Track 4. Digital Game and Intelligent Toy Enhanced Learning (DIGITEL@ICALT2017)

Track Program Chairs

Track Description and Topics of Interest:

Learning can take place anytime and anywhere, in particular in the context of lifelong and informal learning. Learners have their own learning styles. Some may prefer reading alone over listening to a lecture and some may want to get their hands dirty in hands-on practices. While some may be impressed and can learn quickly through watching a documentary movie, some others may want to interact with peers either physically or virtually (sometimes via avatars or even with virtual characters). No matter what preference learners have, engagement and motivations are the key ingredients for effective and efficient learning. Toy, robot and game technologies attract learners’ attention, engaging them through highly interactive and immersive experiences. Such technologies also satisfy the various learning needs as well as to assessing learners’ skills knowledge unobtrusively and implicitly. This track aims at providing researchers a platform to share and discuss innovative and advanced learning and assessment technologies utilizing toys, robots, and games.

This track welcomes submissions in topics including, but not limited to:

  • Assessment in the Games and Virtual Worlds
  • Edutainment
  • Educational games
  • Educational robots & toys
  • Innovative interaction in Games
  • Learning Analytics in Educational Games
  • Mobile games and smart city learning
  • Natural and gestural user interface applications (include computer and video games)
  • Serious games
  • Simulation and training (skill, competence, vocational learning)
  • Stealth Assessment
  • Tangible and physical computing for learning
  • Virtual and augmented learning environments

Track Program Committee

Liz Alison Bacon, University of Greenwich Old Royal Naval College, UK

Tak-Wai Chan, National Central University, Taiwan

Chih-Kai Chang, National University of Tainan, Taiwan

Chih-Tsan Chang, Mingdao University, Taiwan

Yuan-Jen Chang, Central Taiwan University of Science and Technology, Taiwan

Ming-Puu Chen, National Taiwan Normal University, Taiwan

Nian-Shing Chen, National Sun Yat-sen University, Taiwan

Saurabh Mehta, Vidyalankar Institute of Technology, India

Hercy Cheng, Central China Normal University, China

Ali Akber Dewan, Athabasca University, Canada

Larbi Esmahi, Athabasca University, Canada

Ming-Fong Jan, National Central University, Taiwan

Morris S. Y. Jong, Chinese University of Hong Kong, Hong Kong

Robert Heller, Athabasca University, Canada

Gwo-Jen Hwang, National Taiwan University of Science and Technology, Taiwan

Siu Cheung Kong, The Education University of Hong Kong, Hong Kong

Rita Kuo, New Mexico Institute of Mining and Technology, USA

Fong-Lok Lee, Chinese University of Hong Kong, Hong Kong

Tsai-Yen Li, National Chengchi University, Taiwan

Hao-Chiang Koong Lin, National University of Tainan, Taiwan

Rossitza Marinova, Concordia University College of Alberta, Canada

Hiroyuki Mitsuhara, Tokushima University, Japan

Michal Ptaszynski, Kitami Institute of Technology, Japan

Yong Sang, Dalian University of Technology, China

Junjie Shang, Peking University, China

Chun-Yi Shen, Tamkang University, Taiwan

Shu-Yuan Tao, Takming University of Science and Technology, Taiwan

Minghsin Tsai, Asia University, Taiwan

Hongxue Harris Wang, Athabasca University, Canada

Wing-Kwong Wong, National Yunlin University of Science and Technology, Taiwan

Jianhua Wu, Central China Normal University, China

Yang Yan, Changchun Normal University, China

Hsi-Hsun Yang, National Yunlin University of Science and Technology, Taiwan

Sheng-Kai Yin, Mingdao University, Taiwan

Shelley Shwu-Ching Young, National Tsing Hua University, Taiwan

Yan Yu, Tianjin Normal University, China

Li Zhang, Northumbria University, UK

Jun Hu, Eindhoven University of Technology, Netherlands

Important Dates about ICALT 2017 can be found here.

The ICALT 2017 Author Guidelines can be found here.

The ICALT 2017 CfP can be found here.