Cognitive Science in Technology Enhanced Learning and Game-Based Learning
This line of research focuses on modelling knowledge and competence, on developing comprehensive knowledge representation frameworks and ontologies, on contributing to psycho-pedagogical frameworks, and on their application in Technology Enhanced Learning (TEL) for personalising learning paths and for adaptively assessing knowledge and competencies.A special direction of TEL we investigate is the area of Game-Based Learning (GBL) and the application and adaptation of models and procedures to the specific requirements of GBL.
> ROLE (Responsive Open Learning Environments)
> Target (Transformative Adaptive Responsive and enGaging EnvironmenT)
> Next-TELL (Next Generation Teaching, Education and Learning for Life)
> ImREAL (Immersive Reflective Experience-based Adaptive Learning)
> GALA NoE (Game And Learning Alliance)
> CULTURA (Cultivating Understanding and Research through Adaptivity, upcoming)
> MedCAP Plus (Follow-Up to MedCAP)
The Cognitive Science Section (CSS) within KMI undertakes interdisciplinary research on Knowledge Management and Technology Enhanced Learning in a broad spectrum of domains, integrating technological and application-oriented perspectives, including cognitive and social science aspects. Leveraging its expertise, CSS aims to make a substantial contribution to teaching within the "Software Development and Economy" Study Program of Graz University of Technology. The technology-oriented research stream focuses on acquiring, managing, and applying semantic metadata and ontologies. From an applied perspective, CSS investigates the use of social software in the context of Web 2.0 to build structures and transfer knowledge within and across individuals, institutions, and organizations. A special focus in this area is on game-based learning. The focus of research from a cognitive sciences viewpoint is on the investigation of the structures of cognitive processes, the representation and modelling of knowledge and competencies, as well as their applications in individualised web-based testing and in adaptive technology enhanced learning. Contributing to and participating in the empirical evaluation and validation of eLearning systems based on scientifically sound methodologies also falls within the field of CSS’s expertise.
CSS has its roots in the Cognitive Science Section at the University of Graz, Department of Psychology.