The teaching material of the course was represented by six lectures recorded by J. ![]() The article gives a short overview of theories on didactics and distance learning used in the framework of an online course in English, given by a senior lecturer from the Netherlands (HAN) to students of the faculty of Economics of Chelyabinsk State University (CSU), to let students get experience in distance learning in an international educational environment and acquire knowledge on the topic Supply Chain Finance (SCF). The framework is applied to Knowledge Acquisition Analytical Games as a case study. The proposed approach is based on previous research in the fieldof simulation-based serious gaming, model-driven engineering and human factors engineering. This work introduces a framework to provide a structured guidance on the aspects to be factored in the different design phases of an analytical game, including the potential impact of the adoption of automation and autonomy. In fact, the introductionof technology (i.e., automation and autonomy) will not lead to a substitution of tasks, but will intrinsically change the game environment. In this work a shift in perspective is proposed, to move from technology-oriented design selection criteria towards a broader assessment of the design choices. In game design, the use of digital means is often regarded as a mere technical factor that relates to the platform selection, facilitator support and data recording processes. ![]() Moreover, the fast-paced technological developments in many fields, such as artificial intelligence and virtual reality, make it even more compellingto account for the advantages and limitations of these new capabilities. Considerable research is ongoing to investigate improvements to analytical game design, execution and exploitation. Analytical games explore a problem or a domain with a research purpose.
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