Interactive mobile learning (IML) platform

Abstract

A computer implemented learning and assessment apparatus includes a database having at least one set of educational game parameters, a processor operable to receive input signals from a user of the apparatus, and a human readable display. Game logic of the apparatus is operable to generate a game-based learning experience by presenting to the user a virtual game on the display in accordance with a selected first one of the set of educational game parameters. Measurement logic generates measurement data representative of actions of the user during interaction by the user with the virtual game. Assessment logic is operable to generate assessment data representative of gameplay results wherein a failure of the user to produce predetermined expected learning results is weighted in accordance with predetermined game-based learning parameters relative to experiential exercise of the virtual game by the user. A result signal is selectively rendered on the human readable display.

Description

CROSS-REFERENCE TO RELATED APPLICATIONS[0001]This application claims priority to U.S. provisional application Ser. No. 61 / 558,818, filed on Nov. 11, 2011, incorporated in its entirety herein.BACKGROUND[0002]1. Field[0003]Embodiments herein relate to electronic books incorporating multimedia and, more particularly, to computer-assisted learning methods and systems using gaming techniques for comprehension assessment.[0004]2. Description of Related Art[0005]Modern students are less inclined toward the linear, textual learning mode of traditional printed and electronic textbooks. High school students are now accustomed to a new, non-linear style of discovering information made possible by the Internet. Current electronic textbook trends, however, follow the traditional linear modus operandi with added media components. This does not address the method of learning and engaging with content that the Internet has made popular.[0006]Total breaks from traditional linear modes of learning ar...

AI Technical Summary

Benefits of technology

[0012]An Interactive Mobile Learning Platform (IMLP) system in accordance with an example embodiment comprises methods and apparatus providing an integrated source for textual, graphical, auditory, and interactive information. It provides a familiar interface for modern learning techniques based on the production qualities and traditions of print media. In general, the IMLP system consists of electronic pages of multimedia content that present information in a structured, linear manner, but that also provide access to a 3D scriptable rendering engine, which enables greater levels of experiential modes of learning.

[0013]The learning system of the example embodiment provides a computer interface with similarities to printed books. This allows for intuitive use for most users during this period of transition between printed and electronic books. Most education currently in practice utilizes textbooks, though practical methods of digitizing them have been available since the 1990s. Most of these methods have been met with critiques concerning formatting, comfort, and quality. High school students today are accustomed to discovering and participating in content via the Internet, and with mobile computing devices. IMLP system in accordance with the example embodiments described herein assists in bridging the gap between current educational practices and modern information sharing and discovery.

Problems solved by technology

This does not address the method of learning and engaging with content that the Internet has made popular.

Total breaks from traditional linear modes of learning are often unsuccessful, however.

Educational games have been used as a method of learning but have a history of failure.

Most such systems lack the comprehensive content of traditional textbooks.

Also, some educational games used as a method of learning are too complicated, not complex enough, or generally not fun for the end user students.

Further, cultural attitudes toward games as lacking “seriousness” are an obstacle for adoption within the educational community.

Overall therefore, implementation or use of educational learning games has remained substantially underfunded in most school systems and elsewhere and the return on investment for the school systems too low or uncertain for any substantial adoption thereof.

However, there remains no simple, standard way of assessing learning comprehension.

It is difficult therefore to determine what learning / assessment method is objectively better for providing fair and accurate assessment results.

Most of these methods have been met with critiques concerning formatting, comfort, and quality.

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