The third component of the evaluation was basic literacy assessment of several cohorts of learners, both BTL and non-BTL learners, observations of BTL and non-BTL classrooms, as well as self-administered surveys for different kinds of people who work with BTL, and stakeholders.
Through reflection learners integrate their observations into more abstract models, create generalisations and principles and draw conclusions (abstract conceptualization such as explaining or thinking).
However, to obtain this necessary information a strong connection has to be made between cognition (the intended competence), observation (the observed learners' responses while solving the tasks), and interpretation (the inferences made based on the observed responses of learners' underlying competencies).
Employing a qualitative case study, the study collects data using observation, learner-diary and student and teacher interviews.
Third, the learner conceptualizes his/her observations and/or reflections into abstract theories or ideas.
As shown in Table 1, the process of creating a learner model requires several observations (inputs) collected from the learner's interaction with the educational game.
Vickery & Lake (2005) state that good feedback requires clear goals and outcomes; direct observation of learners; and skills in giving both positive and negative feedback [ 5], and recommend following Pendelton's positive critique method [ 10, 11].
Yardley and colleagues have made the important observation that learners actively influence learning environments just as learning environment actively influence learning; thus, experiential learning is located within bi-directional interactions [ 8].
Based on student exit-survey comments and classroom observations, learners often complained that "The system didn't explain the problem that I was working on".
GULLIVER is based on a decision-making module integrating uncertain data coming from observation of the learner by the system.
