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Anke Berns currently holds a position as an Associate Professor of German at the University of Cadiz (Spain) receiving her PhD in 2002. Her research interests focus especially on the use of new technologies in the teaching and learning of foreign languages. Anke is particularly interested in design-based research, learner motivation and assessment. She has collaborated on several EU funded projects and has made numerous contributions to peer-reviewed journals
Virtual Worlds (VWs) are popular tools for teaching/learning in the twenty-first century classroom. The challenge remains however, to provide the means by which teachers could sustainably analyse and assess the performance of large groups of students in such environments. Unfortunately, external game features such as game scores and play duration have turned out to be unfair in some assessments. In this context, a case study was carried out in a foreign language course, illustrating how teachers could easily retrieve a number of performance indicators from VW-interaction logs and harness them to conduct a fine-grained analysis of students’ performance, while facilitating at the same time valuable tools for their assessment. Objective performance indicators in a server database were made accessible using an end-user development programming language. This way, a range of data visualisation methods could be employed to contrast different assumptions regarding learner performance when playing a VW-based game, which was designed to help CEFR A1 level students to learn German. This way, factors such as randomisation of game tasks, which could negatively affect learner performance, were alleviated.
Manuel Palomo-Duarte; Anke Berns; Antonio Balderas; Juan Dodero; David Camacho. Evidence-Based Assessment of Student Performance in Virtual Worlds. Sustainability 2020, 13, 244 .
AMA StyleManuel Palomo-Duarte, Anke Berns, Antonio Balderas, Juan Dodero, David Camacho. Evidence-Based Assessment of Student Performance in Virtual Worlds. Sustainability. 2020; 13 (1):244.
Chicago/Turabian StyleManuel Palomo-Duarte; Anke Berns; Antonio Balderas; Juan Dodero; David Camacho. 2020. "Evidence-Based Assessment of Student Performance in Virtual Worlds." Sustainability 13, no. 1: 244.
La investigación en el área del aprendizaje de lenguas asistido por dispositivos móviles (MALL) muestra que el uso de dispositivos móviles como los smartphones ofrecen una gran variedad de posibilidades para facilitar el aprendizaje de lenguas extranjeras. Además, el desarrollo y fácil acceso a las tecnologías emergentes como la realidad virtual (RV) han abierto nuevas posibilidades en el área de MALL, preparando el terreno para un nuevo campo de investigación llamado aprendizaje de lenguas asistido por realidad virtual (VRALL). En este sentido, el presente estudio intenta identificar tanto las tendencias como los retos de VRALL mediante el análisis de las apps de RV más populares que pueden descargarse actualmente de plataformas comerciales como Google Play Store y App Store. Sin embargo, los resultados indican que la mayoría de las apps encontradas no están diseñadas específicamente para el aprendizaje de lenguas extranjeras, aunque pueden usarse con este fin. Además, muy pocas apps exploran el verdadero potencial de la RV, ya sea proporcionando nuevos enfoques de enseñanza-aprendizaje, nuevos tipos de interacción u ofreciendo nuevos escenarios de aprendizaje que permitan al aprendiente experimentar una mayor sensación de inmersión, y, por tanto, faciliten el proceso de inmersión lingüística y adquisición de la lengua.
Anke Berns; Salvador Reyes Sánchez. A Review of Virtual Reality-Based Language Learning Apps. RIED. Revista Iberoamericana de Educación a Distancia 2020, 24, 159 -177.
AMA StyleAnke Berns, Salvador Reyes Sánchez. A Review of Virtual Reality-Based Language Learning Apps. RIED. Revista Iberoamericana de Educación a Distancia. 2020; 24 (1):159-177.
Chicago/Turabian StyleAnke Berns; Salvador Reyes Sánchez. 2020. "A Review of Virtual Reality-Based Language Learning Apps." RIED. Revista Iberoamericana de Educación a Distancia 24, no. 1: 159-177.
Anke Berns; Manuel Palomo Duarte. Una app gamificada para incrementar la motivación hacia el aprendizaje de idiomas. Revista de estudios socioeducativos RESED 2020, 29 -44.
AMA StyleAnke Berns, Manuel Palomo Duarte. Una app gamificada para incrementar la motivación hacia el aprendizaje de idiomas. Revista de estudios socioeducativos RESED. 2020; (8):29-44.
Chicago/Turabian StyleAnke Berns; Manuel Palomo Duarte. 2020. "Una app gamificada para incrementar la motivación hacia el aprendizaje de idiomas." Revista de estudios socioeducativos RESED , no. 8: 29-44.
New technologies are changing the way of learning foreign languages. However, one of the main challenges for software developers and mobile assisted language learning designers remains the creation of learning environments for students’ language immersion in and outside the classroom. This paper describes the design and evaluation of a VR-based mobile app called Let’s date!. The app enables Common European Framework of Reference for languages (CEFR) A1 level German language learners to interact with an immersive environment and to practise several language skills. The results have proven that the use of 360° videos based on realistic situations and combined with a conversational agent is suitable to reinforce students’ foreign language competencies.
Anke Berns; Iván Ruiz-Rube; José Miguel Mota; Juan Manuel Dodero; Edson Castro; Oona Ryynanen; Lissy Werner. "Let's date!" A 360-degree video application to support foreign language learning. CALL and complexity – short papers from EUROCALL 2019 2019, 39 -44.
AMA StyleAnke Berns, Iván Ruiz-Rube, José Miguel Mota, Juan Manuel Dodero, Edson Castro, Oona Ryynanen, Lissy Werner. "Let's date!" A 360-degree video application to support foreign language learning. CALL and complexity – short papers from EUROCALL 2019. 2019; ():39-44.
Chicago/Turabian StyleAnke Berns; Iván Ruiz-Rube; José Miguel Mota; Juan Manuel Dodero; Edson Castro; Oona Ryynanen; Lissy Werner. 2019. ""Let's date!" A 360-degree video application to support foreign language learning." CALL and complexity – short papers from EUROCALL 2019 , no. : 39-44.
Game-based learning has proven to be effective for enhancing student motivation and learning outcomes. In this study, the authors first designed and then tested a 3D virtual world-based video game to support students in learning a foreign language. Two data mining clustering techniques are used to analyse the impact of the game on learning processes and outcomes. The aim is to classify students according to learning outcomes, by comparing specific language competencies, such as the grammar, vocabulary and writing, before, during and after a case study. The case study used here involved 102 undergraduate German language students from the A1.2 level (CEFR). The results obtained from the application of two different clustering techniques indicate that learners do not all benefit from game-based learning in the same way; some students might better develop language competencies through more conventional and guided learning approaches.
Manuel Palomo-Duarte; Anke Berns; Andrés Yáñez Escolano; Juan-Manuel Dodero. Clustering analysis of game-based learning: Worth it for all students? Journal of Gaming & Virtual Worlds 2019, 11, 45 -66.
AMA StyleManuel Palomo-Duarte, Anke Berns, Andrés Yáñez Escolano, Juan-Manuel Dodero. Clustering analysis of game-based learning: Worth it for all students? Journal of Gaming & Virtual Worlds. 2019; 11 (1):45-66.
Chicago/Turabian StyleManuel Palomo-Duarte; Anke Berns; Andrés Yáñez Escolano; Juan-Manuel Dodero. 2019. "Clustering analysis of game-based learning: Worth it for all students?" Journal of Gaming & Virtual Worlds 11, no. 1: 45-66.
A diferencia de otras áreas, que cuentan con una larga tradición en la realización de TFGs, en España las áreas de Humanidades empezaron hace solo unos años, a raíz de la adaptación al plan Bolonia, a incluir en sus titulaciones la realización obligatoria de TFGs. Con el objetivo de compartir y debatir nuestra propia experiencia con otros docentes presentaremos los resultados de diversas tutorizaciones de trabajos basados revisiones sistemáticas de la literatura, llevadas a cabo en el Grado de Estudios Ingleses. La realización de estas no solo ayuda al estudiante a madurar, sino además a familiarizarse con motores de búsqueda, los cuales se muestran como una de las herramientas fundamentales para hacer un trabajo de investigación sólido y de interés para la comunidad científica. Aspectos claves en la tutela de los trabajos fueron, entre otros, la orientación del estudiante para identificar temas relevantes de investigación; la estructuración del trabajo de investigación a partir de una o varias hipótesis; el uso de una metodología científica apropiada para hacer un trabajo que permitiese contrastar las hipótesis establecidas y, por último, la presentación de los resultados obtenidos en un formato open-science a fin de que otros investigadores pudieran acceder a ellos y así maximizar su difusión.
Anke Berns; Manuel Palomo Duarte; Andrea Calderón Márquez; Juan Manuel Dodero. Iniciar al alumnado de Estudios Ingleses en la investigación científica a partir de TFGs centrados en revisiones sistemáticas de la literatura. REDU. Revista de Docencia Universitaria 2018, 16, 143 -158.
AMA StyleAnke Berns, Manuel Palomo Duarte, Andrea Calderón Márquez, Juan Manuel Dodero. Iniciar al alumnado de Estudios Ingleses en la investigación científica a partir de TFGs centrados en revisiones sistemáticas de la literatura. REDU. Revista de Docencia Universitaria. 2018; 16 (2):143-158.
Chicago/Turabian StyleAnke Berns; Manuel Palomo Duarte; Andrea Calderón Márquez; Juan Manuel Dodero. 2018. "Iniciar al alumnado de Estudios Ingleses en la investigación científica a partir de TFGs centrados en revisiones sistemáticas de la literatura." REDU. Revista de Docencia Universitaria 16, no. 2: 143-158.
Anke Berns; José Miguel Mota; Ivan Ruiz-Rube; Juan Manuel Dodero. Exploring the potential of a 360° video application for foreign language learning. Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality 2018, 776 -780.
AMA StyleAnke Berns, José Miguel Mota, Ivan Ruiz-Rube, Juan Manuel Dodero. Exploring the potential of a 360° video application for foreign language learning. Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality. 2018; ():776-780.
Chicago/Turabian StyleAnke Berns; José Miguel Mota; Ivan Ruiz-Rube; Juan Manuel Dodero. 2018. "Exploring the potential of a 360° video application for foreign language learning." Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality , no. : 776-780.
This paper describes the adaptation of a foreign language app called Guess it! Language Trainer, successfully used for several years with students from a German language course at the University of Cádiz, to suit the needs of Maritime English learners. The app is based on a community-driven learning system to support students in their vocabulary learning, especially outside class. The system requires students to guess words with the help of a given context; then, to assess and, eventually, report the words and sentences they have played and later, to create and propose their own sentences for one or more words from the course syllabus. Once students have introduced their own example sentences, these become part of the learning system—hence being available to the entire learner community for peer-assessment. By promoting students to actively participate in the design of their own learning resources, the authors aimed both to pay tribute to the increasing demand of researchers and practitioners to design learner-centered environments as well as to provide a learning system that can easily be implemented and adapted to different learning contexts, taking into account students’ language proficiency as well as collective learning preferences.
María Dolores Perea Barberá; Anke Berns. A community-driven language app for learning maritime English vocabulary. LSP in Multi-disciplinary contexts of Teaching and Research. Papers from the 16th International AELFE Conference 2018, 1 .
AMA StyleMaría Dolores Perea Barberá, Anke Berns. A community-driven language app for learning maritime English vocabulary. LSP in Multi-disciplinary contexts of Teaching and Research. Papers from the 16th International AELFE Conference. 2018; ():1.
Chicago/Turabian StyleMaría Dolores Perea Barberá; Anke Berns. 2018. "A community-driven language app for learning maritime English vocabulary." LSP in Multi-disciplinary contexts of Teaching and Research. Papers from the 16th International AELFE Conference , no. : 1.
The acquisition of foreign language competencies has become one of the main concerns of current ICT educational policies. Mobile smart devices allow teachers to provide students with personalized learning environments in line with their needs. However, most of the available apps, especially in the area of foreign language learning, still focus on form-based learning supporting mainly one-way interaction. In this chapter, the authors designed a learning system based on a dynamic, asynchronous and constructive learning approach. The chapter illustrates how the system helped students to get involved in their learning process by creating, sharing, and assessing their own learning resources and how teachers could benefit from students' logs to retrieve indicators for assessment processes. Finally, two algorithms that guide students' learning processes are compared: the first algorithm is based on community-driven behaviour, the second one on students' individual behaviour. Results show that both algorithms provide similar outcomes.
Manuel Palomo Duarte; Anke Berns; Alberto Cejas; Juan Manuel Dodero; Juan Antonio Caballero-Hernández; Iván Ruiz-Rube. A Community-Driven Mobile System to Support Foreign Language Learning. Handbook of Research on Advancing Cybersecurity for Digital Transformation 2018, 95 -115.
AMA StyleManuel Palomo Duarte, Anke Berns, Alberto Cejas, Juan Manuel Dodero, Juan Antonio Caballero-Hernández, Iván Ruiz-Rube. A Community-Driven Mobile System to Support Foreign Language Learning. Handbook of Research on Advancing Cybersecurity for Digital Transformation. 2018; ():95-115.
Chicago/Turabian StyleManuel Palomo Duarte; Anke Berns; Alberto Cejas; Juan Manuel Dodero; Juan Antonio Caballero-Hernández; Iván Ruiz-Rube. 2018. "A Community-Driven Mobile System to Support Foreign Language Learning." Handbook of Research on Advancing Cybersecurity for Digital Transformation , no. : 95-115.
Virtual Worlds (VWs) have been widely used to support learning processes. One main advantage is providing valuable data on student behaviour and interaction. Nonetheless, most platforms provide only limited access to student logs. Moreover, accessing logs usually requires technical skills most teachers do not have. In this context, the authors present a Domain Specific Language (DSL) designed to allow teachers to generate queries for retrieving valuable log information with a view to obtain evidence on learner behaviour and interaction; hence, to aid in the analysis of in-world behaviour and learning processes. Since this data is automatically retrieved, the teacher can easily run new queries to refine indicators or contrast hypotheses. The authors describe a case study carried out with undergraduate German language students using a VW-based video game. The results provide a set of indicators for analysing individual and group behaviour measuring student competence to communicate in the target language.
Antonio Balderas; Anke Berns; Manuel Palomo-Duarte; Juan Manuel Dodero; Iván Ruiz-Rube. Retrieving Objective Indicators from Student Logs in Virtual Worlds. Journal of Information Technology Research 2017, 10, 69 -83.
AMA StyleAntonio Balderas, Anke Berns, Manuel Palomo-Duarte, Juan Manuel Dodero, Iván Ruiz-Rube. Retrieving Objective Indicators from Student Logs in Virtual Worlds. Journal of Information Technology Research. 2017; 10 (3):69-83.
Chicago/Turabian StyleAntonio Balderas; Anke Berns; Manuel Palomo-Duarte; Juan Manuel Dodero; Iván Ruiz-Rube. 2017. "Retrieving Objective Indicators from Student Logs in Virtual Worlds." Journal of Information Technology Research 10, no. 3: 69-83.
Resumen En este artículo se presenta un sistema multiusuario específicamente diseñado para facilitar el aprendizaje colaborativo de idiomas a través de dispositivos móviles. El sistema facilita una versión móvil que implementa una tarea de aprendizaje, llamada Terminkalender, que fue diseñada inicialmente para ser realizada en soporte papel y que se usó con éxito durante varios años con estudiantes del nivel A1 de alemán (MCERL). Dicha tarea requiere que los estudiantes intercambien mensajes escritos a fin de planificar y anotar en un calendario personal una serie de citas para actividades. Si bien la versión en papel ya tenía gran potencial para motivar a los estudiantes a interactuar entre ellos y usar la lengua meta, la app tiene un valor añadido, ya que no solo facilita el proceso de interacción entre los propios estudiantes sino que, además, permite a los docentes revisar y analizar las interacciones producidas a partir de los registros almacenados. Para ello se ha implementado un conjunto de elementos software que incluye: un portal web, un chat para la comunicación textual, un servicio de retroalimentación en tiempo real y una herramienta para registrar las interacciones entre los usuarios. La experiencia presentada permite estimar el potencial que tiene el sistema para analizar el comportamiento de los usuarios y sus patrones de interacción, así como para evaluar diferentes indicadores de rendimiento relacionados con el uso y las competencias en lengua meta.
Anke Berns; Manuel Palomo Duarte; José Luis Isla Montes; Juan Manuel Dodero Beardo; Pablo Delatorre. Agenda colaborativa para el aprendizaje de idiomas: del papel al dispositivo m?vil. RIED. Revista Iberoamericana de Educación a Distancia 2017, 20, 119 .
AMA StyleAnke Berns, Manuel Palomo Duarte, José Luis Isla Montes, Juan Manuel Dodero Beardo, Pablo Delatorre. Agenda colaborativa para el aprendizaje de idiomas: del papel al dispositivo m?vil. RIED. Revista Iberoamericana de Educación a Distancia. 2017; 20 (2):119.
Chicago/Turabian StyleAnke Berns; Manuel Palomo Duarte; José Luis Isla Montes; Juan Manuel Dodero Beardo; Pablo Delatorre. 2017. "Agenda colaborativa para el aprendizaje de idiomas: del papel al dispositivo m?vil." RIED. Revista Iberoamericana de Educación a Distancia 20, no. 2: 119.
Andrea Calderón Márquez; Manuel Palomo Duarte; Anke Berns; Juan Manuel Dodero. Tendencias y tipos de aprendizaje en MALL: una revisión sistemática de la literatura (2012-2016) - [Trends and types of learning in MALL: a systematic literature review (2012-2016)]. La innovación docente como misión del profesorado : Congreso Internacional Sobre Aprendizaje, Innovación y Competitividad 2017, 1 .
AMA StyleAndrea Calderón Márquez, Manuel Palomo Duarte, Anke Berns, Juan Manuel Dodero. Tendencias y tipos de aprendizaje en MALL: una revisión sistemática de la literatura (2012-2016) - [Trends and types of learning in MALL: a systematic literature review (2012-2016)]. La innovación docente como misión del profesorado : Congreso Internacional Sobre Aprendizaje, Innovación y Competitividad. 2017; ():1.
Chicago/Turabian StyleAndrea Calderón Márquez; Manuel Palomo Duarte; Anke Berns; Juan Manuel Dodero. 2017. "Tendencias y tipos de aprendizaje en MALL: una revisión sistemática de la literatura (2012-2016) - [Trends and types of learning in MALL: a systematic literature review (2012-2016)]." La innovación docente como misión del profesorado : Congreso Internacional Sobre Aprendizaje, Innovación y Competitividad , no. : 1.
With increasing globalization, foreign language skills have become one of the main requirements when applying for a job in leading ICT companies. Due to their ubiquity and multi-functionality, mobile devices allow teachers to provide technology-friendly students with highly dynamic learning contents in line with their lifestyle. Unfortunately, most of the available APPs still support a mainly one-way interaction (teacher to learner or computer-client interaction). The authors have designed an APP based on a highly interactive, ubiquitous and constructive learning approach. The current paper illustrates firstly how the APP has helped learners to get actively involved in their own learning process sharing and assessing their foreign language knowledge. And secondly, how students' logs can be used to automate the assessment of different skills such as the ability to explain terms in a foreign language or to assess definitions created by other game players.
Manuel Palomo-Duarte; Anke Berns; Alberto Cejas; Juan Manuel Dodero; Juan Antonio Caballero; Iván Ruiz-Rube. Assessing Foreign Language Learning Through Mobile Game-Based Learning Environments. Blended Learning 2017, 964 -981.
AMA StyleManuel Palomo-Duarte, Anke Berns, Alberto Cejas, Juan Manuel Dodero, Juan Antonio Caballero, Iván Ruiz-Rube. Assessing Foreign Language Learning Through Mobile Game-Based Learning Environments. Blended Learning. 2017; ():964-981.
Chicago/Turabian StyleManuel Palomo-Duarte; Anke Berns; Alberto Cejas; Juan Manuel Dodero; Juan Antonio Caballero; Iván Ruiz-Rube. 2017. "Assessing Foreign Language Learning Through Mobile Game-Based Learning Environments." Blended Learning , no. : 964-981.
The growing spread of mobile technologies provides educators and developers with new opportunities for creating a wider range of language learning and assessment tools. In this paper we present a multi-user mobile learning system---specifically designed for this study. The system delivers an app version of a paper-based collaborative learning task successfully used for several years with undergraduate students in an A1-level German language course (CEFR). The collaborative learning task, called Terminkalender, requires students to work together to plan different activities and record them in an appointment calendar. While the paper-based version of the Terminkalender already had a great potential for engaging students to communicate and negotiate in the target language, the app-based mobile learning system facilitates students' language learning process---while at the same time allowing teachers to easily trace back learners' interaction in the target language. To this end, specific software implementing several features was developed: a user-friendly web portal interface for teachers, computer-generated anonymous learner identities, an in-app text chat function, real-time task performance feedback to learners as well as a log function for storage and assessment purposes. The experiment provides us with some interesting insights into language learner behaviour and interaction patterns, allowing to draw a number of preliminary conclusions regarding how task design and using a collaborative mobile learning system impacts both student interaction and task performance.
Manuel Palomo-Duarte; Anke Berns; José-Luis Isla-Montes; Juan-Manuel Dodero; Owayss Kabtoul. A collaborative mobile learning system to facilitate foreign language learning and assessment processes. Proceedings of the Fourth International Conference on Animal-Computer Interaction 2016, 567 -572.
AMA StyleManuel Palomo-Duarte, Anke Berns, José-Luis Isla-Montes, Juan-Manuel Dodero, Owayss Kabtoul. A collaborative mobile learning system to facilitate foreign language learning and assessment processes. Proceedings of the Fourth International Conference on Animal-Computer Interaction. 2016; ():567-572.
Chicago/Turabian StyleManuel Palomo-Duarte; Anke Berns; José-Luis Isla-Montes; Juan-Manuel Dodero; Owayss Kabtoul. 2016. "A collaborative mobile learning system to facilitate foreign language learning and assessment processes." Proceedings of the Fourth International Conference on Animal-Computer Interaction , no. : 567-572.
In the context of European Higher Education students face an increasing focus on independent, individual learning—at the expense of face-to-face interaction. Hence learners are, all too often, not provided with enough opportunities to negotiate in the target language. The current case study aims to address this reality by going beyond conventional approaches to provide students with a hybrid game-based app, combining individual and collaborative learning opportunities. The 4-week study was carried out with 104 German language students (A1.2 CEFR) who had previously been enrolled in a first-semester A1.1 level course at a Spanish university. The VocabTrainerA1 app—designed specifically for this study—harnesses the synergy of combining individual learning tasks and a collaborative murder mystery game in a hybrid level-based architecture. By doing so, the app provides learners with opportunities to apply their language skills to real-life-like communication. The purpose of the study was twofold: on one hand we aimed to measure learner motivation, perceived usefulness and added value of hybrid game-based apps; on the other, we sought to determine their impact on language learning. To this end, we conducted focus group interviews and an anonymous Technology Acceptance Model survey (TAM). In addition, students took a pre-test and a post-test. Scores from both tests were compared with the results obtained in first-semester conventional writing tasks, with a view to measure learning outcomes. The study provides qualitative and quantitative data supporting our initial hypotheses. Our findings suggest that hybrid game-based apps like VocabTrainerA1—which seamlessly combine individual and collaborative learning tasks—motivate learners, stimulate perceived usefulness and added value, and better meet the language learning needs of today’s digital natives. In terms of acceptance, outcomes and sustainability, the data indicate that hybrid game-based apps significantly improve proficiency, hence are indeed, effective tools for enhanced language learning.
Anke Berns; José-Luis Isla-Montes; Manuel Palomo-Duarte; Juan-Manuel Dodero. Motivation, students’ needs and learning outcomes: a hybrid game-based app for enhanced language learning. SpringerPlus 2016, 5, 1 -23.
AMA StyleAnke Berns, José-Luis Isla-Montes, Manuel Palomo-Duarte, Juan-Manuel Dodero. Motivation, students’ needs and learning outcomes: a hybrid game-based app for enhanced language learning. SpringerPlus. 2016; 5 (1):1-23.
Chicago/Turabian StyleAnke Berns; José-Luis Isla-Montes; Manuel Palomo-Duarte; Juan-Manuel Dodero. 2016. "Motivation, students’ needs and learning outcomes: a hybrid game-based app for enhanced language learning." SpringerPlus 5, no. 1: 1-23.
With increasing globalization, foreign language skills have become one of the main requirements when applying for a job in leading ICT companies. Due to their ubiquity and multi-functionality, mobile devices allow teachers to provide technology-friendly students with highly dynamic learning contents in line with their lifestyle. Unfortunately, most of the available APPs still support a mainly one-way interaction (teacher to learner or computer-client interaction). The authors have designed an APP based on a highly interactive, ubiquitous and constructive learning approach. The current paper illustrates firstly how the APP has helped learners to get actively involved in their own learning process sharing and assessing their foreign language knowledge. And secondly, how students' logs can be used to automate the assessment of different skills such as the ability to explain terms in a foreign language or to assess definitions created by other game players.
Manuel Palomo-Duarte; Anke Berns; Alberto Cejas; Juan Manuel Dodero; Juan Antonio Caballero; Iván Ruiz-Rube. Assessing Foreign Language Learning Through Mobile Game-Based Learning Environments. International Journal of Human Capital and Information Technology Professionals 2016, 7, 53 -67.
AMA StyleManuel Palomo-Duarte, Anke Berns, Alberto Cejas, Juan Manuel Dodero, Juan Antonio Caballero, Iván Ruiz-Rube. Assessing Foreign Language Learning Through Mobile Game-Based Learning Environments. International Journal of Human Capital and Information Technology Professionals. 2016; 7 (2):53-67.
Chicago/Turabian StyleManuel Palomo-Duarte; Anke Berns; Alberto Cejas; Juan Manuel Dodero; Juan Antonio Caballero; Iván Ruiz-Rube. 2016. "Assessing Foreign Language Learning Through Mobile Game-Based Learning Environments." International Journal of Human Capital and Information Technology Professionals 7, no. 2: 53-67.
Anke Berns; Manuel Palomo-Duarte; Juan Manuel Dodero; Juan Miguel Ruiz-Ladrón; Andrea Calderón Márquez. Mobile apps to support and assess foreign language learning. Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy 2015, 51 -56.
AMA StyleAnke Berns, Manuel Palomo-Duarte, Juan Manuel Dodero, Juan Miguel Ruiz-Ladrón, Andrea Calderón Márquez. Mobile apps to support and assess foreign language learning. Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy. 2015; ():51-56.
Chicago/Turabian StyleAnke Berns; Manuel Palomo-Duarte; Juan Manuel Dodero; Juan Miguel Ruiz-Ladrón; Andrea Calderón Márquez. 2015. "Mobile apps to support and assess foreign language learning." Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy , no. : 51-56.
The Open Discovery Space (ODS) project was conceived to introduce innovative resource-based teaching and learning practices in European schools, to promote the creation of communities between European school members and to boost the demand for open educational resources among teachers. After 3 years of applying the ODS innovation model, more than 2,000 European schools have carried out diverse experiences of technology-rich innovation to achieve the project aims. This paper describes the experiences and results of ODS in 7 different European countries, along with the international activities that aim at expanding the scope of the project beyond the European limits.
Sonia Peinado; José Miguel Mota; Anke Berns; Manuel Palomo-Duarte; Juan Manuel Dodero; Stefano Martellos; Rosa Doran; Aušra Lingyte; Christine J. Arnold; Kerstin Bissinger; Orlin Kouzov; Eleni Chelioti; Stephanos Cherouvis; Petros Stergiopoulos. Experiences of technology-rich innovation in European schools within the Open Discovery Space project. Education in the Knowledge Society (EKS) 2015, 16, 35 -56.
AMA StyleSonia Peinado, José Miguel Mota, Anke Berns, Manuel Palomo-Duarte, Juan Manuel Dodero, Stefano Martellos, Rosa Doran, Aušra Lingyte, Christine J. Arnold, Kerstin Bissinger, Orlin Kouzov, Eleni Chelioti, Stephanos Cherouvis, Petros Stergiopoulos. Experiences of technology-rich innovation in European schools within the Open Discovery Space project. Education in the Knowledge Society (EKS). 2015; 16 (3):35-56.
Chicago/Turabian StyleSonia Peinado; José Miguel Mota; Anke Berns; Manuel Palomo-Duarte; Juan Manuel Dodero; Stefano Martellos; Rosa Doran; Aušra Lingyte; Christine J. Arnold; Kerstin Bissinger; Orlin Kouzov; Eleni Chelioti; Stephanos Cherouvis; Petros Stergiopoulos. 2015. "Experiences of technology-rich innovation in European schools within the Open Discovery Space project." Education in the Knowledge Society (EKS) 16, no. 3: 35-56.
Manuel Palomo-Duarte; Anke Berns; Andrés Yáñez Escolano; Juan Manuel Dodero. Identifying writing profiles in game-based language learning using data mining. Proceedings of the 3rd International Conference on Intelligent Information Processing 2015, 263 -270.
AMA StyleManuel Palomo-Duarte, Anke Berns, Andrés Yáñez Escolano, Juan Manuel Dodero. Identifying writing profiles in game-based language learning using data mining. Proceedings of the 3rd International Conference on Intelligent Information Processing. 2015; ():263-270.
Chicago/Turabian StyleManuel Palomo-Duarte; Anke Berns; Andrés Yáñez Escolano; Juan Manuel Dodero. 2015. "Identifying writing profiles in game-based language learning using data mining." Proceedings of the 3rd International Conference on Intelligent Information Processing , no. : 263-270.
Virtual worlds (VWs) have become increasingly popular to support students' foreign language learning, especially beyond the classroom. Unfortunately students' interaction in VWs is not always available for the supervisor and thus is not easy to analyse. Nonetheless, it provides interesting information not only in terms of assessment, but also to detect general learner profiles and trends in their use. Therefore we propose a computer system that accepts queries in a simple but specific language for VWs, allowing the supervisor to design assessment formulas, generate reports on students' interaction in VWs and refine the formulas from these results until obtaining a valid indicator for analysing and assessing the retrieved data. In this paper, we describe a case study which has been carried out in a German foreign language course, using a VW implemented video-game and assessing students' foreign language skills. The study has been deployed in a scalable way through our computer system. Preliminary results provide a set of indicators for individual and group behaviour which can be used to assess student's ability to communicate in the target language.
Antonio Balderas; Anke Berns; Manuel Palomo-Duarte; Juan Manuel Dodero; Raúl Gómez-Sánchez; Iván Ruiz-Rube. A domain specific language to retrieve objective indicators for foreign language learning in virtual worlds. Proceedings of the 3rd International Conference on Intelligent Information Processing 2015, 675 -680.
AMA StyleAntonio Balderas, Anke Berns, Manuel Palomo-Duarte, Juan Manuel Dodero, Raúl Gómez-Sánchez, Iván Ruiz-Rube. A domain specific language to retrieve objective indicators for foreign language learning in virtual worlds. Proceedings of the 3rd International Conference on Intelligent Information Processing. 2015; ():675-680.
Chicago/Turabian StyleAntonio Balderas; Anke Berns; Manuel Palomo-Duarte; Juan Manuel Dodero; Raúl Gómez-Sánchez; Iván Ruiz-Rube. 2015. "A domain specific language to retrieve objective indicators for foreign language learning in virtual worlds." Proceedings of the 3rd International Conference on Intelligent Information Processing , no. : 675-680.