@inproceedings{TomerHagelMottoketal., author = {Tomer, Amir and Hagel, Georg and Mottok, J{\"u}rgen and Alt, Dorit and Barak, Miriam I. and Hadar, Irit}, title = {CAPELLA: A conceptual framework for adaptive life-long learning}, series = {IEEE Global Engineering Education Conference (EDUCON), 25-28 April 2017, Athens, Greece}, booktitle = {IEEE Global Engineering Education Conference (EDUCON), 25-28 April 2017, Athens, Greece}, doi = {10.1109/EDUCON.2017.7943041}, pages = {1463 -- 1472}, abstract = {In this paper we describe a proposed framework for Cooperative Adaptive Personalized Education for Life-long Learning and Activation (CAPELLA). CAPELLA comprises four models: A Knowledge Organization Model, a Learning Process Model, a Community Collaboration Model and a Gaming Model. The underlying pedagogical approach is based on the four pillars of learning: Learning to know, learning to do, learning to collaborate and learning to be. Based on these models and principles, CAPELLA provides a theoretical framework that may assist IT developers to develop state-of-the-art educational platforms and advanced learning applications. Using an example of a UML Diagramming Workshop we demonstrate how CAPELLA incorporates the principles of Adaptive Learning.}, language = {en} } @inproceedings{SoskaMottok, author = {Soska, Alexander and Mottok, J{\"u}rgen}, title = {An Integrated Puzzle Game for Learning Programming Based on Students Syntactical Errors}, series = {11th European Conference on Game-Based Learning, Oct 5 - Oct 6, 2017, Graz}, booktitle = {11th European Conference on Game-Based Learning, Oct 5 - Oct 6, 2017, Graz}, editor = {Pivec, M. and Gr{\"u}ndler, J.}, publisher = {Academic Conferences and Publishing International}, abstract = {Practical implementations are important for understanding the concepts and principles of programming. Self-employed coding encourages learners to acquire learning content and fosters the theory-practice transfer. Thereby, the earners face various difficulties and obstacles. Misconceptions and faults accompany the learners' coding process and result in non-executable coding artefacts. The integrated compiler of programming environments provides information concerning error messages that indicate incorrect coding constructs. Usually due to unspecific and generic formulation, learners find it hard to understand these error messages. Yet these observable errors give valuable information about the learner's coding behaviour and indicate current problems. These provide a link for adopted and appropriate learning assistance during the coding process. In this work in progress paper, we present first assumptions in assisting learners' understanding and correction of programming errors by a game-based learning method. Our first approach focuses on the integration of a puzzle game into a programming environment. The game content adjusts to the error messages based on the analysis of the learner's log file. We suggest that the integration of this approach rises the learner's motivation to self-employed error handling and the quality of learning programming.}, language = {en} }