Dominique Verpoorten

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The intrinsic motivation to play, and therefore to learn, that might be provided by digital educational games teases researchers and developers. However, existing educational games often fail in their attempt to compete with commercial games and to provide successful learning. Often some learning is added to digital games or some gameplay is added to(More)
Digital game-based learning is a hot topic of research and development. Since the advent of computer and video games, educators were inherently interested in utilizing the beneficial aspects of computer games for educational purposes. These factors are primarily the intrinsic motivation of games, immersive environments, engaging stories, and an artful(More)
LabSET (Support Laboratory for Telematic Learning) – ULg (University of Liège) developed, in close collaboration with higher education teachers willing to "go online", more than 100 distance courses, representing a large spectrum of disciplines and a wide range of teaching/learning objectives, methods and challenges. For those courses, LabSET used the "8(More)
Personalization of learning has become a prominent issue in the educational field, at various levels. This article elaborates a different view on personalisation than what usually occurs in this area. Its baseline is that personalisation occurs when learning turns out to become personal in the learner's mind. Through a literature survey, we analyze(More)
This paper explores the potential of widgets for reflection, viz. instructional widgets that would be designed to prompt and support students' reflection in eLearning courses. The investigation builds on a literature review, an inventory of 35 reflection techniques and a survey amongst eLearning course owners. The outcomes demonstrate that a large part of(More)
triggers while learning in an online course. The authors work with the Centre for Learning Sciences and Technologies (CELSTEC) of the Open Universiteit Nederland. The study takes place in a research program dedicated to prompts and interface for meta-learning support, in regular, adaptive and mobile eLearning. Abstract This paper reports about a controlled(More)
This paper presents the 8 Learning Events Model (8LEM), a pedagogical reference framework which was used, in more than 100 online course, as a starting point for instructional planning. Besides supporting teachers in early stages of the learning design continuum, the paper shows how this learning/teaching model, as a professional development tool, prompts(More)
In a controlled experiment on the effects of frequent and local digital annotations, 137 volunteers covered an online course at 3 conditions: no/free/question-based electronic annotations. Results show no difference in performance between groups. However, analyses conducted within treatments suggest positive impacts on performance when annotation rates are(More)
This paper reports on a work in progress: an online self-instruction course created to stimulate students' awareness processes when dealing with pictures. Using non-clinical material, the " Learning to Look " course was designed as a preliminary training to the observation of histological sections, radiological graphs, and other specialized visual material.(More)