Potential Abstract: This study investigates the integration of context-laden visualization techniques in the application of game theoretic approaches to ungrading within the framework of open educational practices. Ungrading, a pedagogical strategy that emphasizes feedback and growth over traditional grading, is gaining traction in educational settings. This research explores the potential synergies between game theoretic concepts and ungrading to enhance student learning outcomes and engagement. By incorporating open educational practices, the study aims to promote collaboration, transparency, and accessibility in the learning process. The use of context-laden visualization tools provides a means to represent complex educational data in a more intuitive and interactive manner, allowing for deeper insights and informed decision-making by both educators and students. Drawing on theories of motivation, self-regulated learning, and educational technology, this research seeks to explore the impact of these innovative approaches on student performance, perceptions, and behaviors.
Potential References:
- Communicative visualizations as a learning problem
- Can visualization of contributions support fairness in collaboration? Findings from meters in an online game
- What players want: information needs of players on post-game visualizations
- Are you game?
- Drawing goals nearer: Using the goal-gradient perspective to increase online game usage
