| An Eye-Tracking Analysis of Spatial Contiguity Effect in Educational Animations | | BIBAK | Full-Text | 3-13 | |
| Tugba Altan; Kursat Cagiltay | |||
| The purpose of this study is to examine spatial contiguity effect on
multimedia learning with an instructional animation using eye-tracking. The
research method was experimental method and the study was conducted with a user
group consisting of 12 participants (6 female and 6 male). The data collection
tools were a demographic survey, a prior knowledge test, a retention test and
an eye-tracker. The collected data were analyzed using descriptive statistics
and non-parametric statistics including Mann-Whitney U Test. According to the
results there were no statistically significant difference in terms of learning
outcomes, total fixation time on relevant texts and images, fixation count on
relevant texts and images, and mean fixation duration on relevant images
between spatial and non-spatial group according to the research results.
However, mean fixation duration on relevant texts was significantly higher for
spatial group than non-spatial group. According to mean ranks on all measures
of eye tracking data, there may be tendency that participants in spatial group
spent more time and attention on relevant text as non-spatial group spent more
time and attention on narration and relevant images. Keywords: Eye-tracking; Spatial contiguity effect; Educational animations; Multimedia | |||
| Audio Cues: Can Sound Be Worth a Hundred Words? | | BIBAK | Full-Text | 14-23 | |
| Jatin Bajaj; Akash Harlalka; Ankit Kumar; Ravi Mokashi Punekar; Keyur Sorathia; Om Deshmukh; Kuldeep Yadav | |||
| Multimedia content is increasingly being used in the context of e-learning.
In the absence of classroom-like active interventions by instructors,
multimedia-based learning leads to disengagement and shorter attention spans.
In this paper, we present a framework for using audio cues interspersed with
the content to improve student engagement and learning outcomes. The proposed
framework is based on insights from cognitive theory of multimedia learning,
modeling of working memory and successful use of audio in the film industry. On
a set of 20 freshmen engineering students, we demonstrate that the systematic
use of audio cues led to 37.6% relative improvement in learning outcome and 44%
relative improvement in long-term retention. Post-study interviews establish
that the associated students improved recall and engagement to the presence of
audio cues. Keywords: Cognitive theory of multimedia learning; Working memory; Audio cues;
E-learning performance; Student retention | |||
| Using Augmented Reality Technology in Assisting English Learning for Primary School Students | | BIBAK | Full-Text | 24-32 | |
| Salin Boonbrahm; Charlee Kaewrat; Poonpong Boonbrahm | |||
| Motivation is the most important part in childhood education. Many schools
have invested a lot in information technology with the hope that it will create
some motivation in learning but there is no significant proof that it worked.
Augmented Reality may be the answer, since it provides children to interact
with virtual object while still in the real world environment. In this
research, we have created 3 AR experiments to prove the concept that AR can
motivate children in learning English. These AR experiments will concentrate on
writing, reading and conversation. Different AR techniques were used for this
purpose i.e. marker-marker interaction and user-defined target. The results
agree with the prediction that children really enjoy and eager to learn more. Keywords: Augmented reality; Language learning | |||
| G-NETS -- Gesture-Based Nursing Educational Training Support System | | BIBAK | Full-Text | 33-42 | |
| Jen-Wei Chang; Chang-Fang Huang; Robert L. Good; Chun-Chia Lee | |||
| This study aimed to apply gesture-based cognition learning technology to
develop an educational training support system (G-NETS) for physical assessment
practicum. The processes of G-NETS system development can be divided into two
stages: user-centered design (UCD) development and system verification.
Eventually, the quantitative and qualitative analysis is conducted to evaluate
nursing students learning performance, attitude, cognitive load, and technology
acceptance. Results reveal that G-NETS can help the clinical nursing
instructors to access the learners' information easily, to monitor the
student's learning behavior in clinical courses, and to give them timely
support and feedbacks accordingly. That in turn can reduce the percentage of
mistakes and increase the quality of clinical practicum learning process. In
the future, this study can be applied to clinical education, the training of
new clinical nursing staff, other subjects of clinical practicum training,
which expand the beneficial results of practical training and clinical
teaching. Keywords: Gesture-based learning; Natural user interface (NUI); Clinical nursing
practicum; Cognitive task analysis; Clinical training-support system | |||
| Dual-Coding Strategy for the Chinese Characters Learners: Chinese PCS Editor | | BIBAK | Full-Text | 43-49 | |
| Chi Nung Chu | |||
| This paper aims at developing a Chinese PCS Editing Processor with Picture
Communication Symbols (PCS), Chinese Text-to-Speech Engine and recording engine
to improve Chinese characters learners and learning environment for the
children of elementary school. The design of Chinese PCS Editing Processor
could reduce the complexity of making PCS teaching materials and time for the
elementary school teachers and parents. This assistive technology design may
have a range of convenient and efficient functions to support the children
throughout learning process. Keywords: Computer assisted language learning; Picture communication symbols; Chinese
PCS editor; Dual coding theory | |||
| Exploring Student Interactions: Learning Analytics Tools for Student Tracking | | BIBAK | Full-Text | 50-61 | |
| Miguel Ángel Conde; Ángel Hérnandez-García; Francisco J. García-Peñalvo; María Luisa Séin-Echaluce | |||
| This paper presents four categories of learning analytics tools: dashboards,
ad hoc tools, tools for analysis of specific issues, and learning analytics
frameworks, and details the characteristics of a selection of tools within each
category: (1) Moodle Dashboard and Moodle default reporting tool; (2)
Interactions and Teamwork Assessment Tool; (3) SNAPP, GraphFES and Moodle
Engagement Analytics; and (4) VeLA and GISMO. The study investigates how these
tools can be applied to the analysis of courses by using real data from a
course that made intensive use of forums, wikis, web resources, videos, quizzes
and assignments. The discussion that follows points out how the different tools
complement each other, and suggests the implementation of basic dashboards in
learning platforms and the use of external frameworks for learning analytics. Keywords: Learning analytics; User interactions; Moodle; Student tracking | |||
| Assessments of User Centered Design Framework for M-learning Application Development | | BIBAK | Full-Text | 62-74 | |
| Amir Dirin; Marko Nieminen | |||
| This paper presents the evaluation criteria and process of the User Centered
Design (UCD) framework for m-learning application development. Based on the
proposed UCD framework we have designed and developed five mobile learning
applications for various sectors. The main aim of this paper is to argue how
the UCD framework as development methodology has been successful in developing
robust mobile learning applications. The UCD framework for m-learning
application assessments criteria is based on three evaluation processes. 1. The
acceptance of the application by target group (usability assessments) 2. The
user experience assessment of the target m-learning application based on
education components. 3. Qualitative research e.g. semi-structured interview
with developers, designers and the owner of the application. The analysis of
these assessments demonstrates varies aspect of the proposed UCD framework
functionalities and performance. Keywords: User Centered Design; Usability assessments; Mobile learning application | |||
| Design and Evaluation of a Learning Assistant System with Optical Head-Mounted Display (OHMD) | | BIBAK | Full-Text | 75-86 | |
| Xiao Du; Ali Arya | |||
| Rapid increase in the use of wearable technologies, especially Optical
Head-Mounted Display (OHMD) devices (e.g. Google Glass), suggests potentials
for education and requires more scientific studies investigating such
potentials. The issue of information access and delivery in classrooms can be
of interest where multiple screens and objects of attention exist and can cause
distraction, lack of focus and reduced efficiency. This study explores the
usability of a single OHMD device, as an alternative to individual and big
projection screens in a classroom situation. We developed OHMD-based prototypes
that allowed presentation and practice of lesson material through three
displays and two control options. We conducted user studies to compare various
feasible combinations of display/control mechanism using a series of evaluation
criteria, including enjoyment, ability to focus, motivation, perceived
efficiency, physical comfort, understandability, and relaxation. Our results
suggest that improved OHMD technology will have the potential ability to be
effective in classroom learning. Keywords: Optical head-mounted display; See-through project glass; Enhanced classroom
education; User experiment | |||
| Prediction of Learner Native Language by Writing Error Pattern | | BIBAK | Full-Text | 87-96 | |
| Brendan Flanagan; Chengjiu Yin; Takahiko Suzuki; Sachio Hirokawa | |||
| The native language of a foreign language learner can have an effect on the
errors they make because of similarities or differences between the two
languages. In order to provide effective error prediction and correction for
non-native English language learners it is important to identify their specific
characteristic error patterns that are influenced by their native language. In
this paper, we examine analyzing error detection scores to predict the native
language of an English language learner. 15 categories of error detection
scores are combined to create an error prediction score vector representation
of each sentence. The native language is predicted by training an SVM
classifier with the error vectors. The results are compared to an SVM
classifier trained with just word representations of the learner writing
sentences. Keywords: Native language prediction; Writing errors; SVM classifier | |||
| An Exploration of Mobile Collaborative Writing Interface Design | | BIBAK | Full-Text | 97-105 | |
| Menghui Li; Young Mi Choi | |||
| The Open Academic Environment (OAE) is a new platform that aims to support
academic collaboration and academic networking. It allows students, researchers
and faculty to create knowledge, collaborate and connect with the world.
Since authoring plays an essential part in academic activity, one of the most powerful tools OAE provides is the collaborative authoring. It enables students and faculty to create, share and collaboratively work on cloud based documents. The features provided include coworker managing, real-time collaborative text documentation, basic format editing and commenting. The current OAE system is web based and it enables mobile accessibility through responsive web design. More and more students and research work with mobile devices these days. However the current mobile interface of for collaborative interfaces such as OAE has much room for improvement. The interface has not been optimized for mobile device usability and loses some of the essential features in both text editing and collaborative support when accessed through a mobile device. Even basic documentation may require the use of many different editing features. Collaboration support requires the availability of features that enable tracking of others' activity and that support communication. However mobile interface design for complex tasks has always been tricky work. The smaller screen and limited input methods of the mobile device make it difficult to fit in as many features as in desktop software or a full website. Therefore, it is important to identify user needs and understand user activities so that a designer can prioritize needed features and optimize their arrangements. Better support for mobile devices will enable participation in academic collaboration whenever and wherever a person might be. This paper presents research on user needs and user activities in mobile collaborative systems, and efforts to design an alternative interface for OAE system. Keywords: Mobile; Collaborative editing; Interface design | |||
| A Tablet-Based Lego Mindstorms Programming Environment for Children | | BIBAK | Full-Text | 106-114 | |
| Stephanie Ludi | |||
| Tablets, such as the iPad and Kindle, provide a portable platform for
children of all ages to explore various content through apps and interactive
books. The use of gestures provides a means of interaction that is intuitive to
children as a means of navigating apps or activating media-based content. The
tablet as a programming platform is unique in that the gesture-based skills
used in other apps are extrapolated and applied to computational thinking
skills and interaction with a robot, which maneuvers based on the child's
creation. This paper describes the workflow and user interface design to
facilitate Lego Mindstorms NXT programming by children. Keywords: Children; Mobile; Programming; User interface; Programming | |||
| Voice-Based Computer Mediated Communication for Individual Practice to Increase Speaking Proficiency: Construction and Pilot Study | | BIBAK | Full-Text | 115-123 | |
| Yuichi Ono; Akio Onishi; Manabu Ishihara; Mitsuo Yamashiro | |||
| This paper examines the effects of an asynchronous blog system on speaking
proficiency for EFL learners in Japan. The novelty of the system is its
incorporation of Web Speech API, which leads to higher performance compared
with the use of web applications for classroom purposes. On the basis of a
questionnaire survey conducted as pilot research, we demonstrate that the
system has potential to improve speaking proficiency and increases the
motivation of less motivated learners. Keywords: Computer-Mediated Communication (CMC); Voice blog; Speech recognition;
Speaking accuracy | |||
| Supporting the Development of Computational Thinking: A Robotic Platform Controlled by Smartphone | | BIBAK | Full-Text | 124-135 | |
| Henrique Reinaldo Sarmento; Cibele A. S. Reis; Vinicius Zaramella; Leonelo D. A. Almeida; Cesar A. Tacla | |||
| The difficulty of students in learning logic and programming languages leads
the research of technological solutions to assist in the teaching-learning
process. Among these solutions, two common approaches are robotics and
graphical-based programming languages. Researches indicate that these tools can
aid learners to think systematically and develop computational thinking.
Therefore, this work proposes the Coffee Platform, which is composed by a
Web-based block programming environment and a smartphone as a robot controller
unit. This platform can be expanded to work with various mobile devices and
robotic kits. The Coffee Platform was applied in a classroom with the aim of
assessing the tool and its effects over students' motivation. Results indicate
that the proposed solution can serve as a stimulus for students and assist in
understanding programming concepts. Keywords: Teaching tool; Mobile robotics; Visual programming; Computational thinking | |||
| The Use of Augmented Reality Interfaces for On-site Crisis Preparedness | | BIBAK | Full-Text | 136-147 | |
| Monica Sebillo; Genoveffa Tortora; Giuliana Vitiello; Luca Paolino; Athula Ginige | |||
| The importance of an appropriate training is widely recognized in the domain
of emergency management. The goal of an efficient and effective humanitarian
emergency response can be better pursued, if responders are appropriately
prepared to address health, security and managerial concerns. In this paper we
propose the adoption of augmented reality mobile interfaces to enhance the
training efficacy for on-site crisis preparedness activities. The system we
propose originated from the idea to allow trainees to exploit AR interaction
and become quickly familiar with the mobile technology adopted today in
emergency response activities. Keywords: Emergency management; Mobile interfaces; AR-based training applications;
Information sharing; Situation awareness | |||
| Design and Implementation of Novel Word Learning System "Überall" | | BIBAK | Full-Text | 148-159 | |
| Reina Shimizu; Katsuhiko Ogawa | |||
| Previous research has found that in many cases, paper-based materials are
better tools than digital-based products for learning and memorizing words.
However, the advantage of digital media is that functions can be easily added.
In this paper, we demonstrate a new digital system for memorizing words that is
connected to the real world for each word. The use of this system is based on
taking photos in daily life. The system detects the squares in the photo taken,
and the square becomes the space for a word. We present a design and an
evaluation using a mock-up of the system. Keywords: Memory; Learning words; Photo; Smartphone | |||
| Design Solutions for Interactive Multi-video Multimedia Learning Objects | | BIBAK | Full-Text | 160-171 | |
| Caio C. Viel; Kamila R. H. Rodrigues; Cesar A. C. Teixeira; Maria G. C. Pimentel | |||
| The increasing popularity of distance education courses, including Massive
Open Online Courses (MOOCs), creates a demand for the production of quality
video-based educational material. In order to reduce the costs involved in the
production of video lectures, several researchers have investigated
alternatives for capture and access systems which automatically capture lecture
contents to generate corresponding video lectures. We also developed a system
for this purpose; however our system generates Interactive Multimedia Learning
Objects (iMLO) instead of a traditional (linear) video lecture. The iMLO's
features and its interface are important issues for the development of the
capture and access system. Interface aspects, such as which are proper ways to
present content for users and which navigation facilities are more useful, are
distinctive requirements and may impact the user experience. In this paper we
present a novel design for the iMLOs which results from an evolution process
supported by feedbacks from the main stakeholders: students and lecturers. The
feedbacks have been acquired by analyzing the interaction of students with the
iMLOs in real scenarios. Based on these feedbacks, we have identified several
design implications. We present the proposed interfaces and proof-of-concepts
implementations and report lessons learned during the development of the final
design solution, which can guide other designers in the conception of new
iMLOs. The whole process is documented by means of Design Rationale. Keywords: Multimedia learning object; Design solution; Design rationale; Capture and
access | |||
| Automatic Pronunciation Error Detection and Feedback Generation for CALL Applications | | BIBAK | Full-Text | 175-186 | |
| Renlong Ai | |||
| This paper describes a new method of automatic error detection in Computer
Assisted Language Learning (CAPT) system. The method combines linguistic
knowledge and modern speech technology. Our HMM classifier trained from
annotations of linguists is not only capable of classifying correct and wrong
phonemes, but also can tell how wrong an error phoneme is pronounced. Phone
errors in L2's speech, like phoneme substitution or distortion are detected
with high accuracy, and at the same time, corrective feedback with multimedia
support, which demonstrates how exactly error phonemes should be pronounced, is
also generated. Keywords: L2 pronunciation errors; Automatic error detection; Feedback | |||
| Feedback in Computer-Based Concept Mapping Tools: A Short Review | | BIBA | Full-Text | 187-198 | |
| Francisco J. Álvarez-Montero; Héctor Jacobo-García; Eneyda Rocha-Ruiz | |||
| Feedback is a core aspect of all the known psychological perspectives about cognition and learning and it has been an important aspect in machine-mediated education since the days of Sydney Pressey's teaching machines. This article reviews four computer-based concept mapping tools, that claim to provide feedback to the learners, w.r.t three research questions: (a) what type of feedback does the software use?; (b) does the feedback provided adheres to a specific model found in the literature and if so which one?; (c) are there any controlled experiments or in-class studies that give account of the efficiency of the feedback provided by the software? | |||
| Model for Detecting Student Difficulties in Solving Formative Assessments | | BIBAK | Full-Text | 199-207 | |
| Camilo Castillo; Néstor D. Duque; Andrés Salazar; Valentina Tabares; Demetrio Ovalle | |||
| From a previous review of state of art regarding to formative e-assessment
is determined that researches are mainly addressed to learning environments and
intended learning outcomes. Formative type takes advantage of both, peer review
and teacher feedback. Teacher feedback when students are solving the assigned
tasks has not been sufficiently explored because research has focused in
contexts based on asynchronous learning technologies. Thus, in this paper is
proposed a model aimed to enhance teacher feedback by means of synchronous
detection of student difficulties during evaluation execution. The research
experiment -- composed by the model implementation and an evaluation
questionnaire design -- is focused on proving model capability for detecting
difficulties. According to attained results is concluded that this model is
able to detect early students difficulties when formative assessment is
executed. The future work will be mainly addressed to propose a research for
determining if the model can complement formative e-assessment environments. Keywords: Learning technologies; Computer-assisted assessment; Formative e-assessment;
Student difficulties detection; Evaluation execution; Time-assessment feedback | |||
| Enhancing the Learner's Performance Analysis Using SMEUS Semantic E-learning System and Business Intelligence Technologies | | BIBAK | Full-Text | 208-217 | |
| Fisnik Dalipi; Sule Yildirim Yayilgan; Zenun Kastrati | |||
| Ontologies represent an efficient way of semantic web application on
e-learning and offer great opportunity by bringing great advantages to
e-learning systems. Nevertheless, despite the many advantages that we get from
using ontologies, in terms of structuring the data, there are still many
unresolved problems related to the difficulties about getting proper
information about a learner's behavior. Consequently, there is a need of
developing tools that enable analysis of the learner's interaction with the
e-learning environment. In this paper, we propose a framework for the
application of Business Intelligence (BI) and OLAP technologies in SMEUS
e-learning environment. Hence, on one hand, the proposed framework will enable
and support the decision-making by answering some questions related to
learner's performance, and on the other hand, will present a case study model
for implementing these technologies into a semantic e-learning environment. Keywords: E-learning; SMEUS; Ontology; OLAP; Data analysis | |||
| Creation of Meaningful-Learning and Continuous Evaluation Education System | | BIBAK | Full-Text | 218-226 | |
| Habib M. Fardoun; Abdullah Albarakati; Antonio Paules Ciprés | |||
| This paper is based on the principal bases defined in the theory of
communication of McLuhan and the principles of David Ausubel. We want to
propose a system that allows teachers to perform a methodology based on
meaningful learning and a continuous evaluation system. We take McLuhan's
theory of communication as a process of creating curricular programs and turn
the theory of knowledge into one based on meaningful learning. Therefore we
perform a methodology to be explored by students, and teachers could develop
their work through exploration within the teaching-learning process. Keywords: Educative systems; Cloud computing; Web Services; Systems architecture;
Students curriculum; Educative curricula | |||
| A Computational Model to Determine Desirability of Events Based on Personality for Performance Motivational Orientation Learners | | BIBAK | Full-Text | 227-237 | |
| Somayeh Fatahi; Hadi Moradi; Ali Nouri Zonoz | |||
| One of the most important discussions in artificial intelligence is the
modeling of human behaviors in virtual environments. The factors such as
personality, emotion, and mood are important to model human behaviors. In this
paper, we propose a computational model to calculate a user's desirability as
one of the most important factors which in determining the user's emotions. The
main purpose of this research is to find a relationship between personality and
emotion in virtual learning environments. The model has been evaluated in a
simulated virtual learning environment and the results show that the proposed
model formulates the relationship between personality and emotions with high
precision. Keywords: Personality; Emotion; User's status; Desirability | |||
| Recommendation Engine for an Online Drill System | | BIBAK | Full-Text | 238-248 | |
| Toshikazu Iitaka | |||
| This paper presents a recommendation engine I have developed for an online
drill system. The engine provides suitable quizzes for users, helping users
learn effectively. The paper describes the features and effects of the
recommendation engine. Keywords: E-learning; Recommendation engine; Online drill system | |||
| Usability of Educational Technology APIs: Findings and Guidelines | | BIBAK | Full-Text | 249-260 | |
| Evangelos Kapros; Neil Peirce | |||
| This paper describes a project that reviewed the usability of existing
Educational Technology Application Programming Interfaces (EdTech APIs). The
focus was on web-based APIs and the portals through which these are offered to
developers. After analysing the state of art with regard to existing EdTech
APIs and after conducting a literature review on API usability, a survey was
circulated among developers and CTOs of EdTech organisations. The results of
the aforementioned three steps were triangulated and resulted in usability
guidelines for EdTech APIs. The contribution of this project is twofold:
firstly, the production of a concrete set of EdTech API usability guidelines
and, secondly, their implementation in a proof-of-concept a portal for two
different EdTech offerings. Keywords: Usability; API; Programming | |||
| Ontological Design to Support Cognitive Plasticity for Creative Immersive Experience in Computer Aided Learning | | BIBAK | Full-Text | 261-270 | |
| Niki Lambropoulos; Iosif Mporas; Habib M. Fardoun; Iyad Katib | |||
| This paper discusses Ontological Design (OD) to support creative and
insightful thinking in the increasingly customised modern world, specialised
for augmented reality interfaces. The motivation was built upon IBM's
suggestion that capitalising complexity enables creativity, and the latter is
the single most important leadership competency to deal with the increasing
world complexity. Thus, OD simplifies the customisation processes and reduces
anxiety when comes to challenging digital literacy for computer aided learning
(CAL) skills. In a mixed reality modern world learners need to constantly adapt
to changes into information, knowledge, signification and meaning, skills and
competencies. This requires or enables cognitive plasticity bringing back the
initial educational target, learning to learn. OI is based on the mediated ways
the tools are used to enhance our senses and mind and the interaction as well
as the influence our world view. Keywords: HCI; Ontological design; Immersive experience; Creativity; Computer aided
learning; Cognitive plasticity | |||
| The Potential Use of the Flexilevel Test in Providing Personalised Mobile E-Assessments | | BIBAK | Full-Text | 271-278 | |
| Andrew Pyper; Mariana Lilley; Paul Wernick; Amanda Jefferies | |||
| Sixteen students took a test that included a Flexilevel stage and a standard
Computer Based Test (CBT) stage. The results were analysed using a Spearman's
Rank Order correlation and showed a significant positive correlation (rs=0.58,
p<=0.05). This was taken to provide support for the notion that it is
possible to provide shorter Flexilevel objective tests that are as efficacious
as CBTs. Implications that this finding may have for the use of the Flexilevel
Test in mobile learning contexts is discussed. Keywords: Flexilevel; E-assessment; Mobile assessment; Computerised adaptive testing;
Mobile and/or ubiquitous learning; Personalization; Technology enhanced
learning | |||
| Supporting Golf Coaching and Swing Instruction with Computer-Based Training Systems | | BIBAK | Full-Text | 279-290 | |
| Maria Riveiro; Anders Dahlbom; Rikard König; Ulf Johansson; Peter Brattberg | |||
| Golf is a popular sport around the world. Since an accomplished golf swing
is essential for succeeding in this sport, golf players spend a considerable
amount of time perfecting their swing. In order to guide the design of future
computer-based training systems that support swing instruction, this paper
analyzes the data gathered during interviews with golf instructors and
participant observations of actual swing coaching sessions. Based on our field
work, we describe the characteristics of a proficient swing, how the
instructional sessions are normally carried out and the challenges professional
instructors face. Taking into account these challenges, we outline which
desirable capabilities future computer-based training systems for professional
golf instructors should have. Keywords: Golf; Swing instruction; Computer-based training systems | |||
| A Student-Centered Hybrid Recommender System to Provide Relevant Learning Objects from Repositories | | BIBAK | Full-Text | 291-300 | |
| Paula A. Rodríguez; Demetrio A. Ovalle; Néstor D. Duque | |||
| Educational Recommender Systems aim to provide students with search relevant
results adapted to their needs or preferences and delivering those educational
contents such as Learning Objects (LOs) that could be closer than expected. LOs
can be defined as a digital entity involving educational design
characteristics. Each LO can be used, reused, or referenced during
computer-supported learning processes, aiming at generating knowledge, skills,
attitudes, and competences based on the student profile. The aim of this paper
is to present a student-centered LO recommender system based on a hybrid
recommendation technique that combines three following approaches:
content-based, collaborative and knowledge-based. In addition, those LOs
adapted to the student profile are retrieved from LO repositories using the
stored descriptive metadata of these objects. A testing phase with a case study
is performed in order to validate the proposed hybrid recommender system that
demonstrates the effectiveness of using this kind of approaches in virtual
learning environments. Keywords: Student-centered hybrid recommender systems; Learning objects; Metadata;
Repositories | |||
| Adaptive and Personalized Educational Ubiquitous Multi-Agent System Using Context-Awareness Services and Mobile Devices | | BIBAK | Full-Text | 301-312 | |
| Oscar M. Salazar; Demetrio A. Ovalle; Néstor D. Duque | |||
| In the last decade, some useful contributions have occurred to e-learning
system development such as adaptation, ubiquity, personalization, as well as
context-awareness services. The aim of this paper is to present the advantages
brought by the integration of ubiquitous computing along with distributed
artificial intelligence techniques in order to build an adaptive and
personalized context-aware learning system by using mobile devices. Based on
this model we propose a multi-agent context-aware u-learning system that offers
several functionalities such as context-aware learning planning, personalized
course evaluation, selection of learning objects according to student profile,
search of learning objects in repository federations, search of thematic
learning assistants, and access of current context-aware collaborative learning
activities involved. In addition, several context-awareness services are
incorporated within the adaptive e-learning system that can be used from mobile
devices. In order to validate the model a prototype was built and tested
through a case study. Results obtained demonstrate the effectiveness of using
this kind of approaches in virtual learning environments which constitutes an
attempt to improve learning processes. Keywords: Ubiquitous MAS; Adaptive and personalized virtual courses; Context-awareness
services; Mobile devices | |||
| Math and Motion: A (Coursera) MOOC to Rethink Math Assessment | | BIBAK | Full-Text | 313-324 | |
| Patricia Salinas; Eliud Quintero; Xavier Sánchez | |||
| The Massive Open Online Course (MOOC) "Math and Motion" presents a different
way for the interaction with Mathematical knowledge. In this course, digital
technologies are integrated during the process of Mathematical teaching. These
technologies are mixed with Mathematical contents to create a didactic
scenario. In this scenario, numeric, algebraic and graphical representations
are incorporated to the real-life context of linear motion. This scenario
offers learning with a real meaning for the Mathematics knowledge. Assessment
in this new way of interaction with Mathematics considers new challenges
besides its online feature. In Math and Motion, lectures are available in
weekly videos, and each week includes an assessment of multiple responses items
executed in platform COURSERA. In this paper we describe the didactic design of
Math and Motion MOOC and its assessment, as well as the findings during its
first delivery in fall semester 2013. Keywords: MOOC; Online assessment calculus; Online learning calculus | |||
| A Notification and Recommender Mobile App for Educational Online Discussion: A Design Research Approach | | BIBAK | Full-Text | 325-336 | |
| Kittisak Sirisaengtaksin; Lorne Olfman; Nimer Alrushiedat | |||
| This research presents an information system design theory (ISDT) to
integrate a notification and recommendation system (NARS) into online
discussion forums on mobile devices. The artifact is designed with respect to
awareness and information overload as kernel theories. Furthermore, the design
includes an intuitive way to improve the accuracy of short-text clustering used
to extract semantic topics from posts. The paper describes a prototype of the
design artifact, experiments to evaluate the proposed short-text clustering
method, and a survey to evaluate the quality of the artifact prototype. Keywords: Online discussion; Design research; Mobile; Notification; Recommender | |||
| Generating Quizzes for History Learning Based on Wikipedia Articles | | BIBAK | Full-Text | 337-346 | |
| Yoshihiro Tamura; Yutaka Takase; Yuki Hayashi; Yukiko I. Nakano | |||
| In intelligent tutoring systems (ITS), creating large amounts of educational
content requires a large-scale and multi-domain knowledge base. However, most
knowledge bases for ITSs are still manually developed. Aiming at reducing the
cost of developing educational contents, this study proposes a method to
generate multiple-choice history quizzes using Wikipedia articles. We also
propose a method for assigning an importance measure to each relevant article
based on hierarchical categories and the number of incoming links to the
article. This is indispensable in generating quizzes that test basic knowledge
of history. Finally, the results of evaluating these methods show that the
proposed methods are useful in automatically creating quizzes for history
exercise. Keywords: ITS; Quiz generation; Wikipedia; History education | |||
| Construction of Educative Micro-Worlds to Build Students' Creativity in Terms of Their Own Self-Learning | | BIBAK | Full-Text | 349-360 | |
| Habib M. Fardoun; Abdullah AL-Malaise AL-Ghamdi; Antonio Paules Ciprés | |||
| In this paper, based on Seymour Papert's learning theory, logo creator, we
create a theory based on the knowledge of learning objects, which allows
teachers and students a dynamic development of content and allows continuous
assessment of the student. In this way, we use the cloud system and educational
systems, which enables the development of learning objects as independent and
modifiable elements from any location and makes it easy to integrate with other
systems. Keywords: Educative systems; Cloud computing; Web services; Systems architecture;
Student curriculum; Educative curricula | |||
| The Effect of Metaphoric Gestures on Schematic Understanding of Instruction Performed by a Pedagogical Conversational Agent | | BIBAK | Full-Text | 361-371 | |
| Dai Hasegawa; Shinichi Shirakawa; Naoya Shioiri; Toshiki Hanawa; Hiroshi Sakuta; Kouzou Ohara | |||
| In this paper, we examine the impact of metaphoric gestures performed by
Pedagogical Conversational Agent (PCA) on learners' memorization of technical
terms, understanding of relationships between abstract concepts, learning
experience, and perception of the PCA. The study employed a one-factor
three-level between-participants design where we manipulated gesture factor
(speech-gesture match vs. speech-gesture mismatch vs. no-gesture). The data of
97 students were acquired in on-line learning environment. As the results,
while there was no effect found on memorization of technical terms, we found
that students showed accurate schematic understanding of the relationship
between abstract concepts when the PCA used metaphoric gestures matched to
speech content than when used gestures mismatched, and no gesture. Contrary to
the result, we also found that students judged the PCA useful, helpful, and
felt the PCA looked like a teacher when performed mismatched gestures to speech
content than when performed matched gesture. Keywords: Pedagogical agent; Metaphoric gesture; Understanding; Reliability | |||
| Designing Pedagogical Agents to Evoke Emotional States in Online Tutoring Investigating the Influence of Animated Characters | | BIBAK | Full-Text | 372-383 | |
| Yugo Hayashi; Daniel Moritz Marutschke | |||
| The affective or emotional state of the learner is known to motivate
learning, and this study specifically investigated the role of pedagogical
agents with animated characteristics in an online tutoring task. Previous
studies indicated that sensitivity to emotion typically varies depending on the
gender of the learner and the gender of the teacher; therefore, we investigated
how each type of emotion is influenced by the gender of the characters. We
conducted three experiments with a total of 414 Japanese students. We found
that both male and female learners felt more positive toward animated
characters of the same gender, and the effects became stronger with childlike
characteristics, such as big eyes. We conclude that deformed characters could
be incorporated into designs of web-based tutoring systems for more effective
teaching. Keywords: Web-based tutoring; Embodied agents; Affective learning; Gender | |||
| Contextualization of Archaeological Findings Using Virtual Worlds. Issues on Design and Implementation of a Multiuser Enabled Virtual Museum | | BIBAK | Full-Text | 384-393 | |
| Luis Antonio Hernández Ibáñez; Viviana Barneche Naya | |||
| This paper describes the use of Virtual Worlds technology to implement a
virtual museum for an interpretation center on the theme of the use of mosaics
in ancient Roman villas. In order to foster the comprehension of the meaning of
these archaeological remains, incomplete mosaics were completed digitally and
placed in virtual rooms to recreate the atmosphere. A musealization of the
virtual domus was then carried out. The environment was developed on an OpenSim
based virtual world, which was prepared to hold groups of avatars characterized
as Roman males and females, children and adults. Text chat and sound enable
every visitor to share opinions with other remote users, and to perform guided
tours. The system also permits to give lectures to remote audiences utilizing
telepresence. Keywords: Virtual worlds; E-learning; Virtual museums; Virtual archaeology; Roman
mosaic | |||
| Enhancing the Learning Success of Engineering Students by Virtual Experiments | | BIBAK | Full-Text | 394-405 | |
| Max Hoffmann; Lana Plumanns; Laura Lenz; Katharina Schuster; Tobias Meisen; Sabina Jeschke | |||
| In a world that is characterized by highly specialized industry sectors, the
demand for well-educated engineers increases significantly. Thus, the education
of engineering students has become a major field of interest for universities.
However, not every university is able to provide the required number of
industry demonstrators to impart the needed practical knowledge to students.
Our aim is to fill this gap by establishing Remote Labs. These laboratory
experiments are performed in Virtual Reality environments which represent real
laboratories accessible from different places. Following the implementation of
such Remote Labs described within our past publications the aim of this
contribution is to examine and evaluate possibilities of controlling Remote
Labs from arbitrary locations. These control mechanisms are based on the
virtualization of two concurrently working six-axis robots in combination with
a game pad remote controller. The evaluation of the virtual demonstrator is
carried out in terms of a study that is based on practical tests and
questionnaires to measure the learning success. Keywords: Virtual reality; Remote laboratories; Game-based learning; Experiential
learning; Virtual theatre; Immersion | |||
| The Learning Effect of Augmented Reality Training in a Computer-Based Simulation Environment | | BIBAK | Full-Text | 406-414 | |
| Jung Hyup Kim; Tiffany Chan; Wei Du | |||
| The purpose of this study was to investigate the learning effect of
Augmented Reality (AR) in a computer-based simulation environment for training
an operator to interact with a radar screen. The research team developed the AR
training system for Anti-Air Warfare Coordinator (AAWC) and the training
textbook for the same task. By using these, we compared the performance between
a group trained by the AR method and another group trained by the textbook
method. 24 undergraduate students in the Junior and Senior levels joined in
this experiment. The experiment consisted of two sessions: training session and
practice session. During the training session, 12 of the students completed the
training lesson by using the AR training (Group A), and the other 12 students
completed the training lesson using the AAWC training textbook. To evaluate the
performance of AAWC task, we used Situational Awareness Global Assessment
Technique (SAGAT). The ANOVA results indicate there was a significant
performance difference between Group A and Group B, F (1,12)=12.29,p<0.01.
Participants who were instructed by the AR training showed higher situation
awareness compared to others. It supports the training, which is designed based
on AR contents, can provide a positive learning effect in computer-based
training simulation. Keywords: Augmented reality; Human-in-the-loop simulation; Situation awareness | |||
| Virtual Music Teacher for New Music Learners with Optical Music Recognition | | BIBAK | Full-Text | 415-426 | |
| Viet-Khoi Pham; Hai-Dang Nguyen; Minh-Triet Tran | |||
| Learn to read and understand a music sheet, then play it on a musical
instrument are difficult tasks to most beginner music learners. This motivates
the authors to propose Virtual Music Teacher, a system to assist beginner music
learners in their learning process. By applying our proposed lightweight
Optical Music Recognition algorithm to scan and recognize a music sheet, then
combine with sound classifying technique, the proposed system can learn what
note to be played next, then help a music learner to play it correctly. The
experimental results on the dataset consisting of 15 musical scores for
beginners show that the proposed system can classify with precision up to 99.9%
using multiple SVM classifiers approach, whereas the sound classifying
technique using Fast Fourier Transform can classify note's pitch recorded from
a piano with precision up to 95.71%. The system is implemented as an
application on mobile devices and can be used to assist a music learner to play
not only piano but other musical instruments as well. Keywords: Optical music recognition; Note's pitch recognition; Virtual music teacher | |||
| The Visual Design and Implementation of an Embodied Conversational Agent in a Shared Decision-Making Context (eCoach) | | BIBAK | Full-Text | 427-437 | |
| Scott Robertson; Rob Solomon; Mark Riedl; Theresa Wicklin Gillespie; Toni Chociemski; Viraj Master; Arun Mohan | |||
| This paper outlines the design process and challenges of creating a
character for our implementation of an embodied conversational agent (ECA),
specifically integrating diverse views from focus groups consisting of
individuals representing different levels of socio-economic status and health
literacy. Initial focus groups consisting of members from both higher and lower
socio-economic status and health literacy found the stylized ECA to be
unappealing. Later focus groups conducted after completion of the educational
intervention better accepted the ECA, reporting it to be acceptable. Keywords: Computer supported collaborative learning; Design and evaluation of
collaboration technology; Interdisciplinary studies on collaboration technology
and learning; Methodologies for the study of computer supported collaborative
learning and/or technology-enhanced learning | |||
| CyberPLAYce, A Cyber-Physical-Spatial Storytelling Tool: Results from an Empirical Study with 8-10-Year-Old Storytellers | | BIBAK | Full-Text | 438-446 | |
| Arash Soleimani; Keith Evan Green; Danielle C. Herro; Ian D. Walker; Christina Gardner-McCune | |||
| The product of a multidisciplinary and iterative process, CyberPLAYce is an
interactive, portable learning tool for children enhancing personal and
computational expression, and particularly, playful storytelling. CyberPLAYce
finds inspiration in the concept of embodied child-computer interaction, where
meaning is constructed through spatially reconfiguring the physical
environment. This paper briefly outlines the motivations for CyberPLAYce, and
focuses on an iterative design, mixed-methodology and usability studies
involving 8-10-year-old storytellers. The kinds of digital-physical-spatial
activity afforded by CyberPLAYce promise to scaffold thinking, imagining,
creating, and sharing in children. Lessons learned from this
research-through-design case will aid members of the HCI International
community as they design and test tools for our youngest learners. Keywords: Computer support tools; Play; Childhood education; Storytelling; Interactive
environments; Architecture; Usability evaluation; User-Centered design;
Tangible computing; Prototyping | |||
| What Do My Colleagues Know? Dealing with Cognitive Complexity in Organizations Through Visualizations | | BIBAK | Full-Text | 449-459 | |
| André Calero Valdez; Simon Bruns; Christoph Greven; Ulrik Schroeder; Martina Ziefle | |||
| In order to cope with the growth of information complexity, organizations
have started to implement various forms of knowledge management applications.
Approaches range from file-, data-, information-centric software to information
retrieval, search engines, and decision support systems. Thereby, the data
presentation plays often a crucial part in making knowledge available in
organizational settings. We examine two visualizations and investigate their
capabilities to support organizational knowledge and their usability. One is a
document-keyword centric graph-based visualization, while the other is
person-institute centric. Both were evaluated positively in supporting
improvement of organizational knowledge. Keywords: Social portals; Knowledge discovery; Recommender systems; Visualization;
User-study; Trust | |||
| From Formal to Informal 3D Learning. Assessment of Users in the Education | | BIBAK | Full-Text | 460-469 | |
| David Fonseca; Ernest Redondo; Francesc Valls; Oswaldo Daviel Gutiérrez | |||
| This work is focused on the design of an educational experience involving
the implementation of virtual and augmented 3D information in the architectural
and urban design processes. This process has two distinct educational parts:
the first within a formal framework (regulated course where the student gets a
qualification within their studies), and the second in an informal environment
with the end-users feedback. The responses of the end-users are obtained using
3D visualization with mobile devices and in situ assessment using QR codes
(Quick-Response) of the proposals. This social interaction contributes
indirectly and unconsciously in a crucial training of students, validating
environments and real situation proposals and providing them with experiences
and professional skills. Keywords: 3D learning; E-Learning; Formal and informal learning; Urban planning;
Educational research | |||
| Evolution of the Conversation and Knowledge Acquisition in Social Networks Related to a MOOC Course | | BIBAK | Full-Text | 470-481 | |
| Francisco J. García-Peñalvo; Juan Cruz-Benito; Oriol Borrás-Gené; Ángel Fidalgo Blanco | |||
| This paper presents a real case of tracking conversations and participation
in social networks like Twitter and Google+ from students enrolled in a MOOC
course. This real case presented is related to a MOOC course developed between
January 12 and February 8, 2015, in the iMOOC platform, created as result of
the collaboration by Technical University of Madrid, University of Za-ragoza
and University of Salamanca. The course had more than 400 students and more
than 700 interactions (publications, replies, likes, reshares, etc.) retrieved
from the social both social networks (about 200 interactions in Twitter and 500
in Google+). This tracking process of students' conversations and students'
participation in the social networks allows the MOOC managers and teachers to
understand the students' knowledge sharing and knowledge acquisition within the
social networks, allowing them to unlock the possibility of use this knowledge
in order to enhance the MOOC contents and results, or even close the loop
between the students' participation in a MOOC course and the parallel students'
usage of social networks to learn, by the combination of both tools using
adaptive layers (and other layers like the cooperation or gamification like in
the iMOOC platform) in the eLearning platforms, that could lead the students to
achieve better results in the Learning process. Keywords: MOOCs; iMOOC; Conversation; Knowledge acquisition; Social networks; Informal
learning; Twitter; Google+ | |||
| CATALYST: Technology-Assisted Collaborative and Experiential Learning for School Students | | BIBAK | Full-Text | 482-491 | |
| Vikas Goel; Utkarsh Mishra; Soumya Tiwari; Ravi Mokashi Punekar; Keyur Sorathia; Kuldeep Yadav; Om Deshmukh | |||
| Advent of technology in the education domain has led to the emergence of new
pedagogical models. However, there is very little study on the relevance of
these models in developing regions. In this paper, we present a
technology-enabled learning framework called CATALYST, which caters to
technology-lean classroom environments particularly in developing regions such
as India. The CATALYST framework combines concepts from experiential learning,
collaborative and cooperative learning in education. The CATALYST framework is
compared with the traditional classroom teaching in the context of teaching a
10th grade science concept of the Doppler Effect. Our user study on a set of 30
students demonstrates that CATALYST is more effective in improving students'
understanding while generating higher student engagement as compared to the
traditional approach. Additionally, the unique design of group activities in
CATALYST leads to higher interaction among low and high performers as well as
across the genders. Keywords: Technology-lean environment; Experiential learning; Peer learning; Doppler
Effect; Technology Enabled Learning (TEL) | |||
| A Study to Activate Communication by Using SNS on Mobile Phone | | BIBAK | Full-Text | 492-502 | |
| Yuko Hiramatsu; Atsushi Ito; Koutaro Inagaki; Fumie Shimada; Fumihiro Sato | |||
| Living in the ICT society, not only adults but also children use ICT
instruments. However, children usually cannot recognize what happens beyond the
screen of ICT devices indeed. It is effective for such children to learn well
designed concrete tasks in the classroom step by step. Using our original SNS
that designed as closed system in a school, children can share information on
the SNS and check classmates' screen each other without considering danger in
the real world. They can know what happened beyond the instruments and many
people can look the same massage at the same time. It cultivates ICT literacy
and critical thinking skill for children. In this paper, we will explain the
result of one of our trials using our learning methods: an essay lesson with
SNS. Keywords: SNS; Smartphone; ICT literacy; Essay; Primary education; Critical thinking | |||
| Collaborative Tablet PC the System for Self-Active Awareness in a Dormitory Environment | | BIBAK | Full-Text | 503-509 | |
| Hironobu Satoh; Shigenori Akamatsu; Masanobu Yoshida; Takumi Yamaguchi; Fuyuko Eguchi; Yuriko Higashioka | |||
| We describe a new interactive system using a social learning platform to
provide dormitory students with the ability to communicate with
teachers/advisors in a timely manner to promote self-active awareness in the
dormitory environment. Our system comprises tablet PCs, cloud computing
services, and application and server software to enable collaboration over a
high-speed wireless local area network (WLAN) that covers the campus,
dormitory, and teachers' homes.
To enable students to review their behavior in the dormitory, the dormitory staff records the evaluations of student activities related to acceptable and unacceptable behavior based on dormitory room inspections as objective information by capturing an image on a tablet computer. The information is stored as centralized time-series data on a cloud server using several front-end graphical user interface (GUI) tools via the WLAN in the dormitory. The students can access the high-speed WLAN with multipurpose pocket sized electronic devices provided to all students. The purpose of this system is to facilitate the self-recognition of behavioral problems, raise awareness, and encourage student initiative in a natural manner. Keywords: Advanced educational environment; Mental health; Distance education | |||
| A Knowledge Management System to Classify Social Educational Resources Within a Subject Using Teamwork Techniques | | BIBAK | Full-Text | 510-519 | |
| María Luisa Séin-Echaluce; Ángel Fidalgo Blanco; Francisco J. García-Peñalvo; Miguel Ángel Conde | |||
| The traditional way to develop contents for a subject is based on the
faculty perception and experience, however students should be taken into
account. This work proposes a methodology that promotes the creation,
classification and organization both teachers' and students' learning resources
within the same subject scope in a timeless manner. Teamwork process is
monitored by a proactive method that makes possible the generation of resources
collaboratively. A knowledge management system allows to Classify, Search,
Organize, Relate and Adapt the generated resources and includes a semantic
search engine, based on ontologies, which provides a final product for users'
needs. A first iteration of an action-research allows answering questions such
as the types of resources created during the teamwork (with academic, social
and service orientation), how to establish a common organization of the created
knowledge for all potential users and improve educational resources of an
academic subject with these collaborative resources. Keywords: Knowledge management system; Educational repositories; Teamwork competence;
E-learning; Service learning | |||
| Let's Play, Video Streams, and the Evolution of New Digital Literacy | | BIBAK | Full-Text | 520-527 | |
| Peter A. Smith; Alicia D. Sanchez | |||
| The use of videos, video streams, and user created videos has recently
surged as consumer based websites are allowing increased access to high quality
learning assets. You Tube, Let's Play, MOOCs, and the Khan Academy are
discussed in order to understand how they differ in their offerings of
multi-media based assets. As these assets evolve, a new digital literacy in
which a learner transforms into a reviewer, a commentator, a curator, and
possibly a creator of new content emerges. Keywords: Digital literacy; Video based learning; User created content; Let's Play;
You Tube; Informal learning; Curation | |||
| Human-Human Interaction Modeling of Trainer | | BIBAK | Full-Text | 528-534 | |
| Hongjun Xue; Wenxin Zhang; Xiaoyan Zhang | |||
| As the important way to achieve the trainer's teaching function, the design
of human-human interaction, especially the interaction between instruct pilot
and student pilot should be addressed. For trainers human-human interaction is
rather the task itself now than designed for the task. The paper adopts the
basic theory of Task Technology Fit (TTF) model to establish human-human
interaction model. This model discusses the advantage and disadvantage of three
traditional interaction ways and features of three tasks and match the
interaction ways with tasks and then get the design requirements and methods to
strengthen human-human interaction in trainers. Text message is proposed as a
new interaction style for the trainer. The new style is an important
complementary for the traditional methods. The new interaction style can give
more information to ensure more comprehensive communication between instruct
pilot and student pilot and then ensure the teaching function of trainer more
effective. Keywords: Trainer cockpit; Human-human interaction; Ergonomic; Task technology fit
model | |||
| A Platform for Supporting the Development of Mixed Reality Environments for Educational Games | | BIBAK | Full-Text | 537-548 | |
| Luis Arenas; Telmo Zarraonandia; Paloma Díaz; Ignacio Aedo | |||
| In this work we present MR-GREP, a platform that supports educators in the
design and implementation of mixed reality educational games. More specifically
the system allows the instructional designers to create game experiences that
can be played simultaneously in an augmented reality environment as well as in
a virtual space that replicates the physical space. This seeks to support the
implementation of collaborative learning experiences that combine the
flexibility provided by the virtual worlds with the realism and physical
component that training in real scenarios allows. The development of this type
of environments usually demand advanced technical knowledge that educators
normally lack. The platform aims to overcome this problem by providing a set of
authoring tools and applications, which does not require programming skills
from the user. Keywords: Digital Educational Games; Mixed reality; Augmented reality; Virtual reality | |||
| Can Games Motivate Urban Youth for Civic Engagement? | | BIBAK | Full-Text | 549-560 | |
| Alma L. Culén; Sumit Pandey; Swati Srivastava; Katie Coughlin | |||
| In this paper, we explore the possibility of using games as a way of
engaging youth in environmentally-oriented participatory art or other
cooperative urban projects. Our approach was design-led, and youth participated
in evaluating games that we proposed from the perspective of motivation and
engagement, both in the environmental issues in the games themselves and in the
likelihood of subsequent real life involvement stimulated by the games. The
findings show that ultimately, personal passion for the cause that the game
represents, and not the game itself, would be the central factor in a youth's
decision to engage in real life. Social embeddedness was also valued high, as
well as the possibility to make a real difference. Keywords: Urban youth; Participatory art; Collaborative culture; Co-creativity | |||
| H-Treasure Hunt: A Location and Object-Based Serious Game for Cultural Heritage Learning at a Historic Site | | BIBAK | Full-Text | 561-572 | |
| Hayun Kim; Sungeun An; Sangeun Keum; Wontack Woo | |||
| Serious game is commonly used to support cultural heritage such as
historical teaching and learning, and enhancing historic site visits. Nowadays
most of in situ serious games have been supported by GPS but it is not suitable
for a small-scale historic site. In this paper, we propose a location and
object-based serious game application H-Treasure Hunt. H-Treasure hunt
integrates location-based service with object-based sensors to find more exact
location of artifacts at a historic site. In the game, the players wear Head
Mounted Display (HMD) and explore a historic site interacting with artifacts to
complete missions. In this way, H-Treasure Hunt will act as a tour guide
helping users learn about the historic site and artifacts. The use of this
application is to support cultural heritage teaching and learning as well as
enhancing historical site visits. Keywords: Collaboration technology and informal learning; Mobile and/or ubiquitous
learning; Serious games and 3D virtual worlds for learning; User-generated
content | |||
| Developing an Educational Game for Art Education -- Gesture Recognition-Based Performance Guidance for Mozart's Opera Magic Flute | | BIBAK | Full-Text | 573-582 | |
| Hyung Sook Kim; Su Hak Oh; Yong Hyun Park | |||
| The purpose of this study is to develop an educational game, which is used
for opera or musical classes. In recent years, art education has been widely
emphasized because it helped to develop students' creativity and imagination.
Also, many educators and researchers argue that STEM education, which aims to
boosting students' interest and competitiveness in science, technology,
engineering and mathematics, should be amended to STEAM where the letter "A"
refers to the field of Art. The opera consists of many dimensions which makes
it unique as a whole such as the human voice, the orchestral music, the visual
arts, the drama, and the dance. Hence all, the components of opera theater are
included all STEAM fields. The use of a serious game for art education,
especially, opera the Mozart's Magic Flute has a number of advantages with
respect to increasing student interest. Students play this game to learn and
practice the characters of opera by following gesture recognition-based
performance guidance for Mozart's Magic Flute. The game is directed by
student's movements and gestures which are recognized the RGB-D camera. The
context of the game consisted of acting, role playing, singing songs, dancing,
doing art, and speaking. The player will be able to learn different activities
and enjoy by following Mozart's Magic Flute's guidance in the game. The art
education game was exhibited for four days at the 2014 Education Donation Fair.
During playing the game, students were passionate to approach the game-based
learning and students were thrilled by following most of the components of an
art game. Additionally, the students are actively participating in the
game-based leaning and the outcome was remarkable. This game doesn't have the
automatic evaluation system for students' performance. So, we needed teaching
artists for introduce this game-based learning class for opera to students.
Their brief guidance and teaching is a component of game-based learning. Keywords: Game-based learning; Gesture-recognition-based learning; Art education;
Mozart's magic flute; KINECT | |||
| Transferring an Educational Board Game to a Multi-user Mobile Learning Game to Increase Shared Situational Awareness | | BIBAK | Full-Text | 583-594 | |
| Roland Klemke; Shalini Kurapati; Heide Lukosch; Marcus Specht | |||
| This paper analyses how multi-user mobile games can be beneficial to
educational scenarios. It does so in several steps: Firstly, we introduce the
field of logistics as a problem domain for an educational challenge. Secondly,
we describe the design of an educational board game for the field of disruption
handling in logistics processes, which aims to foster shared situational
awareness (SSA). Thirdly, we introduce an open-source mobile serious games
platform (ARLearn) and fourthly describe how the board game can be realized in
this platform. The reader gets to know the problem situation of
multi-stakeholder decision situations, learns about the design of a board game,
and gets to know the open-source mobile serious game platform ARLearn. Keywords: Mobile learning; Game-based learning; Multi-user games; Logistics;
Multi-role game-design | |||
| Gamification in e-Learning Systems: A Conceptual Model to Engage Students and Its Application in an Adaptive e-Learning System | | BIBAK | Full-Text | 595-607 | |
| Ana Carolina Tomé Klock; Lucas Felipe da Cunha; Mayco Farias de Carvalho; Brayan Eduardo Rosa; Andressa Jaqueline Anton; Isabela Gasparini | |||
| This paper presents a conceptual model to the gamification process of
e-learning environments. This model aims to help identify which elements are
involved in the gamification process. To understand which game elements is
commonly used by e-learning systems, we analyzed ten different gamified
e-learning systems. As a proof of concept, our conceptual model was used in a
existing adaptive e-learning system. As future work, we propose to extend the
conceptual model, focusing on making it adapted to the students profile and
preferences. Keywords: Gamification; e-Learning; Conceptual model; Game elements; Adaptweb® | |||
| Good Newbie or Poor Newbie? Determinants of Video Game Skill Acquisition at an Early Stage | | BIBAK | Full-Text | 608-619 | |
| Kevin Koban; Benny Liebold; Peter Ohler | |||
| For several years now, game-based learning is deemed as one of the most
innovative approaches in educational practice. Nevertheless, little research
has been undertaken examining individual determinants of skill acquisition in
video games. The presented paper offers empirical data from a nine-week
training curriculum for novices in a racing simulation game. Regression
analyses revealed that general video game experience and real-world driving
experience significantly predicted both initial and later performance.
Additionally, perceptual speed also became strongly influential after
consistent training. Conversely, while achievement was affected at least
occasionally by divided attention, focused attention and dispositions towards
aggressive driving showed no effects. Although preliminary, these results
provide evidence that those learners without certain beneficial skills may
struggle with cutting-edge virtual learning scenarios. Thus, both individual
assistance as well as early promotion of video game literacy might be needed to
make full use of the potential of game-based learning. Keywords: Skill acquisition; Individual differences; Game-based learning; Racing
simulation games | |||
| Inspecting Quality of Games Designed for Learning Programming | | BIBAK | Full-Text | 620-631 | |
| Tihomir Orehovacki; Snjezana Babic | |||
| Educational games are specific piece of slow technology that enables
students to enhance their competences through fun and play. Taking into account
their features, games are widely used in diverse educational settings,
including programming. This paper discusses findings of the empirical study
that was carried out with an objective to examine quality of two educational
games meant for learning programming concepts. Participants in the study were
students from two Croatian higher education institutions. Subjective data was
collected with pre- and post-use online questionnaires whereas objective data
was gathered with reports in the form of in-game progress screenshots. The
analysis of collected data uncovered: (1) to what extent students with
different background knowledge differ in their perception of programming and
attitudes towards using games for educational purposes, and (2) which pragmatic
and hedonic facets of quality are relevant for the assessment of games designed
for learning programming. Keywords: Educational games; Quality evaluation; Learning programming; Subjective and
objective measuring instruments; Empirical findings | |||
| E-Learning and Serious Games | | BIBAK | Full-Text | 632-643 | |
| Francesc Valls; Ernest Redondo; David Fonseca | |||
| The complexity of urban processes needs professionals trained in
understanding and managing the design of its spaces and the implementation of
urban policies. This paper discusses an educational methodology to complement
the standard Project-Based Learning approach with an experience using serious
games with gamification elements to stimulate critical thinking in urban
planning and urban design students, to promote designing spaces more adaptable
and usable for a wide range of users and situations of public life. The
proposed methodology uses five "mini games" that place students in different
situations: (1) finding an unknown landmark, (2) reaching goal avoiding
obstacles, (3) navigating with artificial lighting, (4) simulating the point of
view of a person with a disability, and (5) simulating group behaviour. As a
secondary objective the experience will track the participants' behaviour to
extract data to be incorporated into an agent-based model rule set. Keywords: Serious games; Gamification; Simulation; E-Learning; Urban space | |||
| Game Rhetoric: Interaction Design Model of Persuasive Learning for Serious Games | | BIBAK | Full-Text | 644-654 | |
| Zarwina Yusoff; Amirrudin Kamsin | |||
| Serious Games is an emerging technology that can be used in a learning
environment. This technology is an effective interaction design paradigm which
can be embedded as a persuasive learning tool to attract learners' attention.
This article will explore the concept of game rhetoric as an element in game
systems for persuading students to engage with the learning context. We
identified three types of rhetorical concept that can be integrated with the
current game rhetoric model to support attention elements: visual, procedural
and digital rhetoric. Three interaction design elements have been used in the
model to support learners' attention: cognition, emotion and social
interaction. In this paper, we propose a new interaction design model based on
game rhetoric perspectives to support user interaction in Serious Games for
persuasive learning. Keywords: Game rhetoric; Serious game; Interaction design; Persuasive learning | |||
| Just-in-Case or Just-in-Time Training? Excerpts from a Doctoral Research Study | | BIBAK | Full-Text | 657-667 | |
| Devshikha Bose | |||
| This paper is an excerpt on the author's doctoral study titled "Effects of
Just-in-Time online training on knowledge and application of the Sheltered
Instruction Observation Protocol (SIOP®) Model among in-service teachers."
The specific focus of the report is on an aspect of the study, which sought to
determine whether there was any statistically significant difference between
learners who received Just-in-Time (JiT) versus those who received Just-in-Case
(JiC) instruction. Results from the data analysis revealed no significant
difference in knowledge or application skills between the JiT and JiC groups.
However, there was an increase in learner application of SIOP® Model
principles in classroom teaching, for both groups. JiT training did not emerge
as a better training strategy than JiC training. The main benefit of the
training delivered through this study seemed to be in increasing application
and not knowledge. Keywords: Just-in-Time training; Just-in-Case training; SIOP®; Dick and Carey
systems approach model; Online teacher professional development | |||
| Users and Technologies in Education: A Pending Course | | BIBAK | Full-Text | 668-675 | |
| Cristóbal Fernández Robin; Scott McCoy; Diego Yáñez Martínez | |||
| This research aims to determine which factors influence the Intention to Use
Technologies in the education sphere, by using Technology Acceptance Model with
university students across two technologies having similar characteristics:
SIGA and SGDI. The results shows that the most important factor when
determining Intention to Use of an educational technology is Perceived
Usefulness. Subsequently, TAM is applied considering the moderating effect of
intensity, finding that for intensive SGDI users, the influence of Perceived
Usefulness is greater than in normal users, and conversely, the influence of
Perceived Ease of Use in intensive users of SIGA is greater than that in normal
users, whereas the impact of Perceived Usefulness decreases. Recommendations
states that future investigations should focus on the study of the impact
generated by the use of software in classrooms, both for students during their
training process and for professors in their educational work. Keywords: Technology in education; Intention to use; Technology acceptance model | |||
| Free Software User Interfaces: Usability and Aesthetics | | BIBAK | Full-Text | 676-686 | |
| Edmund Laugasson; Mati Mõttus | |||
| Using free software has been one of the discussion topics for time to time.
There are several desktop environments available for nowadays modern GNU/Linux
(hereinafter: Linux) distributions with different usability levels. However it
seems that some of the users are not satisfied with current graphical user
interfaces. We present a qualitative analysis of four different Linux
distributions using different desktop environments. We find that most usable
desktop is XFCE, then comes Mate, KDE and last one is LXDE. The results are a
bit surprising as the LXDE is very similar to famous and recently widely used
MS Windows XP. Our findings lead us into understanding that Microsoft has
designed the past user experience of computer use and its user interface design
is affecting also other operating systems based on users perception. Keywords: User experience; Usability; Aesthetics; Free software; Digital literacy | |||
| Impacting the Digital Divide on a Global Scale -- Six Case Studies from Three Continents | | BIBAK | Full-Text | 687-696 | |
| Birgy Lorenz; Savilla Irene Banister; Kaido Kikkas | |||
| This study represents findings from three continents (Asia, Africa and South
America) regarding usage of ICT in six rural schools. Our goal was to analyze
the current situation regarding digital technologies in these environments,
describe similarities and differences relating to the digital divide, and
provide a roadmap that could improve teaching and learning, maximizing the use
of existing resources. Our case study was carried out with the help of
innovative teachers who are supportive of technology integration in teaching,
but have less options to utilize this knowledge in their classrooms because of
various barriers. Our results show challenges, but also opportunities to
embrace new ways of teaching; ways that might allow digital technologies to be
employed in innovative ways to encourage student learning and community growth.
Our study is based on participating teachers' understanding of the issues and
challenges within these countries and areas, relating to schooling. Keywords: Digital divide; Technology enhanced learning; Usage of ICT in rural areas;
Classroom culture; Curricula challenges; Teacher education | |||
| Differentiation of Student Perceptions for Online Courses, Over Time | | BIBAK | Full-Text | 697-703 | |
| Maria Mama-Timotheou | |||
| This paper presents the main findings of a study exploring graduate student
perceptions of online education, with a specific focus on their change over
time, throughout an asynchronous web-based course. The study was conducted in
the UK, and data collection methods included content analysis of online
messages and interviews. Data analysis was based on systematically contrasting
participant early- (at the beginning of the course) and late- (by the end of
the course) course perceptions. Several inconsistencies were identified between
early- and late-course perceptions, which were categorized according to three
emerging themes: managerial, social and cognitive. The findings indicate
negative perception change with respect to the managerial and social aspects,
whereas positive change was evident in terms of the cognitive aspect. The
implications drawn from the study are expected to inform and support the design
and implementation of web-based courses. Keywords: Case studies; Qualitative methods; Educational technology; Attitudes and
beliefs; E-learning/online learning; Computer-assisted learning | |||
| The Future of Electronic Textbooks from a User Perspective | | BIBAK | Full-Text | 704-713 | |
| Kimberly Anne Sheen; Yan Luximon | |||
| Electronic textbooks have been a popular research topic for decades. Yet,
research on student perspectives in this area has been conducted in hindsight
and focused on the existing technology. Still, future features are decided by
publishers, universities, and academics with limited input from the actual
students who would use them. This article identifies the components that
university students feel facilitate their studies without linking them to a
specific form of hardware and presents a general overview of the perception of
textbook components. An online survey was designed to collect students' opinion
on each component outside of the constraints of technology. The survey found
that university students believe that future electronic textbooks should
include text, highlighting tools, bookmarks, supplemental multimedia content,
language translation capabilities, dictionaries, and encyclopedias. By
including the input of students in the design of the textbooks, a better
educational tool could be designed. Keywords: Education/training; Electronic textbooks; User perspective; Human computer
interaction; Interface tools | |||
| Out of Classroom Instruction in the Flipped Classroom: The Tough Task of Engaging the Students | | BIBAK | Full-Text | 714-723 | |
| Evangelia Triantafyllou; Olga Timcenko | |||
| This article presents experiences and student perceptions on the
introduction of the flipped classroom model in two consecutive semesters at
Media Technology department of Aalborg University, Copenhagen, Denmark. We
introduced the flipped instruction model to a statistics course and a
mathematics workshop. We collected data by two online survey studies, which
show support for student perceptions that out-of-classroom instruction with
online resources enhances learning, by providing visual and in depth
explanations, and can engage the learner. However, students stated that they
miss just-in-time explanations when learning with online resources and they
questioned the quality and validity of some of them. Based on these findings
and our own experience, we discuss requirements for resources and activities in
flipped classrooms in order for the student to engage and learn. Finally, we
present a framework for experienced-based learning in flipped classrooms to
promote student reflection. Keywords: Flipped classroom; Mathematics; Screencast technology; Student engagement;
Student learning | |||
| Understanding Nomophobia: A Modern Age Phobia Among College Students | | BIBAK | Full-Text | 724-735 | |
| Caglar Yildirim; Ana-Paula Correia | |||
| Nomophobia, or no mobile phone phobia, is the fear of being out of mobile
phone contact and considered a modern age phobia particularly common among
young smartphone users. This qualitative study sought to identify the
dimensions of nomophobia as described by college students and adopted a
phenomenological approach to qualitative exploration. Semi-structured
interviews were conducted with nine undergraduate students at a large
Midwestern university in the U.S. Based on the findings, four dimensions of
nomophobia were identified: not being able to communicate, losing
connectedness, not being able to access information and giving up convenience.
Given the widespread adoption of smartphones and integration of smartphones
into educational settings, findings of this study can help educators better
understand learners' inclination to use their smartphones at all times. Keywords: Nomophobia; Dimensions of nomophobia; Smartphones; Phobia | |||