A Conceptual Model Towards the Scaffolding of Learning Experience

  • Sylvester ArnabEmail author
  • Pablo Moreno Ger
  • Theodore Lim
  • Petros Lameras
  • Maurice Hendrix
  • Kristian Kiili
  • Jannicke Baalsrud Hauge
  • Manuel Ninaus
  • Sara de Freitas
  • Alessandro Mazzetti
  • Anders Dahlbom
  • Cristiana Degano
  • Ioana Stanescu
  • Maria Riveiro
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 9221)


The challenge of delivering personalized learning experiences is amplified by the size of classrooms and of online learning communities. In turn, serious games are increasingly recognized for their potential to improve education, but a typical requirement from instructors is to gain insight into how the students are playing. When we bring games into the rapidly growing online learning communities, the challenges multiply and hinder the potential effectiveness of serious games. There is a need to deliver a comprehensive, flexible and intelligent learning framework that facilitates better understanding of learners’ knowledge, effective assessment of their progress and continuous evaluation and optimization of the environments in which they learn. This paper aims to explore the potential in the use of games and learning analytics towards scaffolding and supporting teaching and learning experience. The conceptual model discussed aims to highlight key considerations that may advance the current state of learning analytics, adaptive learning and serious games, by leveraging serious games as an ideal medium for gathering data and performing adaptations. This opportunity has the potential to affect the design and deployment of education and training in the future.


Game Play Learning Content Learn Management System Intelligent Tutor System Virtual Learning Environment 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.



This work has been co-funded by the EU under the FP7, in the Games and Learning Alliance (GALA) Network of Excellence, Grant Agreement nr. 258169, and the SCAFFOLD consortium.


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Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  • Sylvester Arnab
    • 1
    Email author
  • Pablo Moreno Ger
    • 2
  • Theodore Lim
    • 3
  • Petros Lameras
    • 4
  • Maurice Hendrix
    • 5
  • Kristian Kiili
    • 6
  • Jannicke Baalsrud Hauge
    • 7
  • Manuel Ninaus
    • 8
  • Sara de Freitas
    • 9
  • Alessandro Mazzetti
    • 10
  • Anders Dahlbom
    • 11
  • Cristiana Degano
    • 10
  • Ioana Stanescu
    • 12
  • Maria Riveiro
    • 11
  1. 1.Disruptive Media Learning LabCoventry UniversityCoventryUK
  2. 2.Universidad Complutense de MadridMadridSpain
  3. 3.Herriot-Watt UniversityEdinburghUK
  4. 4.Serious Games InstituteCoventry UniversityCoventryUK
  5. 5.School of Science and TechnologyUniversity of NorthamptonNorthamptonUK
  6. 6.Tampere University of TechnologyPoriFinland
  7. 7.Bremer Institut für Produktion und LogistikBremenGermany
  8. 8.University of GrazGrazAustria
  9. 9.Curtin UniversityBentleyAustralia
  10. 10.Gruppo SIGLA S.r.lGenoaItaly
  11. 11.Högskolan i SkövdeSkövdeSweden
  12. 12.“Carol I” National Defence UniversityBucharestRomania

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