Cognitive Computer Tutors: Solving the Two-Sigma Problem
UM '01 Proceedings of the 8th International Conference on User Modeling 2001
Experimental evaluation of an educational game for improved learning in introductory computing
Proceedings of the 40th ACM technical symposium on Computer science education
Experimental evaluation of teaching recursion in a video game
Proceedings of the 2009 ACM SIGGRAPH Symposium on Video Games
Open community authoring of worked example problems
ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences - Volume 3
Extracting student models for intelligent tutoring systems
AAAI'07 Proceedings of the 22nd national conference on Artificial intelligence - Volume 2
A New Paradigm for Intelligent Tutoring Systems: Example-Tracing Tutors
International Journal of Artificial Intelligence in Education
Proceedings of the 16th annual joint conference on Innovation and technology in computer science education
Enhancing the automatic generation of hints with expert seeding
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part II
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Games have been shown to be useful as learning tools, and much literature explores the use of games instead of traditional assignments or as supplementary teaching tools. However, creation of content for these games consumes tremendous resources in terms of time and expert knowledge, and use of games in this way fails to utilize many of the unique advantages games have to offer as a platform for learning content. We propose the use of social gaming mechanics for learning game; content-creation mechanics which will keep students involved in the game long after the original assignment, and result in a constantly growing and changing game environment in which players can continue to practice and refine their skills. We believe that the creation, evaluation, and implementation of user-generated content in social serious games has the potential to revolutionize the way games are used as cyberlearning tools, and that through motivating students to create and share, educators can capitalize on another pathway to learning through creative gameplay.