| Abstract: |
Limitations of formal learning (e.g., one-way communication, rigid methodology, results- oriented approach) can significantly influence the motivation and expectation of students, thus resulting in an academic progress reduction. In order to make learning processes more playful and motivating, this paper presents a new educational experience developed by two groups of Computer Science students at the University of Huelva (Spain). As a result, an authentic real experience was incorporated into the classical teaching of Artificial Intelligence courses where classroom sessions were changed during some days for an international online competition. A comprehensive study considering the competition ranking, the students opinion and their academic progress was analysed to assess the followed methodology. We found out that the educational experience improved the students motivation, thereby enhancing their academic performance and personal skills as a result of learning through play. Moreover, additional teaching goals (e.g., learning new programming languages or increasing exam attendance) were obtained because of the positive motivation experienced by the competition. As a conclusion, this paradigm of real-life experience not otherwise provided by traditional practical lessons allowed us to ascertain that the process is more important than the outcome, which could be adapted to different teaching scenarios within an institution.
正式学习的局限性（如单向沟通，方法固化，结果导向）会显著影响学生的学习动机和期望，从而导致学生的学业进步减少。为了使学习过程跟有趣且更能激发学生学习动机，这篇文章报告了由University of Huelva (Spain)的两组计算机科学专业的学生开发的新的教学体验。一种真实的体验被融入到传统的人工智能教学课程当中，在几天的时间里，为了一场国际在线竞赛，课堂内容发生了变化。考虑竞争水平、学生观念和他们的学业成绩的综合研究被采用，来对这种教学形式进行综合评价。我们发现，这种教学体验提高了学生的学习动机，从而提高了他们的学习成绩和个人技能。此外，由于竞赛情境带来的积极动机，学生还达到了额外的教学目标（如学习新的编程语言或增加考试出勤率）。综上所述，这种传统课堂无法提供的真实生活经验的范例让我们能够确定，过程比结果更重要，而这个过程可以适应制度内的不同教学场景。
注：并非关于人工智能与教育相结合的研究论文，而是用新的教学情境促进对人工智能课程的学习，这篇文章用不上。（pj） |