This paper describes novel research in the area of remote Computer-Supported Collaborative Learning. A multimedia activity (Builder) was designed to allow a pair of players to build a house together, each working from his or her own computer. Features of the activity include: interactive graphical interface, two- and three-dimensional views, sound feedback, and real-time written and spoken communication. Mathematical concepts, including area, perimeter, volume, and tiling of surfaces, are embedded in the task. A field study with 134 elementary school children was undertaken to assess the learning and collaborative potential of the activity. Specifically, the study addressed how different modes of communication and different task directives affected learning, interpersonal attitudes, and the perceived value and enjoyment of the task. It was found that playing led to academic gains in the target math areas, and that the nature of how the task was specified had a significant impact on the size of the gains. The mode of communication was found to affect attitudes toward the game and toward the player's partner. Gender differences were found in attitude toward the game, perceived collaboration and attitude toward partner. Important Note: If your copy of this Technical Report does not include a series of sample tests and screenshots at the end of the Appendix, you will need to acquire these via FTP to ftp.cs.ubc.ca. You should log in as anonymous and download the attachment postscript file from the location: /pub/local/techreports/1997/TR-97-19a.ps.gz (note that the screenshots are in colour). Contents 1

: This paper discusses three often-overlooked characteristics of educational multimedia systems that are important for human-computer interaction (HCI) researchers: (a) learning environments have very different goals and approaches than do workplace environments, so HCI research must investigate issues within the context of learning; (b) what works for adults will not necessarily work for children, so HCI research must develop usability guidelines that are appropriate for children; (c) girls and boys interact differently with technology, so HCI research must understand how each gender interacts with computers. We illustrate each of these issues with examples from our own research and explain how the characteristics of educational multimedia systems can lead to computing environments that do not hinder children's learning and do not exclude any children on the basis of gender. Keywords: Human-Computer Interaction (HCI), children, learning, education, gender, educational multimedia, int...

indergartens and elementary education. The notion that computer games are only kids' stuff is false, though. Most of the players of recreational computer and video games are actually adults. In 1999 69% of PC game players and 54% of video game players were over 18 years old (IDSA 1999). The literature study conducted by Dempsey & al. (1996) suggests that technologybased instructional gaming has a wide spectrum of utility for learning. The learning outcomes found included attitudes, cognitive strategies, problem solving, rules and corporate concepts, just to mention a few. Games were applied in diverse environments from elementary education to military, health case and management. Or as a Consumer Report (1995) quoted by McGrenere (1996) points out: In the mid90 's educational games, or edutainment were the fastest growing area of software industry. Defining computer games We take games usually for granted, but what makes a computer game? How to define them? How to tell for example a

In this paper we present a methodology for describing adaptive educational -game environments and a model that supports the environment design process. These environments combine the advantages of educational games with those derived from the adaptation. The proposed methodology allows the specification of educational methods that can be used for the game environment generation. The educational goals, the activities that the users can perform, their organization and sequencing, along with the games to be played and the game stories are selected or dynamically generated taking into account the user's features and behaviors.

Game users can behave co-operatively or competitively with other players. An experiment was performed to test the hypothesis that a shared social space (SSS) with continuous and "rich" communication possibilities leads to an increase in forming coalitions. The DOOM game -- as a simulation of a competitive world -- provides a test environment, where a group of four players has to fight against each other. Two samples of 12 players each were tested playing DOOM: one with the SSS conditions (continuous spoken communication mode, small physical distance among players, no headphones) and another under the condition of separation during the game (discontinuous communication mode: spoken communication only during a break, large physical distance and headphones during the game). During a break all players had have the chance to discuss the outcome of the first trial (group process feedback). The SSS conditions led to a significantly increased amount of coalitions between players. Group process feedback also had a positive effect on the extent of coalitions among players. Finally, design recommendations for networked multi-user games are provided.

Abstract. In this paper, we are focusing on digital serious games (edugames) and how they can be utilized in teaching in the ethics and citizenship domain. Our aim is to combine narrative techniques with intelligent tutoring techniques in a single model that adopts and based on educational theories and classroom educational strategies. The model has been used to implement an adaptive educational interactive narrative system (AEINS). AEINS is an inquiry based edugame to support teaching ethics. The AEINS version presented in this paper targets students between the age of 8 and 11. The idea is centered around presenting and involving students in different moral dilemmas (called teaching moments) within which the Socratic Method is the used pedagogy in the teaching process. AEINS monitors and analyzes the students actions in order to provide an individualized story-path and an individualized learning process. The student is an active participant in the educational process and is able to interact with the edugame as a first person player. We claim that such interaction can help in developing new or deeper thoughts about different moral situations. Our aim is to contribute to the design of serious games and help raise awareness of ethics and citizenship in children. 1

The pivotal idea central to engineering education is the cultivation of a motivation-based environment. There is little doubt that students learn better, particularly with regard to `deep learning ' if they are allowed to focus on areas of a curriculum in which they are strongly motivated. On the other hand, engineering education can also be regarded as an integrated study for students, which foster the cultivation of basic skills and the talent to follow well-defined patterns of procedures in order to solve problems. This paper presents the design and implementation of an educational simulation which mimics a microworld of business activities. The objective of such educational simulation is to present an integrated environment for students to undergo a motivation-based learning experience based on an integrated study methodology. The design and implementation of the educational simulation is intended to motivate students to accept personal responsibility for behavior in a simulated environment by recognizing and taking pride with a sense of self achievement.

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Independent tools and fully integrated systems are currently being applied to educational settings, delivering educational content and activities to students. Asynchronous, computer-mediated communications enable students to reflect upon what they are learning, share their thoughts, and read those of others. Such communication tools facilitate active and collaborative learning. Two integrated systems, the Virtual University and the World Wide Web Course Tools, are examined, and compared to one another. Both are Web-based systems that deliver course content and activities to students, across a variety of hardware platforms and without geographical restriction. They are systems that integrate features for a full learning environment, combining instructor preparation facilities, on-line course content, student activities, assessment facilities, and communication tools into a single application. Comparisons are drawn between these systems based on their feature sets, and in the context of CPSC 319, an undergraduate software engineering team project course. I have observed the course, as a teaching assistant, for two years. It appeared to be a good fit for on-line tools, particularly because teamwork is a central emphasis of the course, and the students

The effect of competition and contextualized advisement on the transfer of mathematics skills in a computer-based instructional simulation game