=Paper=
{{Paper
|id=Vol-3100/paper1
|storemode=property
|title=An embodied perspective of open educational resources (OERs) collaborative design supporting self-determined and autonomous learning
|pdfUrl=https://ceur-ws.org/Vol-3100/paper1.pdf
|volume=Vol-3100
|authors=Annaleda Mazzuccato,Joanna Kic-Drgas
|dblpUrl=https://dblp.org/rec/conf/psychobit/MazzucatoK21
}}
==An embodied perspective of open educational resources (OERs) collaborative design supporting self-determined and autonomous learning==
https://ceur-ws.org/Vol-3100/paper1.pdf
An Embodied Perspective of Open Educational Resources (OERs)
Collaborative Design supporting Self-determined and
Autonomous Learning
Annaleda Mazzucatoa,, Joanna Kic-Drgas b
a
University of Naples Federico II, Via Porta di Massa 1, Naples, 80133, Italy
b
Adam Mickiewicz University, Al. Niepodległości 4, Poznań, 61-874, Poland
Abstract
In the framework of the EULALIA project (Enhancing University Language courses with an
App powered by game-based Learning and tangible user Inter-faces Digital Creativity
Enhanced in Teacher education) the authors develop a blended embodied approach to cultural
competence education by using scenario based and multisensorial methodologies applying
Tangible User Interfaces (TUIs) and Mobile Learning. Combining virtual and multisensorial
physical dimensions thanks to the application TUIs and VR elements, situational affordances
are distributed across a network of Learning Objects (Smart) storing a variety of digital
contents. Exploring a physical map the user experiment learning scenarios constructing
personal meanings, self-directing and serf regulating their learning path. In this view, the
students and teachers are able to creatively, and collaboratively design Open Educational
Resource (OER), co-creating their Language Learning Strategy (LLS), in the form of a game
scenario. The paper explores the potential of OERs co-design approach in the in the educational
context presenting the EULALIA workshops experience.
Keywords 1
Tangible User Interfaces; Scenario Based Learning, Digital Game Based Learning, OERs,
Collaborative learning
1. Introduction
1.1. An embodied approach to cultural and language learning
Successful learning is a constructive process that involves seeking solutions to problems and relating
new experiences to existing knowledge [1]. The internalization of the learning experience, fundamental
in the learning process, is successful when concepts and knowledge are anchored to real-life problems
and scenarios, as “knowledge is a storehouse of representations, which can be called upon for use in
reasoning and which can be translated into language” [2]. Learning is a process of personal construction
of meaning by the learner through experience, and that meaning is influenced by the scaffolding of prior
knowledge with the reflections, activated during a new current experience, drawing forth cognitive and
emotional information from several sources: visual, auditory, kinesthetic, and tactile [3]. Central to
learning is conversation with the world as we carry out experiments and explorations, and interpret the
results [4]. Learning is most successful when in control, carrying out an active and continuing cycle of
experimentation and reflection [5].
EULALIA (Enhancing University Language courses with an App powered by game-based Learning
and tangible user Interfaces Digital Creativity Enhanced in Teacher education), proposes a multimodal
storytelling system in which the learner is guided through the exploration of a map. The EULALIA App
Proccedings of the Third Symposium on Psychology-Based Technologies (PSYCHOBIT2021), October 4–5, 2021, Naples, Italy
EMAIL: annaleda.mazzucato@gmail.com (A. 1); j.drgas@amu.edu.pl (A. 2)
ORCID: 0000-0002-6492-3942 (A. 1); 0000-0002-8133-9190 (A. 2)
©️ 2021 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
has the structure of a serious game in which the player deals with multidimensional data through a
gamified learning experience in which visual and spatial, auditive and tactile aspects interact using TUI
applications [6]. EULALIA is a technology enhanced learning tool providing multimodal
communication and multisensory applications that transform the approach to language learning,
immersing the player/learner in a simulated scenario that situate the knowledge in a context with an
interactive storytelling approach [7]. Scenario-based learning (SBL) provides meaningful learning
experiences by engaging students in authentic environments to support reflective practices and active
learning in a real-world problem and in a subsequent solution finding process [8]. Within EULALIA
the narrative of scenarios is hinged on tangible and intangible cultural elements and interactions built
as problem-oriented tasks. In language learning, scenarios facilitate language learners to practice in real
life simulated situations. TUIs paradigm allows a continuous interaction between user and digital
interface, e.g. a software installed on PC or smartphone. This interaction is granted through tangible
objects that can stimulate different senses, including touch, smell and taste. The users interact with the
digital interfaces and is guided to perform actions within scenarios whose elements are anchored to
physical and real objects, characterizing elements of the tangible and intangible cultural heritage.
2. Development of multimodal-multisensory learning scenarios
The software allowing the scenarios development and logic is STELT (Smart Technologies to
Enhance Learning and Teaching) [9], which also encompasses the communication protocols of the
hardware (RFID/NFC readers) that support the use of tangible interfaces application [10]. These
materials permit to link together smart technologies and physical materials, uniting the manipulative
approach and digitalized technologies [11]. STELT can be a very flexible and useful tool to develop
inter-active and engaging learning environment. Each object, namely smart object [12], is equipped
with a RFID/NFC supporting the connection object-meaning, making possible its association to a
multisensory learning scenario [13]. The App2 was created as a first prototype of the EULALIA project3
funded by European Commission developed for Android devices. In this context, a learning activity is
deployed through a quest on a physical map by browsing with the phone equipped with NFC sensor,
which represents the sensitive STELT point. Each interaction on the map by browsing and searching
the next answer is part of the learning experience exploring the mart objects that store cultural contents
and language meanings. As scenarios are sequences of communicative situations, they offer a means of
incorporating Common European Framework of Reference for Languages (CEFR) descriptors into
language learning path. In language learning, scenarios facilitate language learners to practice in real
life simulated situations. A CEFR-based scenario provides a set of real-world variables, including a
domain, context, tasks, language activities and, in which “Can-Do” descriptors can be integrated as
learning objectives, together with aspects of strategic, pragmatic and linguistic competence as enabling
objectives, and quality criteria for evaluation purposes [14].
Figure 1: Develop a tangible map using NFC
2
https://play.google.com/store/apps/details?id=it.smarted.eulalia&hl=en
3
eulaliaproject.eu/
3. Using Open Educational Resource (OER) design as a framework supporting
self-determined, autonomous learning and collaborative leaning
Conceived as a tool supporting cultural and language education, EULALIA scenarios focus on three
main fields, namely: 1) cultural heritage and traditions, 2) daily life situations, 3) second language
acquisition. Such scenarios are delivered through language domain activities (i.e. Scratch) [15, 16]; and
tangible user interfaces applications [17, 18, 19, 20]; supporting technology enhanced language learning
strategies [21, 22, 23, 24]. By using the STELT system, the prototype provides an easy to use
mechanism to design and develop new learning scenarios that allow students to explore, trough tasks,
an interactive map embedding cultural and language domain contents within tangible objects. In this
view, the students and teachers are able to creatively design an Open Educational Resource (OER) [25],
co-creating their Language Learning Strategy (LLS), in the form of a game based scenario. In this
process, students become responsible to construct their learning experience, moving from consumers
to co-producers [26]. The pedagogical approach underpinning the development of OERs is based on
the concept that situational affordances are distributed across a network of learning objects (smart)
storing a variety of digital contents and take place when learners collaboratively and creatively generate
new contents connections developing new knowledge artefacts [27], self-directing and serf regulating
their learning path. Furthermore, in the context of EULALIA OERs development reflects a
collaborative and peer-to-peer approach, where teachers guide the tasks and learners acted as sense
makers [28]. Learning occurs as learners are able to probe their own construction of meaning against
others’ understandings; essentially negotiating meaning and knowledge [29].
A participatory approach was adopted in the phase of EORs development, in form of focus group
workshops, stimulating dynamic discussion among students participants guided by a moderator, a
schoolteacher of a HEIs lecturer, in such a way that all group members are engaged and active creating
the scenarios. OER Authoring tool [30], in form of a scheme supporting the advancement of the scenario
storytelling process, was provided, in line with digital game-design tasks logic [31]. The tool supports
the collection of information related to each interaction/task the user will play while exploring the map.
Figure 2: A painting of Bruegel enriched with NFC/RFID sensors
3.1. EULALIA Workshops
An integral part of the IO3 lifespan (OERs development) task of the EULALIA project and a unique
opportunity to dissimilate the first project developments were workshops organised by project
participants (University of Naples Federico II (UNINA), Universitat d’Alacant/Universidad de Alicante
(UA), Uniwersytet im Adama Mickiewicza w Poznaniu (AMU) and Università ta’ Malta (UM). During
the workshops organised between November 2020 and March 2021 lecturers and professors from
EULALIA partner universities taught how to use of OER Authoring tool and the App. The first
workshops targeted at researchers, lecturers, professors, etc. involved in teaching Erasmus students.
The idea of the project-leading organisation was to share the development of the project with teachers
from institutions not involved in the project directly so that they also can benefit from the project
findings. During the first day of the workshop, the methodological aspects were presented whereas
during the second day practical activities were organized to involve the participants also into initial
OER development. The workshop was divided into the following steps:
EULALIA project presentation;
EULALIA model (IO1) and integration in language course routine;
Introduction to the Tangible User Interfaces paradigm;
Introduction and description of the EULALIA APP and their OER Authoring Tools;
Design of the project OER in the form of game/exercise for language learning/teaching;
Demonstration of a typical game developed with EULALIA APP, with the digital interface and
with the tangible interface (one example for each template of OER);
Implementation of the OERs, also with tangible material.
Approximately 100 among teachers and researchers participated in the workshop. A second
workshop was organized following a similar path but involving approximately 2002 Erasmus students
participating in the courses offered by EULALIA partner universities.
3.2. Examples of OERs created during workshops
Both for teachers and students taking part in EULALIA workshops it was the first opportunity to
work with EULALIA App, nevertheless the results of the cooperative teamwork were approximately
50 scenarios developed during the workshops with teachers and students. Topics of the OERs developed
by teachers and students referred to cultural issues (well-known places, eminent people, sightseeing),
potential issues that Erasmus students have to deal with in a foreign country (administration, using
means of transport, accommodation, shopping), or related to university functioning (library, Deans
office, official documents etc.), in line with the findings of the needs analysis conducted at the beginning
of the project. The most common situations were related to Erasmus students needs to use the local
language for shopping (71.9 %), transports (64.9 %), university facilities (61.6 %) and accommodation
(56.2 %). The OERs have different levels of language advancement from A1-B2 (CEFR).
Figure 3: Example of interactive map “Conoce Valencia” developed during Eulalia workshop for
teachers in Alicante, Spain.
Figure 4: Example of interactive map “Famous Polish Nobel Prize winners” developed during Eulalia
workshop for teachers in Poznań, Poland.
The user, can either interact through a virtual or physical map, the different symbols (smart objects)
store different digital contents of the situational affordances network. Each interactive object on the
map constitutes an interoperable Learning Object [32, 33, 34] that can be reused to combine a different
instructional learning path. For example, the outline of the eagle in Figure 4, which is the symbol of
Poland, could be a virtual or physical shape, where virtual or physical symbols related to Polish Nobel
Prize winners have been placed. During the workshop, students were asked to match the objects on the
map with specific Nobel Prize winners including details that could provide additional cultural
information about the Nobel winners. For example, the name of the radioactive element is connected
with the person of Marie Skłodowska-Curie, who was awarded the Nobel Prize for the invention and
description of this element, which she named polonium in honor of Poland. When using the interactive
map as a tool to support mainstream curriculum, the student is called to interact placing the physical
symbol on Polish Nobel Prize winner. If correctly placed, the system provides a confirmation statement
(Great, bravo, Great job!). At the same time, the application allows the student to read or hear the
information provided about the person in two language versions (in this case Polish and English). If the
student does not complete the task correctly, he/she is encouraged to try again.
3.3. Evaluation of EULALIA Workshops
At the end of the workshops both students and teachers participants evaluated the event through an
online anonym survey and invited to share their suggestions regarding the application in an open
discussion. The results gathered clearly showed the great potential of the project and the interest not
only of the teachers but also of the students themselves. At the same time, it is worth emphasising that
among the advantages mentioned by the participants, it was highlighted that the App is an
unconventional, engaging, usable and effective tool supporting learning, particularly in relation to the
multimodal interaction it allows. Furthermore, it was mentioned that the opportunity to physically
interact, activates a sense of personal control over a cooperative challenge, adaptable to meet learners’
abilities, that enhace motivation, concentrations, engagement, and confidence that introduce a flow
state, which in turn predicts increased performance [35, 36, 37]. Flow is in fact supported when an
activity challenge meets the learner’s abilities and creates an ideal level of arousal, meaning it creates
neither anxiety nor boredom [38]. Positively related to achievement, engagement does increase when
activities are tailored to the personal needs and emotional state of the learner [39].
4. Conclusion and future directions
This paper presents the structure of a game application embodying multisensorial learning
experiences via TUI application and presents the theoretical framework underpinning its deployment.
The game application can support the implementation of blended cultural competence education paths,
including scenarios in three main fields, namely: 1) cultural heritage, 2) daily life situations, 3) langue,
incorporating Common European Framework of Reference for Languages (CEFR). The OERs co-
design phase involving students as well as schoolteachers and HEIs lecturers resulted in the
implementation of reusable OERs.
The next step brings to the piloting of EULALIA methodology in the formal teaching and learning
context, following teachers and lecturers training on how to use and embed the tool within the activities
part of the curriculum. During the piloting phase, data will be collected, both qualitatively and
quantitatively, to assess the following dimensions: development of language competencies, learning of
cultural aspects of a city/country different from that of origin, personal development, and impact on the
teaching and learning practice.
5. Acknowledgements
EULALIA (Enhancing University Language courses with an App powered by game-based Learning
and tangible user Interfaces Digital Creativity Enhanced in Teacher education) is co-founded by the
Erasmus+ programme of the European Union, in the call Key Activity 2 – Strategic Partnership (Grant
Agreement 2019-1-IT02-KA203-063228) and runs between October 2019 and September 2021. The
European Commission's support for the production of this publication does not constitute an
endorsement of the contents, which reflect the views only of the authors, and the Commission cannot
be held responsible for any use which may be made of the information contained therein.
6. References
[1] M. Sharples, D. Corlett, O.Westmancott, The Design and Implementation of a Mobile Learning
Resource. Personal Ub Comp 6, 220–234 (2002).
[2] D. Hung, Theories of Learning and Computer-Mediated Instructional Technologies. Educational
Media International, 38(4), 281-287 (2001).
[3] A. Mazzucato, V. Caputo, R. Roig-Vila, R. Satorre Cuerda, J. Kic.Drgas, J. Woźniak, C. Calleja,
E. Burlo, C. Sundberg, Supporting Language Learning Strategies for Erasmus Students with a
Mobile Tool Using Tangible User Interfaces and Interactive Storytelling: the EULALIA
Approach, in: Proceedings of the Second Symposium on Psychology-Based Technologies, Naples,
Italy, September 28-29, 2020, CEUR-WS.org/Vol-2730.
[4] A. G. S. Pask, Conversation Theory: Applications in Education and Epistemology. Amsterdam
and New York: Elsevier (1976).
[5] D. Kolb, Experiential Learning. Englewood Cliffs, New Jer-sey: Prentice Hall (1984).
[6] A. Mazzucato, V. Caputo, R. Roig-Vila, R. Satorre Cuerda, J. Kic.Drgas, J. Woźniak, C. Calleja,
E. Burlo, C. Sundberg, Supporting Language Learning Strategies for Erasmus Students with a
Mobile Tool Using Tangible User Interfaces and Interactive Storytelling: the EULALIA
Approach, in: Proceedings of the Second Symposium on Psychology-Based Technologies, Naples,
Italy, September 28-29, 2020, CEUR-WS.org/Vol-2730
[7] A. Mazzucato, A. Argiulo, Enhancing students’ cultural competences through embod-ied knowing,
in: Proceedings of First Workshop on Technology Enhanced Learn-ing Environments for Blended
Education Conference - The Italian e-Learning Conference 2021. Foggia, Italy, January 21-22,
2021.
[8] D. Marocco, E. Dell’Aquila, M.C. Zurlo, F. Vallone, M. Barajas, F. Frossard, F., A. Di Ferdinando,
R. Di Fuccio, M. Lippens, L. Van Praag, A. Protopsaitis, C. Swertz, P. Yüksel Arslan, A.
Mazzucato, Attain Cultural Integration through teachers’ COnflict Resolution skills Development:
the ACCORD Project. Qwerty - Open and Interdisciplinary Journal of Technology, Culture and
Education, 14(2) 11-30 (2019).
[9] O. Miglino, A. Di Ferdinando, M. Schembri, M. Caretti, A. Rega, C. Ricci, STELT (Smart
Technologies to Enhance Learning and Teaching): una piattaforma per realizzare ambienti di realtà
aumentata per apprendere, insegnare e giocare [STELT (Smart Technologies to Enhance Learning
and Teaching): a platform to create augmented reality environments for learning, teaching and
playing], Sistemi intelligenti, 25 (2013).
[10] R. Di Fuccio, S. Mastroberti, Tangible User Interfaces For Multisensory Storytelling At School:
A Study Of Acceptability, Qwerty-Open and Interdisciplinary Journal of Technology, Culture and
Education, 13 (2018), 62-75.
[11] A. Cerrato, M. Ponticorvo, Enhancing Neuropsychological Testing with Gamification and
Tangible Interfaces: The Baking Tray Task, in: J. Ferrández Vicente, J. Álvarez-Sánchez, F. de la
Paz López, J. Toledo Moreo, H. Adeli (Ed.), Biomedical Applications Based on Natural and
Artificial Computing, IWINAC 2017, Lecture Notes in Computer Science, vol 10338, Springer,
Cham. doi: 10.1007/978-3-319-59773-7_16.
[12] G. Kortuem, F. Kawsar, V. Sundramoorthy, D. Fitton, Smart objects as building blocks for the
Internet of Things, IEEE Internet Computing, 14 (2010), 44–51.
[13] R. Di Fuccio, M. Ponticorvo, F. Ferrara, O. Miglino, Digital and Multisensory Storytelling:
Narration with Smell, Taste and Touch, in: K. Verbert, M. Sharples, T. Klobučar, (Ed), Adaptive
and Adaptable Learning. EC-TEL 2016. Lecture Notes in Computer Science, vol 9891, Springer,
Cham.
[14] Council of Europe: The Common European Framework of Reference for Languages. Learning,
Teaching, Assessment. Cambridge University Press, Cambridge (2001).
[15] M. Grizioti, C.Kynigos, Game modding for computational thinking: an integrated design approach.
In Proceedings of the 17th ACM Conference on Interaction Design and Children. ACM. 687-692
(2018).
[16] A. Wilson, T. Hainey, T.M. Connolly, Using Scratch with primary school children: an evaluation
of games constructed to gauge understanding of programming concepts. International Journal of
Game-Based Learning (IJGBL), 3(1), 93-109 (2013).
[17] R. Di Fuccio, G. Siano, G, A. De Marco, The Activity Board 1.0: RFID-NFC WI-FI Multitags
Desktop Reader for Education and Rehabilitation Applications. In World Conference on
Information Systems and Technologies. Springer, Cham. 677-689 (2017).
[18] G. E. Lancioni, N. N. Singh, M.F. O’Reilly, G. Alberti, G, Assistive Technology to Support
Communication in Individuals with Neurodevelopmental Disorders. Current Developmental
Disorders Reports, (3) 1-5 (2019).
[19] O. Miglino, A. Di Ferdinando, R. Di Fuccio, A. Rega, C. Ricci, Bridging digital and physical
educational games using RFID/NFC technologies. Journal of e-Learning and Knowledge Society,
10(3) (2014).
[20] M. Ponticorvo, R. Di Fuccio, F. Ferrara, A. Rega, O. Miglino, Multisensory educational materials:
five senses to learn. In International Conference in Methodologies and intelligent Systems for
Techhnology Enhanced Learning (45-52). Springer, Cham (2018).
[21] B. B. Nomass, The impact of using technology in teaching English as a second language. English
Language and Literature Studies, 3(1), 111-116 (2013).
[22] S. M. Smith, P.C. Woody, Interactive effect of multimedia instruction and learning styles.
Teaching of Psychology, 27(3), 220-223 (2000).
[23] M. R. Salaberry, The use of technology for second language learning and teaching: A retrospective.
The Modern Language Journal, 85(1), 39-56 (2001).
[24] W. Tsou, W.Wang, Y. Tzeng, Applying a multimedia storytelling website in foreign language
learning. Computers & Education, 47, 17-28 (2006).
[25] R. Huang, D. Liu, A. Tlili, S. Knyazeva, T. W. Chang, X. Zhang, D. Burgos, M. Jemni, M., Zhang,
R. Zhuang, C. Holotescu, Guidance on Open Educational Practices during School Closures:
Utilizing OER under COVID-19 Pandemic in line with UNESCO OER Recommendation. Beijing:
Smart Learning Institute of Beijing Normal University (2020).
[26] T. Browne, R. Holding, A. Howell, S. Rodway-Dyer, The Challenges of OER to Academic
Practice, Journal of Interactive Media in Education, December (2010).
http://jime.open.ac.uk/2010/03.
[27] G. Siemens, Connectivism: a learning theory for the digital age, International Journal of
Instructional Technology and Distance Learning, 2(1), 3-10 (2005).
[28] R.E. Mayer, Learners as Information Processors: legacies and limitations of educational
psychology’s second metaphor, Educational Psychologist, 31(3/4), 151-161(1996).
http://www.tlu.ee/~kpata/haridustehnoloogiaTLU/9710150894.pdf
[29] S. Panke, T. Seufert, What’s Educational about Open Educational Re-sources? Different
Theoretical Lenses for Conceptualizing Learning with OER. E-Learning and Digital Media,
10(2):116-134 (2013).
[30] R. Di Fuccio, EULALIA - OER Authoring tool model and structure for Workshop for Teachers,
EULALIA project (2020).
[31] The MIT Press, The MIT. "Elements of Game Design. mitpress.mit.edu. Retrieved 13 November
2020.
[32] IEEE Learning Technology Standards Committee. Learning Object Metadata (LOM), June 2002.
[33] D. A. Wiley, Learning Object Design and Sequencing Theory. PhD thesis, Brigham Young
University (2000).
[34] D. A. Wiley, Connecting learning objects to instructional design theory: A definition, a metaphor,
and a taxonomy. In The Instructional Use of Learning Objects, Bloomington, IN, (2001).
Association for Educational Communications and Technology. Available online:
http://reusability.org/read/chapters/wiley.doc.
[35] M. Csikszentmihalyi, Flow: The psychology of op-timal experience. New York, NY: Random
House.
[36] J. Nakamura, M. Csikszentmihalyi, Flow theo-ry and research. In C. R. Snyder & S. J. Lopez
(Eds.), Handbook of positive psychology, 195-206 (2013).
[37] S. Koehn, T. Morris, A. Watt, Flow state in self-paced and externally-paced perfor-mance contexts:
An examination of the flow mo-del. Psychology of Sport & Exercise, 14(6), 787-795 (2013).
[38] S. Panke, T Seufert, What’s Educational about Open Educational Re-sources? Different
Theoretical Lenses for Conceptualizing Learning with OER. E-Learning and Digital Media.
10(2):116-134 (2013).
[39] P. Standen, D.J. Brown, M. Taheri, M.J. Galvez Trigo, H. Boulton, A. Burton, M. J. Hallewell, J.
G. Lathe, N. Shopland, M. A. Blanco Gonzalez, G. M. Kwiatkowska, E. Milli, S. Cobello, A.
Mazzucato, M. Traversi, E. Hortal: An evaluation of an adaptive learning system based on
multimodal affect recognition for learners with intellectual disabilities. British Journal of
Educational Technology 0 (0), 1-18 (2020).