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IDEE Tables of Contents: 14

Proceedings of the 2014 Workshop on Interaction Design in Educational Environments

Fullname:IDEE'14: Proceedings of the 2014 Workshop on Interaction Design in Educational Environments
Editors:Habib M. Fardoun; José A. Gallud
Location:Albacete, Spain
Dates:2014-Jun-09
Publisher:ACM
Standard No:ISBN: 978-1-4503-3034-3; ACM DL: Table of Contents; hcibib: IDEE14
Papers:18
Pages:113
Links:Conference Series Website
Novice Programming Environments. Scratch & App Inventor: a first comparison BIBAFull-Text 1-7
  Stamatios Papadakis; Michail Kalogiannakis; Vasileios Orfanakis; Nicholas Zaranis
The teaching of programming has been acknowledged as a difficult task since its first introduction in schools. The learning results are unsatisfactory, raising questions about the effectiveness of the method used. As it seems, students usually consider programming as a boring and tiring procedure. The problem would be solved if we could make the introductory programming easy and entertaining for the students. This can be achieved by reducing the obstacles for the introduction of programming with the use of special programming environments for the beginners such as Scratch and the App Inventor both of which have been created by MIT. Our research focuses on the similarities and differences between the above mentioned programming environments in our effort to find which of the two is the most appropriate for schools.
Applying the 4C-ID Model to the Design of a Digital Educational Resource for Teaching Electric Circuits: Effects on Student Achievement BIBAFull-Text 8-14
  Mário Melo; Guilhermina Lobato Miranda
This paper reports the first results of an experimental research, carried out in a school with students of the basic education, where the instructional model 4C-ID was used for teaching and learning electric circuits.
   We describe the principles and features of this model, its suitability for the teaching and learning of complex knowledge and skills, and yet their permeability to develop digital educational resources and learning environments.
   We analyze the first results of this research and point out clues to future developments.
Project Based Learning and Interactive Video Conference in Elementary School BIBAFull-Text 15-19
  José Manuel Sáez López
The main objective of this study is to analyze educational practices related to Project Based Learning. The participants are 34 students from a rural school in Spain, who are coursing 4th, 5th and 6th grade in primary education. The innovative approach includes Collaborative Learning and Interactive Videoconference using "Skype", in primary school. The main instrument in this process is systematic observation. We conclude that through Project Based Learning, collaboration is essential, pupils make decisions together and they use their knowledge to work together and share responsibilities. In this context, use of Educational Technology context allows constructing knowledge through interpretation, analysis, synthesis, or evaluation.
Cloud and Interactivity Technologies in Flipped Classrooms BIBAFull-Text 20-27
  Habib M. Fardoun; Daniyal M. Alghazzawi
In this paper we present a cloud system that incorporate tools developed in HTML5 and JQuery technologies, which are offered to professors and students in the development of a teaching methodology called flipped classroom, where the theoretical content is usually delivered by video files and self-assessment tools that students can display from home. This system aims to eliminate the technical limitations to facilitate communication and a real learning process by monitoring and evaluating the students and teachers. Highlighting main functions, we do find: the wizard of quality content, visual interactive wizard, the audio note as tool for audio records, and finally the graphical evaluator that provides a graphical and intuitive result, providing a clear image of the theoretical and practical difficulties that students experience.
Computer Supported Collaborative MOOCs: CSCM BIBAFull-Text 28-32
  César A. Collazos; Carina S. González; Roberto García
Massive Open Online Courses (MOOCs) are a recent but hugely popular phenomenon in the online learning world. Collaborative Learning is an old idea that is becoming part of many educational settings. This paper presents a new proposal named CSCM (Computer Supported Collaborative MOOCs), including collaboration aspects into MOOCs. Moreover, an extensive analysis of MOOCs platforms and learning theories is presented.
Designing stories for educational video games: A Player-Centered approach BIBAFull-Text 33-40
  J. R. López-Arcos; N. Padilla-Zea; P. Paderewski; F. L. Gutiérrez; A. Abad-Arranz
The use of video games as an educational tool initially causes a higher degree of motivation in students. However, the inclusion of educational activities throughout the game can cause this initial interest to be lost. A good way to maintain motivation is to use a good story that is used as guiding thread with which to contextualize the other video game elements (characters, scenarios, challenges, scores, etc.). A method is necessary for analyzing the effectiveness of the story in a video game. We propose a user-centered method that has been applied to a specific case study: the design of "Ato in Numberland", an educational video game in the field of mathematics.
Personalized Intelligent Assessment Model for Measuring Initial Students Abilities BIBAFull-Text 41-48
  Laila Al-Rajhi; Reda Salama; Shehab Gamalel-Din
In adaptive e-learning systems attention is focused on adjusting the learning material to the needs of the individual student. There are differences in the properties of each individual such as differences in skills, prior knowledge, ... etc. These characteristics must be measured to display the content that is suitable to individual needs of student. There are different e-assessment models that are appropriate for discovering the prior knowledge and skills. The main objective of this research is to build an e-assessment model for Personal and Intelligent Assessment using Test (PIAT) to facilitate the evaluation process and measure the students' proficiency with more accuracy and store it in the student's profile for later use in the process of adapting content material to individual student needs. On one hand the model can help the instructors to develop the test by determining the objectives, creation and reuse of the test items. On the other hand the model can provide a personal test environment to the student. It generates the appropriate questions in an adaptive way, based on the student's model. The PIAT model is based on two theories. The first theory is Revised Bloom's Taxonomy (RBT) and the second theory is Felder-Silverman Learning Style Model (FSLSM).
A comprehensive model to assess policies for ICT in education BIBAFull-Text 49-51
  Alicia González-Pérez
The research presented here is part of the Project called "Regional educational policies and their effects on educational innovation supported by the integration of ICT in schools" which is inside of National Master Plan of Scientific Research, Development and Technologic Innovation. The main aim of this paper is to present a comprehensive model for assessing policies for ICT in education. For that we are going to review international and national literature about educational innovation with ICT in three levels: micro, meso and macro. This let us to identify key factors related to the impact of policies for ICT in education that they are present in situations that could be considered innovative. This type of comprehensive approach not only is focused on addressing the integration of ICT from what happens in classrooms, but also consider contextual factors, organizational factors, professional profiles, methodological issues, believes and skills, and training factor that affect to different areas of educational performance and actors involved in it.
Evaluation of schools activities with digital interactive simulations BIBAFull-Text 52-58
  Carolina Robertson P. Cadaval; Rochus Hartmann
The paper explores the usage of digital interactions and usability methods to contribute in collecting information about user experiences and behaviors for educational propose. Based on the outcomes of the research analysis and testing this work provides a detailed view of a proposal for alternative solutions on educational materials. It delineates the positive outcome of learning at young age using digital environments inside the classroom using ergonomics criteria and usability test. The usability tests could identify interface best practices on the development of educational materials and suggest improvements that rise quality to the user. It is presented a system allowing teachers to create simulation activities inside the classroom that make the students practice sustainable values. An interactive activity was developed for student face simulations based on the school's subjects. When the students face it, they are sought to make decisions considering the consequences. The objective is solving a problem considering the sustainable values. Results documentation show patterns identification could be used as a guideline for interface development able to provide effective learning experiences.
Feeding a monster or doing good? Mining Industrial Design Student Feedback at Large BIBAFull-Text 59-63
  Mathias Funk; Migchiel van Diggelen
In this paper, we describe work in progress, a study of a large database of written university teacher feedback given to Industrial Design students throughout the semester, over several years. This large corpus is captured technically in a database, but conceptually organized into several feedback moments per semester, which will be analyzed using a newly developed framework targeting Industrial Design education at the university level. Essential aspects of this paper focus on the translation of related work in the area of feedback mechanisms for higher education into a tailored framework for feedback in the area of Industrial Design, and the translation of the existing corpus of data into indicators of feedback quality and how feedback is received and further on used by students in their learning process. Outcomes will be used to further investigate how the quality of feedback evolves and to develop better tools for feedback. With this paper we aim at opening the discussion about our intended process and methodology, as well as inspiration for aspects we have missed so far.
A Methodological Strategy focused on the Integration of different Learning Contexts in Higher Education BIBAFull-Text 64-69
  Victoria I. Marín; Teodora de la Osa; Adolfina Pérez Garcias
In this paper, we describe the design and validation results for the second rollout of a learning strategy integrating formal, informal and non-formal learning and boosting interaction in a degree course for pre-service teachers at the University of the Balearic Islands, after a first implementation in the previous academic year (2012/13), following the iteration cycle of the research-based design. The learning strategy is based on the idea of the personal learning environment (PLE) as a model for ICT integration, and is applied as such in the course. We used student questionnaires to validate the second implementation of the changed learning strategy with regard to reactions, learning and transference of the different items of the strategy. We present the results as a refined model of the methodological strategy and highlight some conclusions related to the use of this model and future research lines directed at learning design by teachers.
Differences and similarities in use and acceptance of PLEs between universities in Ecuador and Spain BIBAFull-Text 70-76
  Patricio Ricardo Humanante Ramos; Miguel Ángel Conde; Francisco José García Peñalvo
The use of the Information and Communication Technologies to learn in the educational institutions and out of them is a fact throughout the world. Educational institutions are using learning platforms to support them to manage teaching and learning processes. However students do not only use such technologies to learn in institutional contexts. They also learn during their daily life by using social networks, 2.0. tools, looking for information in the Internet, etc.; and to do so they use different devices such as smartphones. The tools and services that learners use with educational proposes, independently if they are provided by an institution, can be grouped in what is known as a Personal Learning Environment. However, it is necessary to check if these environments are used in the same way in different countries. The present work compares how Personal Learning Environments are understood and used in Ecuador and Spain and contrasts experiments carried out in universities of both countries. From this comparison it is possible to see similarities in the needs to use personal environments and to enrich the institutional ones.
Interactive Desktop for Profile Manager BIBAFull-Text 77-80
  Habib M. Fardoun; Abdullah Al Maliase Alghamidi; Lorenzo Carretero Gonzales
At the current classrooms, teachers continue using traditional techniques for monitoring the class. However, there are more participation of mobile devices, and concretely, the tablets. In addition, the network access by both students and teachers in daily life is something usual and a routine work. For this reason, we propose the introduction at the classes of a system whose target is to facilitate teacher's labour in the common tasks that are done over the class session. Thus, through a mobile application and a centralized platform of students' data, we obtain an interactive and modern system that facilitates teacher's labour.
The use of ICT in the first grade of primary school for teaching circles, triangles, rectangles and squares BIBAFull-Text 81-88
  Nicholas Zaranis
The purpose of this study is to investigate if information and communications technology (ICT) helps to improve first grade students' basic geometry achievement regarding circles, triangles, rectangles and squares. Our research compares the level of geometrical competence of the students taught using our ICT oriented learning method specifically targeting 'Realistic Mathematics Education' (RME) for geometry concepts, as opposed to traditional teaching methodology. The designed software consisted of a story and several activities with and without the use of computers for circles, triangles, rectangles and squares. It was designed following the background of RME theory for geometry concepts. The study dealt with first grade students in Crete and Athens, who were divided into two groups (experimental and control). The experimental group consisted of 113 students who were taught about circles, triangles, rectangles and squares with the support of computers. There were 121 students in the control group which were not exposed to the computer oriented curriculum. Students in both groups were pretested and post-tested for their geometry performance. The results of the study indicated that teaching and learning through ICT is an interactive process for students at the first grade level and has a positive effect for the learning of circles, triangles, rectangles and squares using the background of RME theory. Also, the most important outcome of this study was that this teaching intervention seemed to be more effective for triangles and rectangles than for circles and squares.
Quality and innovation. Web-based code of good teaching practice BIBAFull-Text 89-96
  R. Igual; I. Plaza; F. Ibañez; C. Medrano; F. Arcega
Applying the concepts of "quality" and "innovation" in daily teaching is not an easy task. In this paper a Web tool to support the use of a code of good teaching practice based on quality and innovation is presented. The code has been applied during several years in Electrical, Electronic and Computer Engineering, but the platform could be used in other areas of Engineering. It could also been adapted for using in any Higher Education degree.
Playful Blended Digital Storytelling in 3D Immersive eLearning Environments: a Cost Effective Early Literacy Motivation Method BIBAFull-Text 97-101
  Stylianos Mystakidis; Niki Lambropoulos; Habib M. Fardoun; Daniyal M. Alghazzawi
This paper presents the pedagogical design, the technical development and initial findings of the educational program "From the Ancient to the Modern Tablets". Targeting at primary and secondary school students, this project aimed at creating immersive multimedia eLearning experiences about the book history as well as its future. The main aims for the students were to: motivate and promote the early literacy and extracurricular reading; establish cognitive links between writing, books and acquiring knowledge with technology; and possess the basic digital skills when using a tablet. The project experience consisted of a playful library tour, an interactive game-based digital storytelling activity with game elements followed by a collaborative creative hands-on activity as an open-door two-week institution-wide initiative called "Schools go to the University". The advanced technologies combined with engaging pedagogical methods enabled a cost effective yet rich learning experience. Utilizing the avatar psychology power, the visualization and simulation affordances of 3D immersive eLearning environments and the appeal of storytelling and game-based learning, the "gamified" blended narrative on the book evolution enabled learning as embedded and context-generated. The students were asked to help a digital agent, an avatar, on his quest in the 3D computer-generated virtual environments. With the help of this avatar, which was controlled by an LIC staff member, the children travelled back in time. The realistic environments allowed students to immerse themselves and experience aesthetics, architecture, clothing and the culture of the time as well as explore spaces, see samples and experiment with interactive objects related with the respective studied technological advancement or milestone. At the same time, appropriated soundtrack scores enhanced the atmospheric tension and feeling of immersion. These virtual environments were developed cost effectively in Second Life. In each step, students were encouraged to demonstrate their knowledge, understanding and critical thinking skills related to technological advancement through age-specific questions and quizzes grouped into large teams so as to actively participate in the game. In the second part, students worked in small groups of three to five pupils to discuss, decide and collaboratively create digital artefacts inspired by the book history. These groups used simple multimedia software in a modern tablet to produce impressive drawings. At the end of the program, the teachers evaluated their students' activities and performance by responding in an online questionnaire. The program proved out to be very popular among schools; the high engagement level created enthusiastic students' responses and learning behaviours that enhanced their perspectives on the book history.
A cross-media environment for teacher training BIBAFull-Text 102-105
  Stefano Bonometti
The aim of this paper is to reflect on the definition of a cross-media learning environment by analyzing two training approaches to the professional development of teachers. The first approach centers around curricular internships as training for future teachers, the second focuses on professional development for teachers in service. The aim of our analysis was to identify the factors that contribute to overcoming the 'real' vs. 'online' and 'theory' vs. "practice" gap, opting for an integrated cross-media learning environment.
A Comparative Analysis of Classification Algorithms for Students College Enrollment Approval Using Data Mining BIBAFull-Text 106-113
  Abdul Hamid M. Ragab; Amin Y. Noaman; Abdullah S. Al-Ghamdi; Ayman I. Madbouly
In big data universities, there may be several problems related to college admission and enrollment due to the increasing volume of students' data applying for higher education. So that there is a need to apply efficient data mining algorithms for better decision making for students' data classification. In this paper, nine classification algorithms are comparatively tested to find the optimum algorithm for students' dataset classification. The KAUODUS+ data base for the preparatory year students are used as an approval dataset for the experimental purposes. The Weka-knowledge analysis tool which is open source data mining workbench software is used for simulation of practical measurements. The classification technique that has the potential to significantly improve the performance is suggested for use in colleges' admission and enrollment applications. Impact of students GPA and their grades qualified materials with respect to their colleges' admission desire are visually analyzed. Results show that C4.5, PART and Random Forest algorithms give the highest performance and accuracy with lowest errors while IBK-E and IBK-M algorithms give high errors and low accuracy.