scenario-based serious games that are aimed at the acquisition of complex cognitive skills in higher education. Preliminary evaluation results with case developers using the EMERGO methodology and toolkit and with learners using EMERGO cases are presented.

10.1177/1046878108319278

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Citations (151)

D8.4 – Second RAGE Evaluation Report

Christina Steiner Kerstin Gaisbachgrabner Alexander Nussbaumer Jana Mertens Matthias Hemmje

This document presents the results of the summative evaluation and validation studies carried out in WP8 of the RAGE project. Summative evaluation by definition represents evaluation at the end of the development process and aims at collecting information on the outcomes of the implementation. Correspondingly, the summative evaluations in RAGE aimed at obtaining a concluding statement and evidence on the quality and effects of the final versions of (a) the RAGE components, (b) the Ecosystem portal, and (c) the games at the end of the project. Overall, the summative evaluation studies have demonstrated the usefulness and potential benefits of the technologies and methodologies developed in the project for applied game development and for educational application, and argue for the usefulness and significance of the RAGE approach. In addition, valuable suggestions for further improvement or enrichment of the games, game components, and Ecosystem portal could be collected and, thus meaningful information and inspiration for future work beyond the RAGE project lifetime could be obtained.

RAGE

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Acquiring 21st Century Skills: Gaining Insight into the Design and Applicability of a Serious Game with 4C-ID

Lecture notes in computer science (2014)

Peter van Rosmalen Elizabeth Boyle Rob Nadolski John Van der Baaren Baltasar Fernández‐Manjón

Serious game

Game-Based Learning

Educational game

10.1007/978-3-319-12157-4_26

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Citations (8)

Retrospective cognitive feedback for progress monitoring in serious games

British Journal of Educational Technology (2016)

Rob Nadolski Hans Hummel

Abstract Although the importance of cognitive feedback in digital serious games (DSG) is undisputed, we are facing some major design challenges. First of all, we do not know to which extend existing research guidelines apply when we stand the risk of cognitive feedback distorting the delicate balance between learning and playing. Unobtrusive cognitive feedback has to be interspersed with gameplay. Second, many effective solutions for providing cognitive feedback we do know might simply be too costly. To face both challenges, this study offers an efficient approach for providing unobtrusive and retrospective cognitive feedback (RCF) in DSG. This approach was applied onto a game where feedback messages were triggered via simple rules about learners' questioning behavior on four dimensions. We found the experimental condition including such RCF to yield better learning outcomes while maintaining similar motivation.

Cognitive Load

10.1111/bjet.12503

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Citations (21)

JISC 2.1 Demonstrator - Demonstrating Learning Design

Wim van der Vegt H.F. Vogten E.J.R. Koper Rob Nadolski

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Self-Study and -Training in Remote Sensing and Geo Information Systems

Springer eBooks (1996)

J. J. M. Leinders Angelique Lansu Wilfried Ivens W. H. Jeu Rob Nadolski

10.1007/978-94-009-0327-2_22

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