The correct grading of free text answers to exam questions during an assessment process is time consuming and subject to fluctuations in the application of evaluation criteria, particularly when the number of answers is high (in the hundreds). In consequence of these fluctuations, inherent to human nature, and largely determined by emotional factors difficult to mitigate, it is natural that small discrepancies arise in the ratings assigned to similar responses. This means that two answers with similar quality may get a different grade which may generate inequities in the assessment process. Reducing the time required by the assessment process on one hand, and grouping the answers in homogenous groups, on the other hand, are the main motivations for developing the work presented here. We believe that it is possible to reduce unintentional inequities during an assessment process of free text answers by applying text mining techniques, in particular, automatic text classification, enabling to group answers in homogeneous sets comprising answers with uniform quality. Thus, instead of grading answers in random order, the teacher may assess similar answers in sequence, one after the other. The teacher may also choose, for example, to grade free text answers in decreasing order of quality, the best first, or in ascending order of quality, starting to grade the group of the worst answers. The active learning techniques we are applying throughout the grading process generate intermediary models to automatically organize the answers still not fixed in homogeneous groups. These techniques contribute to reduce the time required for the assessment process, to reduce the occurrence of grading errors and improve detection of plagiarism.

In the globalized economies e‑permeation has become a basic condition in our everyday lives. ICT can no longer be understood solely as artefacts and tools and computer‑related literacy are no longer restricted to the ability to operate digital tools for specific purposes. The network society, and therefore also eLearning are characterized by fluidity and the key competence for social actors in this ever changing e‑permeated environment is the ability to cope with change ‑ or Castells’ conceptualisation self‑programming. Castells’ theory has influenced international definitions of future key competencies. Both lifelong learning and digital literacy understood as "bildung" have emerged as central for the definitions of and standards for future key competencies. However, definitions and standards only tell us about the desired destination and outcome of digital competence building. They tell us nothing about how we may get there. In the educational system ICT and e‑learning are becoming an everyday condition and the basic challenge for the educational system is twofold: 1) The actually making of digital literate and self‑programming social actors – students and teachers; and 2) How to develop adequate designs for teaching and learning for that purpose. We need research that aims to describe the phenomenology of acquiring digital literacy and self‑programming in order to be able to identify relevant learning objectives and scaffolding. Findings from such studies are expected to be relevant for eLearning scenarios as well as for ICT and designs for learning in general. This paper presents a case study that aimed to explore the phenomenological appearance of self‑programming as agency and learning among postgraduate students who participated in a specially designed eLearning workshop in the autumn 2009. The findings relate to both the individual and collaborative barriers and proactive strategies that come into play among the students. Drawing on the findings, it is argued that the presented workshop design contributes to the networked society’s design for ICT, teaching and learning, as the design – at least for this small group of students – have proved to support the development of digital self‑programming as a sustainable competence. In the autumn 2010 the study will be expanded to a larger group of students.

Abstract: This paper focuses on the design, implementation and evaluation of an online game for elementary and middle school mathematics. Its aim is twofold: (a) the development of the prototype of a flexible and adaptable computer game, and (b) the e valuation of this prototype, as to its usability and technical aspects. The particular computer game was created in an attempt to facilitate the teaching of mathematics, a subject that is often regarded as complicated by students of all ages. Apart from t he game, an administration website was also constructed, so that the educator can configure the game, without that requiring any programming skills. More specifically, the educator can use the administration website in order to alter several of the games parameters, such as the content and total number of its questions.The game was evaluated in real school settings, both through a pilot study with 12 students and a longterm intervention with 37 students that lasted 14 weeks. The results indicated that th e students opinion about the game was positive, and suggest that with some extensions the game could be used as an effective learning tool. Finally, some corresponding conclusions and future improvements to the game are being discussed on the basis of th e findings.

Abstract: In this paper an educational design proposal is presented which combines two well established teaching approaches, that of Game‑based Learning (GBL) and Content and Language Integrated Learning (CLIL). The context of the proposal was the des ign of an educational geography computer game, utilizing QR Codes and Google Earth for teaching English Language to Greek Primary School students. This integration provides a motivational and cognitive basis for language learning, since it represents a me aningful, contextualized activity and on the other hand, gives students the chance to expand their cognitive skills and use more sophisticated language. The proposed game immersed 11 to 12‑year‑old students in problem solving challenges regarding the use of geography in realistic contexts. While attempting to solve these problems, students were engaged in eight‑week collaborative work, involving six levels of gameplay by following hints, provided by QR codes images. The findings of this case study suggest how foreign language learning can successfully take place within a geography game‑based learning environment, and they underscore the efficacy of approaching GBL in terms of performance. Students performance was evaluated through knowledge tests and var ious complex tasks throughout the game play, involving writing and reading skills. In general, students showed positive attitudes towards the game and the post‑test results have significant differences compared to those of the pre‑test, in terms of vocabu lary acquisition and reading skills in the foreign language and geography knowledge. The results also showed that the collaboration required by this game, allowed the students to interact in a controlled environment, where they undertook roles and respons ibilities. To this end, the findings will make an important contribution to the empirical evidence of GBL particularly with regards to its application in primary education.

Abstract: This paper presents results from the design and testing of an educational version of Quantum Moves, a Scientific Discovery Game that allows players to help solve authentic scientific challenges in the effort to develop a quantum computer. The pr imary aim of developing a game‑based platform for student‑research collaboration is to investigate if and how this type of game concept can strengthen authentic experimental practice and the creation of new knowledge in science education. Researchers and game developers tested the game in three separate high school classes (Class 1, 2, and 3). The tests were documented using video observations of students playing the game, qualitative interviews, and qualitative and quantitative questionnaires. The fo cus of the tests has been to study players' motivation and their experience of learning through participation in authentic scientific inquiry. In questionnaires conducted in the two first test classes students found that the aspects of doing real scient ific researchŽ and solving physics problems were the more interesting aspects of playing the game. However, designing a game that facilitates professional research collaboration while simultaneously introducing quantum physics to high school students prov ed to be a challenge. A collaborative learning design was implemented in Class 3, where students were given expert roles such as experimental and theoretical physicists. This significantly improved the students feeling of learning physics compared to Cla ss 1 and 2. Overall the results presented in this paper indicate that the possibility of participating in authentic scientific experiments, which this class of games opens, is highly motivating for students. The findings also show that the learning desig n in the class setting must be considered in order to improve the students experience of learning and that various design challenges remain to be addressed even further.

Abstract: A group of first‑semester engineering students participated in a game design course. The aim of the course was to learn how to design computer games and programming skills by creating their own games, thereby applying their game‑playing experien ces to gain knowledge about game design. The aim was for students to develop a more critically reflective perspective on video games and game design. In applying their game experiences, they developed their own digital prototypes and participated in refl ective discussions on the concept of games: what makes them interesting and how they are constructed. The students used the GameMaker programming tool, which can be used without any prior programming knowledge. The tool allows for the easy development of 2D game prototypes.The didactic approach was based on play as a lever for the design process, and on constructionistic and reflective learning philosophies. Playing games constituted an integral element of the design process; new code added to the program was tested by playing the game. The students were constantly alternating between playing and adding and revising code. The learning environment where games were played and developed could be considered to be a sandbox where experimentation was a motivati onal factor for the students, as they could make mistakes and try out creative ideas. Although the constructionistic learning approach promoted creative and innovative learning, it did not develop competencies in articulation and analysis. The aim was for students to reflect on games in order to promote explicit knowledge. Based on the theory, we consider retrospective reflective discussions in the classroom and their programming experiences reinforced the learning process. In summary, we present the stud ents' first progression from native consumers in the game world to becoming reflective designers. Along their journey, they developed a reflective practice and an understanding of the profession they were entering. The article also throws light on the ver y dynamic and fruitful relationship that ex

Abstract: Computer science is continuously evolving during the past decades. This has also brought forth new knowledge that should be incorporated and new learning strategies must be adopted for the successful teaching of all sub‑domains. For example, com puter programming is a vital knowledge area within computer science with constantly changing curriculum and its teaching remains a difficult endeavour. On the other hand, students start from a very early age to interact with computers through games and ot her entertaining multimedia software. Therefore, they seem to be keen on environments with impressive special effects and graphical interfaces where they interact with the environments elements. In response, teachers are trying to connect computer progra mming learning with computer operations that students are familiar with, which does not include textual editors for programming lines of code with no other interaction. Educational games used in computer programming courses are considered to benefit learn ing, because they motivate students towards actively participating and interacting with the games activities. Thus, we have developed an educational multiplayer game that aims to further enhance computer programming education by addressing occurring prob lems. This process, however, requires proper planning during the design of educational games, and thus the availability of adequate guidelines that include all characteristics that should be incorporated in such games. This paper aims to introduce and ela borate on a holistic framework that has been constructed as a guide towards the development of this game. To this end, we study existing frameworks that have been proposed for the design of educational games and document features currently supported by ed ucational games that teach computer programming. We conclusively propose the framework we have constructed for the design of our game. This framework can be used for the design of other computer programming‑specific educational games and extended for othe r educational domains.