Lecture Notes in Computer Science- P53 ppt

Developing the Historical Culture Course by Using the U-GBL Environment 249
At last, the Fig. 9 shows the user interfaces on our proposed U-GBL mobile learn-
ing devices.


Fig. 7. Main mission Fig. 8. Sub mission

Fig. 9. The GUIs on U-GBL mobile learning devices
5 U-GBL Assessment Content Design
In game mission design phase, we utilized the two-way specification table proposed
by Anderson and Krathwohl [15]. This table has two dimensions. One is for knowl-
edge dimension, and the other is for cognitive process dimension. The knowledge
dimension indicates the knowledge classification which includes the factual knowl-
edge, conceptual knowledge, procedural knowledge and meta-cognitive knowledge.
The cognitive process dimension includes remembering, understanding, applying,
analyzing, evaluating and creating. Knowledge dimension classifies the learning
knowledge classifying from the “Learning” perspective. The cognitive process di-
mension classifies the learner’s thinking model from the “Thinking” perspective. The
sample of the two-way specification table in the U-GBL course contents is summa-
rized in Table 3.


250 J H. Chen et al.
Table 3. The example of Two-way specification table in Danshui Zushi Temple Missions
Cognitive process
dimension



Knowledge dimension
Remembering

Understanding
Applying
Analyzing
Evaluating
Creating
The suggestion
amount of
questions
The practical
amount of
questions
Factual
knowledg

Conceptual
knowledge
Ʌ
Procedural
knowledge
Ʌ
Main
Mission
Meta-
cognitive
knowledge

Factual
knowledge
Ʌ
Conceptual

knowledge
Ʌ Ʌ
Procedural
knowledge

Sub-
Mission:
Meta-
cognitive
knowledge

The suggestion amount of
questions

The practical amount of
questions


With respecting to the gaming content evaluation, a game performance scorecard is
utilized to serve this purpose. An example of a game performance scorecard is shown
in Table 4.
The performance evaluation in course content assessment includes the items of pa-
per-and-pencil performance, identification test, structured performance test, simulated
performance and work sample.

z Paper-and-pencil performance examines knowledge and skill applied by
learners.
z Identification test is applied to train the learner’s identification skill.
z Structured performance test allows learners to take the same action in spe-
cific learning activities.

z Simulated performance provides the simulation condition to let learners do
training for the particular knowledge or skill.
z Work sample utilizes the real study case to do the assessment.
Developing the Historical Culture Course by Using the U-GBL Environment 251
Table 4. Game performance scorecard
Items for evaluation (In max points)
Game 1 Game 2 Game 3
Physical Quality (1 Point)
Artwork (1 Point)

Game Rules Clarity (1 Point)

Game Content Involvement (1 Point)

Adherence to Theme (1 Point)

Time Length of Game (1 Point)

General Feeling (1 Point)

Discretionary (1 Point)

Total Points (10 Points at most)

6 Conclusion and Future Work
In this paper, we proposed the U-GBL system architecture based on the ubiquitous
technologies to provide the attractive convenient and immersive learning platform to
learners. By using this U-GBL system, it will not only improve learners’ learning mo-
tivation but also improve learners’ learning efficiency. And we also demonstrated a
historical culture course example to show how to design the course content and as-

sessment content in our U-GBL environment. Our U-GBL system is just a beginning
to the future learning style, and we hope this system could be an important study case
in the game-based learning domain.
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© Springer-Verlag Berlin Heidelberg 2008
From Story-Telling to Educational Gaming:
The Bamiyan Valley Case
Marc Spaniol
1,4
, Yiwei Cao
1
, Ralf Klamma
1
, Pablo Moreno-Ger
2
,
Baltasar Fernández-Manjón
2
, José Luis Sierra

2
, and Georgios Toubekis
3

1
Informatik 5, RWTH Aachen University, Germany
2
Department of Software Engineering and Artificial Intelligence (DISIA),
Complutense University of Madrid (UCM), Spain
3
Chair of Urban History, RWTH Aachen University, Germany
4
Max Planck Institute for Computer Science, Saarbrücken, Germany
, {cao,klamma}@dbis.rwth-aachen.de,
{pablom,balta,jlsierra}@fdi.ucm.es,
Abstract. Preserving the knowledge of previous generations and passing it to
new generations is challenging. This process is usually based on an educational
system or in any other kind of face-to-face tradition. However, developing
countries usually face a lack of well educated people so that this process is hin-
dered. This is even more problematic for countries having recently struggled
through times of war. Hence, we apply a community-centered approach to cap-
turing expert knowledge in non-linear digital stories and repurposing it in the
shape of educational games. In particular, we support the vocational training of
local employees within a cultural heritage community that aims at preserving
Bamiyan Valley in Afghanistan.
Keywords: Technology Enhanced Learning, Knowledge Sharing, Non-Linear
Multimedia Story-Telling, Educational Gaming.
1 Introduction
Cultural heritage worldwide faces risk of damage as a result of natural and human
impact. This is a particularly serious problem for the preservation of cultural heritage

sites in developing and post-conflict countries. In these contexts, local experts are a
scarce resource and funds for external expert support are very limited. The situation
gets even worse in countries shaken by internal and/or external tensions, which led to
an exodus of local experts during the years of political instability. The impact on the
human resource sector is devastating. In this regard, Afghanistan, having suffered
from internal and external armed conflicts and wars in the past 25 years, is an espe-
cially severe case.
Since 2002 the international community has made great effort in rebuilding and re-
covering severely damaged Afghan cultural heritage. Under the appeals and guidance
of the United Nations Scientific and Cultural Organization (UNESCO)
1
as well as the
International Council on Monuments and Sites (ICOMOS)
2
, RWTH Aachen Center


1
(last access: 28/05/08)
2
(last access: 28/05/08)