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Abstract. The generalization of game-based Learning Objects as serious learning material requires their integration into pre-existing e-learning infrastructure (systems and courses) and the inclusion of gameplay-aware assessment procedures. In this paper, we propose an approach to the production and development of educational graphic adventure videogames that can be deployed as normal Learning Objects in a Learning Management System. The deployment is carried out using a game engine that includes a built-in assessment mechanism that can trace and report the activities of the learner while playing the game.

This article reviews theories of organizational communication with a special emphasis on theories that have been used to explain computer-mediated communication phenomena. Among the theories reviewed, two—social presence and media richness—are identified as problematic and as posing obstacles to future theoretical development. While shortcomings of these theories have been identified in the past, some of these theories ’ predictions have been supported by empirical evidence. It is argued that this theoretical dilemma can be resolved based upon principles derived from a modern version of Darwin’s theory of evolution by natural selection and the application of those principles to the understanding of human evolution. A new theoretical model called the psychobiological model is developed, which predicts variations in cognitive effort in computer-mediated collaborative tasks. The model proposes that there is a negative causal link between the “naturalness ” of a computer-mediated communication medium, which is the similarity of the medium to the face-to-face medium, and the cognitive effort required from an individual using the medium for knowledge transfer. The model also states that this link is counterbalanced by what are referred to as “schema alignment ” and “cognitive adaptation. ” The schema alignment construct refers to the similarity between the mental schemas of an individual and those of other participant(s). The cognitive adaptation construct refers to an individual’s level of schema development associated with the use of a particular medium. Finally, the model states that the degree to which the medium supports an individual’s ability to convey and listen to speech is particularly significant in defining its naturalness, more so than the medium’s degree of

This article reports a study on tle actual use of tecl9nologies in a graduate-level distance course on information systems ana(ysis and design. The results indicate four conclusions. First, commonly used Internet technologies (e.g., e-mail, Web, FTP, listserr, and ZRC) and traditional technolo- gies (e.g., mail, teleploone, and fax) are su.cient for delivering a rather technical and bands-on distance course. Second, among tloese technologies, fax was t19e favorite method for submitting assignments, and e-mail was the most used metlood for communications and dialogues. Third, communication related to the submission of assignments accounted for an outstanding proportion of all e-mail messages. And fourth, minimal control of technology use helped the instructor and tloe students focus on the subject matters, and students achieved bigb learning performance and satisfaction. Implications for distance education are discussed. (KeyworSts: distance learnin, g, information systems analysis and design, ]'nternet technologies.) Distance education is a process that. creates and provides access to learning when time and distance separate the source of informatioa and the learners. Technology-assisted distance education (Eddy; Burnett, $pautding, St. Murphy, 1997) has become increasingly common in recent years, owing to the extremely rapid expansion of distance-education technologies. These.technologies have been evolving from traditional technologies such as mail, telephone, and fax, to instruc- tional television (Wheeler, Batchglder, &: Hampshire, 1997), to VCR-based tech- nology, and computer systems such as the Internet. With the increasing availability of the Internet to most potential distance students, Internet-based distance courses are booming. Although there are many...

to exploit recent advancements of computer science. Existing frameworks for

Research was conducted on the application of GroupWriter, to support the development, editing, sharing, and modification of government documents. One of the major advantages of using GroupWriter is the support of collaborative writing and the manipulation of documents in a manner unconstrained by time and place. At this time various groups from government agencies and the University of Arizona’s Center for the Management of Information (CMI) are involved in GroupWriter sessions. Development of the tool has revealed the need for preset protocols, which explain the requirements, definitions, and uses pertaining to the system and software. Achievements were made in tailoring the technologies to fit the needs of specific groups. This paper will focus on the development of both facilitation processes and GroupWriter as a collaborative writing tool. Lessons learned in this area call for the reduction of system and process ambiguity to support both synchronous and asynchronous distributed users.

Funded by the

This paper reports research investigating Web-mediated collaborative learning as a social interaction process from a critical theory perspective. A communicative model of collaborative learning is proposed to help instructors analyse and improve the practice of collaborative learning. The model can also be used as a methodological instrument for inquiry into Web-mediated collaborative learning. Key words Collaborative learning, Web-mediated collaborative learning, critical theory, critical approach to collaborative learning, communicative analysis of collaborative learning. Introduction Collaborative learning evolved from the works of Piaget (1926) and Vygotsky (1978) who contend that learning occurs more effectively through interpersonal interactions in a cooperative rather than competitive context. Compared to individual learning, research on traditional face-to-face collaborative learning revealed numerous benefits: better performance, better motivation, higher test scores and l...

Group decision making methods such as Multi-Criteria Decision Making (MCDM) have been developed extensively, but their organizational use for group decision making has been difficult. According to Arrow's Impossibility Theorem, one possible reason is that a group decision outcome could never satisfy every decision maker's individual preference. This paper proposes a fuzzy GSS (Group Support System) approach to improve the quality of the group decision outcome. The fuzzy GSS approach integrates a fuzzy MCDM model and a structured group decision making process with a GSS. The fuzzy MCDM model includes fuzzy individual preference generation and group aggregation. Supported by the GSS, the structured decision making process makes group participation effective. The proposed approach aims at providing more decision information, and enhancing group consensus, satisfaction and understanding of the decision outcome. This paper also postulates that the fuzzy GSS approach enhances group consensus, satisfaction and understanding of the group decision outcome. An empirical study was conducted to test the research predictions.

Novel patterns of teaching/learning have emerged from faculty and students who use our three Teaching/Learning Theaters at the University of Maryland, College Park. These fullyequipped electronic classrooms have been used by 74 faculty in 264 semester-long courses since the Fall of 1991 with largely enthusiastic reception by both faculty and students. The designers of the Teaching/Learning Theaters sought to provide a technologically rich environment and a support staff so that faculty could concentrate on changing the traditional lecture from its unidirectional information flow to a more collaborative activity. As faculty evolved their personal styles in using the electronic classrooms, novel patterns of teaching/learning have emerged. In addition to enhanced lectures, we identified three common patterns: active individual learning, small-group collaborative learning, and entire-class collaborative learning. - 2 - Many questions concerning the use of instructional technology may be...