DOI: 10.3897/jucs.106023

Authors: Alberto Jiménez-Macías, Pedro J. Muñoz-Merino, Margarita Ortiz-Rojas, Mario Muñoz-Organero, Carlos Delgado Kloos

Abstract: Educational content has become a key element for improving the quality and effectiveness of teaching. Many studies have been conducted on user and knowledge modeling using machine-learning algorithms in smart-learning environments. However, few studies have focused on content modeling to estimate content indicators based on student interaction. This study presents a systematic literature review of content modeling using machine learning algorithms in smart learning environments. Two databases were used: Scopus and Web of Science (WoS), with studies conducted until August 2023. In addition, a manual search was performed at conferences and in relevant journals in the area. The results showed that assessment was the most used content in the papers, with difficulty and discrimination as the most common indicators. Item Response Theory (IRT) is the most commonly used technique; however, some studies have used different traditional learning algorithms such as Random Forest, Neural Networks, and Regression. Other indicators, such as time, grade, and number of attempts, were also estimated. Owing to the few studies on content modeling using machine learning algorithms based on interactions, this study presents new lines of research based on the results obtained in the literature review.

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DOI: 10.3897/jucs.76535

Authors: Stefano Masneri, Ana Domínguez, Mikel Zorrilla, Mikel Larrañaga, Ana Arruarte

Abstract: Augmented reality is a technology that enhances human perception with additional, artificially generated sensory inputs. This creates new experiences enriching human vision by combining natural with digital elements. Augmented reality development dates back to the early sixties but it is only in the last decade, thanks to improvements to hardware and software, when it has begun to be rapidly incorporated in several fields, including education. This study presents a systematic review of the literature on the use of augmented reality applications in primary and secondary schools, with a specific focus on collaborative, multi-user and interactive applications. The aim of the study is to investigate the characteristics of such applications, the processes that led to their adoption, and their effectiveness in enhancing the learning experience. This study synthesises a set of 100 publications from 2015 to 2020 and performs a qualitative analysis of their content. The review describes the current state of the art in research in augmented reality for education and provides future research lines, as well as trends for the future of such applications in educational settings, analysing the relevance of the multi-user interaction challenge within the augmented reality ecosystem.

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DOI: 10.3897/jucs.69711

Authors: Nahia Ugarte, Mikel Larrañaga, Ana Arruarte

Abstract: Recommender Systems provide users with content or products they are interested in. The main purpose of Recommender Systems is to find, among the vast amount of information that is available or advertised on the Internet, content that meets the user’s needs i.e., a product or content that satisfies his or her wishes. These systems are being used more and more in many of the services of our daily lives. In this paper, a systematic mapping review that explores the use of Rec- ommender Systems in formal learning stages is presented. The paper analyzes what kinds of items the Recommender Systems suggest, who the users that receive the recommendations are, what kinds of information the Recommender Systems use to carry out the recommendation process, the algorithms and techniques the Recommender Systems employ and, finally, how the Recommender Systems have been evaluated. The results obtained in the review will make it possible to iden- tify not only the current situation in this field but also some of the challenges that are still to be faced.

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DOI: 10.3897/jucs.67050

Authors: Elisabet Arnó-Macià, Mary McCall, Daniel Kenzie, Suvi Isohella, Bruce Maylath

Abstract: This article draws on Trans-Atlantic and Pacific Project (TAPP) collaborations (e.g., [Arnó, 14] [Vandepitte, 16]) to show how students in already-existing technical communication classes can join other classes in realistic transnational projects through ICT and thereby acquire and enhance various types of transversal competences necessary to students’ future performance in a globalized workplace.

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DOI: 10.3897/jucs.66265

Authors: Güldem Alev Özkök

Abstract: This research aims to model the process of data visualization (DV) and design to facilitate computational thinking (CT) of secondary-level students. As an interdisciplinary method for visualizing complex data, creating data visualizations requires learners to analyze data from knowledge of pure and applied science. This study investigates creating DV to facilitate CT as an interdisciplinary method which combines mathematics and information technology. The study was carried out using synthesised design-based research (DBR) method by conducting two cycles comprised of five phases: problem analysis within real-life context, design solution, develop solution, evaluate in practice and reflection. CT dimensions (decomposition, pattern recognition, abstraction, and algorithm design) were tested by using the Computational Thinking through Data Visualization Rubric and reflection form acquired during implementation. The sample consisted of secondary school students in the data visualization creation process with 27 in the first cycle and 31 in the second cycle. This research proposes a model to facilitate development of CT by DV with the analysis of complex data, creating an effective method by enabling analytics and visualizing data. The proposed DV development process facilitating CT has the potential to inform research on interdisciplinary learning environments.

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DOI: 10.3897/jucs.2020.054

Authors: Nikolaos Pellas, Stylianos Mystakidis

Abstract: While a substantial body of literature has well-documented and demonstrated considerable potentials of virtual worlds (VWs) across a variety of learning subjects, little is known today regarding game-based learning (GBL) approaches that can be applied. This systematic literature review presents the current state of knowledge and practice about GBL approaches in VWs from Primary and Secondary (K-12) to Higher education (HE). It provides guidance for instructional designers and scholars by systematically appraising and summarizing the most relevant existing research articles published from 2006 until December 2019. Twenty-eight studies were finally included for a detailed analysis and synthesis during the selection and screening process. The results indicated that GBL in VWs gained popularity from 2014 until 2016. Many studies in K-12 and HE settings were focused on describing and evaluating the appropriateness or the effectiveness of the applied instructional design processes using various game prototypes to disseminate their findings on user experience, usability issues, students' outcomes, and/or learning performance. This study contributes by reviewing how GBL approaches in VWs can potentially benefit students' learning performance, leading to a higher level of satisfaction and dimensions of disciplinary understanding. It also proposes six concrete recommendations guiding game design and development to support learning in VWs.

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DOI: 10.3897/jucs.2020.049

Authors: Gareth Young, Sam Stehle, Burcin Walsh, Egess Tiri

Abstract: irtual reality (VR), as an informative medium, possesses the potential to engage students with immersive, interactive, and informative experiences. When presented in VR, immersive virtual environments (IVEs) can provide three-dimensional visual simulations that can be used to inform students about concepts in specific contexts that would be near impossible to achieve with more traditional teaching methodologies. It is proposed that existing learning frameworks can benefit from exploring the modalities of interaction that are presently afforded via VR from the experiential perspectives of the students. An evaluation is presented that focused on the appraisal of student experiences of immersive technologies as applied in a higher education context, specifically in the use of VR for the exploration of geomorphology theory by physical geography students. This research supports further development of the immersive learning discipline from three different perspectives. First, an empathy mapping method was applied to visualize student experiences and externalize our observed knowledge of student users for creating a shared understanding of their needs and to aid in lesson planning decision making when using VR in the classroom. Second, student experiences were captured using a technology-focused user experience questionnaire to obtain student attitudes immediately post-task. Finally, to assist teachers with the creation of a student-centered lesson plans that incorporate VR in the classroom, eight heuristic guidelines (focus, provocation, stimulation, collaboration, control, digital life, learner skills, multimodal experience) were developed. It is proposed that these findings can be used to provide support for the use of mixed reality and immersive virtual environments in learning that encompass the challenges faced by students and the interdisciplinary education community at large.

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DOI: 10.3217/jucs-025-12-1589

Authors: Zuzana Kubincová, Dana Šuníková, Martin Homola

Abstract: Team projects and group work have proven to be useful and rewarding educational activities that help students develop important abilities and skills. On the other hand, they have also proven to be difficult to grade in a balanced way which would be perceived as fair by the students. Numerical ratings such as those delivered by the Fink method provide ways to determine the shares of contributions of each individual team member. But such bare numerical evaluation needs also some secondary justification that helps team members to understand why their rating is high or low. Methods to collect such additional feedback often rely on surveys; however, extensive surveys may be perceived as tedious by the students, especially as they need to be filled out for each other team member participating in the team. This may have negative effect on the quality of feedback collected in form of surveys. We present a novel approach to peer assessment of a team-based project exploiting badges that represent individual contributions to the task and teamwork related traits.We show that this approach has positive influence on engagement in peer assessment compared to free-text open questions. We also study if the feedback obtained in this way is informative and to which extent it can serve as replacement for open free-text questions.

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DOI: 10.3217/jucs-025-10-1353

Authors: Bushra Ramzan, Imran Bajwa, Rafaqut Kazmi, Shabana Ramzan

Abstract: The recommendation systems are getting important due to their significance in decision making, social and economic impact on customers and getting detailed information relevant to a required product or a service. A challenge in getting true recommendations in terms of relevance is the heterogenous nature of data (likes, ratings, reviews, etc.) that a recommendation engine has to cope with. This paper presents an intelligent approach to handle heterogeneous and large-sized data of user reviews and generate true recommendations for the future customers. The proposed approach makes use of Apache Cassandra to efficiently store data (such as customer reviews, feedback of hotel customers) having context properties such as awareness and knowledge of the tourists, personal preferences (such as ratings, likes, etc.) and location of the users. This system consists of three main components: the web front-end, the data storage and the recommendation engine to gain recommendations efficiently. The recommendation engine is relying on Euclidean distance and Collaborative Filtering (CF) to measure similarities in users' review or items' features. Our hotel recommender approach has bifold contribution as it has ability to handle heterogeneous data with the help of big data platform and it also provides accurate and true recommendations.

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DOI: 10.3217/jucs-025-10-1279

Authors: Samet Dinçer, Yıltan Bitirim

Abstract: In this paper, a novel smart system based on hydroponics is proposed. It is aimed to help educate children by contributing to their improvement on cognitive domain, affective domain and psychomotor domain. This hydroponics-based smart education system is task oriented, does not interfere the child's daily needs such as studying and sleeping and includes instant child control. It is an interdisciplinary system which consists of Android application, Raspberry Pi, Web server, MySQL server and hydroponics system components. Improvement of children in terms of cognitive, affective and psychomotor could be contributed with this system's various features.

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DOI: 10.3217/jucs-025-05-0489

Authors: Ioannis Kazanidis, Nikolaos Pellas

Abstract: Various interactive and innovative applications generated by Augmented Reality (AR) technology have given great potentials in different learning subjects and specifically in STEM (science, technology, engineering, and mathematics) education. Nevertheless, previous studies regarding AR integration inside classrooms have shown that as a valuable technology for students' motivation and participation alone cannot automatically lead to its successful use. This study focuses on teaching and learning mathematics by taking advantage of AR technology to visualize several problems and let users interact with its contents. In this perspective, the purpose of this study is to present an instructional approach by which competencies of seventy-eight (n=78) trainee instructional media designers with a successful and appropriate integration of AR technology inside classroom contexts using HP Reveal and Blippar. In favor of designing and assessing AR applications for mathematics, the instructional media designers have shown satisfactory performance and user experience. Specifically, all AR applications seemed that enable the representation of intuitive learning scenarios and increased greatly users' interactive experience, thus encouraging their achievements and outcomes. This study contributes to the most relevant practices of teaching and learning for mathematics with the integration of AR applications which are developed by trainee instructional media designers to support successfully the educational process with several examples to be visualized by merging physical ("target tracking") with digital features and objects.

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DOI: 10.3217/jucs-025-04-0310

Authors: Vladimir Ciric, Ivan Milentijevic, Oliver Vojinovic, Nemanja Manic

Abstract: There is a lot of educational institutions that own blended learning platforms, and even more that do not. The era of cloud computing offers a possibility for those who do not own such platforms to utilize public cloud resources for courses delivery. The goal of this paper is design and cost estimation of flexible blended learning platform suitable for cloud implementation. In this paper we present technical requirements and create a mathematical model which allows one to estimate the cost of course delivery through public cloud. As a basis for the cost estimation, a model of blended learning course and a platform that supports the model will be proposed. The platform will be based on open source software, and it will be designed to be suitable and simple for cloud implementation. The proposed blended learning model will be applied and the platform will be implemented on the public cloud on the example of computer networking course. In order to estimate the cost of public cloud hosting, a stress test will be performed varying both virtual hardware and the number of students. Three different virtual hardware configurations will be evaluated with up to 400 students. The analysis of the stress test results will be given, along with the recommendations regarding the virtual hardware in the respect to the audience. The cost function in the respect to the number of enroled students will be given, too. It will be shown that the proposed course delivery model is low-cost, while it is based on the state of the art learning tools. Moreover, the students' achievements will be discussed in the example of two different cohorts of students.

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DOI: 10.3217/jucs-024-08-1110

Authors: Luisa Sanz-Martínez, Erkan Er, Yannis Dimitriadis, Alejandra Martínez-Monés, Miguel Bote-Lorenzo

Abstract: Collaborative learning strategies, which can promote student learning and achievement, have rarely been incorporated into pedagogies of MOOCs. Such strategies, when implemented properly, can boost the quality of MOOC pedagogy. Nonetheless, the use of collaborative groups in MOOCs is scarce due to several yet critical contextual factors (e.g., massiveness, and variable levels of engagement) that hamper the group formation process. Therefore, there is a need for supporting MOOC teachers in the design and implementation of group formation policies when implementing collaborative strategies. This paper presents a study where two instruments were used to explore solutions to this need: a guide to support teachers during the planning of the group formation, and a technological tool to help them implement the collaborative groups designed and to monitor them. According to the results of the study, the design guide made the teachers aware of the contextual factors to consider when forming the collaborative groups, and allowed teachers inform some configuration parameters of the activity (e.g., duration and assessment type) and the group formation (e.g., criteria and parameters needed to build the groups). The technological tool was successfully incorporated into the MOOC platform. Lessons learned from the findings of the study are shared and their potential to inform the design guide is discussed.

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DOI: 10.3217/jucs-024-08-1090

Authors: Ronald Pérez-Álvarez, Jorge Maldonado-Mahauad, Mar Pérez-Sanagustín

Abstract: The massive and open nature of MOOCs contribute to attracting a great diversity of learners. However, the learners who enroll in these types of courses have trouble achieving their course objectives. One reason for this is that they do not adequately self-regulate their learning. In this context, there are few tools to support these strategies in online learning environment. Also, the lack of metrics to evaluate the impact of the proposed tools makes it difficult to identify the key features of this type of tools. In this paper, we present the process for designing NoteMyProgress, a web application that complements a MOOC platform and supports self-regulated learning strategies. For designing NoteMyProgress we followed the Design Based Research methodology. For the evaluation of the tool, we conducted two case studies using a beta version of NoteMyProgress over three MOOCs offered in Coursera. The findings of these two case studies are presented as a set of lessons learned that inform about: (1) a list of requirements to inform the design of a second version of the tool; (2) a list of requirements that could serve as a reference for other developers to design new tools that support self-regulated learning in MOOCs.

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DOI: 10.3217/jucs-024-08-1034

Authors: Ishari Amarasinghe, Davinia Hernández-Leo, Kalpani Manathunga, Anders Jonsson

Abstract: Collaborative learning spaces deployed in Massive Open Online Courses (MOOCs) provide productive social learning opportunities. However, sustaining collaboration in these spaces is challenging. This paper provides a classification of MOOCs participants based on their behavior in a structured collaborative learning space. This analysis leads to requirements for new technological interventions to orchestrate collaborative learning flows in MOOCs. The paper proposes the design of an intelligent agent to address these requirements and reports a study which shows that the intervention of the proposed orchestration agent in a MOOC facilitates to maintain continuous yet meaningful collaboration learning flows.

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DOI: 10.3217/jucs-024-08-1015

Authors: Carlos Alario-Hoyos, Iria Estévez-Ayres, Jesús Gallego-Romero, Carlos Delgado-Kloos, Carmen Panadero, Raquel Crespo-García, Florina Almenares, María Ibáñez, Julio Villena-Román, Jorge Ruiz-Magaña, Jorge Blasco

Abstract: Many MOOCs are being designed replicating traditional passive teaching approaches but using video lectures as the means of transmitting information. However, it is well known that learning-by-doing increases retention rates and, thus, allows achieving a more effective learning. To this end, it is worth exploring which tools fit best in the context of each MOOC to enrich learners' experience, including built-in tools already available in the MOOC platform, and third-party external tools which can be integrated in the MOOC platform. This paper presents an example of the integration of a software development tool, called Codeboard, in three MOOCs which serve as an introduction to programming with Java. We analyze the effect this tool has on learners' interaction and engagement when running the MOOCs in synchronous (instructor-paced) or asynchronous (self-paced) modes. Results show that the overall use of the tool is similar, regardless of the course running mode, although in the case of the synchronous mode the use of the tool is concentrated in a shorter period of time. Results also show that in the synchronous mode there is a higher percentage of accesses to the tool from registered learners (who can save their advances and continue the work later); this finding suggests that learners in the synchronous running mode are more engaged with the MOOC.

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DOI: 10.3217/jucs-024-07-0815

Authors: Thiago Barcelos, Roberto Munoz, Rodolfo Villarroel, Erick Merino, Ismar Silveira

Abstract: Computational Thinking represents a terminology that embraces the complex set of reasoning processes that are held for problem stating and solving through a computational tool. The ability of systematizing problems and solve them by these means is currently being considered a skill to be developed by all students, together with Language, Mathematics and Sciences. Considering that Computer Science has many of its roots on Mathematics, it is reasonable to ponder if and how Mathematics learning can be influenced by offering activities related to Computational Thinking to students. In this sense, this article presents a Systematic Literature Review on reported evidences of Mathematics learning in activities aimed at developing Computational Thinking skills. Forty-two articles which presented didactic activities together with an experimental design to evaluate learning outcomes published from 2006 to 2017 were analyzed. The majority of identified activities used a software tool or hardware device for their development. In these papers, a wide variety of mathematical topics has been being developed, with some emphasis on Planar Geometry and Algebra. Conversion of models and solutions between different semiotic representations is a high level cognitive skill that is most frequently associated to educational outcomes. This review indicated that more recent articles present a higher level of rigor in methodological procedures to assess learning effects. However, joint analysis of evidences from more than one data source is still not frequently used as a validation procedure.

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DOI: 10.3217/jucs-024-02-0129

Authors: Supun Hewawalpita, Sachini Herath, Indika Perera, Dulani Meedeniya

Abstract: Massive Open Online Courses (MOOCs) are becoming increasingly popular among academics and learners due to their extended utility beyond standard e-Learning course offerings. One of the unique features of MOOCs is that the participants follow the complete module on their own; A MOOC follower is often not constrained by typical factors that are considered necessary to participate in a blended or e-learning offering. The learning content type and the delivery of learning content can play an important role for MOOC success; importantly attractive learning content can help the self-paced MOOC learners to perform well in their learning process. We explored an improved MOOC setup with virtual reality (VR) support and the paper describes a comparative analysis on the efficacy of MOOC with virtual reality content delivery against standard video based MOOC learner support. The evaluations were carried out with groups of participants having different competency levels relevant to the course topic; one group had learnt the subject matter already whereas the other group was with zero prior knowledge. The results indicated statistically significant better performance from the students who have used VR with MOOC. The student feedback provided valuable insights into the way they perceived their learning interactions with positive responses promoting MOOC VR infusion. Research outcomes can help design effective learning content and interaction within MOOCs for the mainstream teaching and learner support needs.

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DOI: 10.3217/jucs-023-12-1238

Authors: Eser Çeker, Hüseyin Uzunboylu

Abstract: The aim of this study was to examine the research of open access studies conducted and published in 'Web of Science' indexed electronic journals and publications, as well as Master & Doctorate level open thesis studies from PQDT Open, OADT Org., EthOS and Council of Higher Education Thesis Center-Turkey on "web based/mobile teacher assessment". The total number of articles reached was 1330. According to the results depending on selected variables, there is a clear, steady increase in the number of publications on this subject throughout the years, and researchers from USA are the clear leaders in the order list; followed by UK, China, Australia and Taiwan. The leading universities are from USA, Taiwan and UK as well. "Articles", "Proceeding Papers" and "Meeting Abstracts" are the most preferred document types used. Following the number of articles on "computer science" and "engineering" research areas, articles classified to "Educational Research" areas are popular as well. Interestingly, "teacher assessment" oriented articles mostly were more focused to "assessing students by teachers", but very few examples exists for "assessing teachers by students". After this research and the results achieved, the authors of this article has conclusions that sufficient information exists to further study the title subject towards a new PhD study.

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DOI: 10.3217/jucs-023-12-1200

Authors: Teresa Magal-Royo, Jesus Garcia Laborda, Sara Price

Abstract: Computer adaptive language testing offers the possibility to research and practice m-learning using ubiquitous technology. Virtual education in m-learning uses conventional Learning Objects (LO) to enable the possibility of development of several tasks oriented towards language learning including the assessment and verification of skill improvements in second language acquisition. So far, there are few research papers on the impact of using new multimodal digital resources as LO in the design process of foreign language assessment tests through mobile devices because many English certification tests still continue to use traditional testing techniques [face-to-face and pen-and-paper assessments] combined with conventional digital environments oriented to virtual education. Learning languages requires not only new m-learning scenarios for assessment but also multimodal interactive environments to improve the user's experience during proficiency tests or language certification. Multimodal object learning such as augmented environments, learning games, spatial sound, etc. can be integrated into an assessment process to enhance the user´s experience by simulating natural communicative scenarios. The present article defines an innovative new m-learning scenario for listening comprehension assessment in an on-line test by implementing a multimodal audio learning source named binaural sound. Use of this technology will enable demonstration of other possibilities of human interaction to improve the user's experience in language learning through sound perception and its cognition from the user in an especific learning task.

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DOI: 10.3217/jucs-023-12-1172

Authors: Muna Al-Razgan

Abstract: Spelling is an important skill for children learning to strengthen their knowledge of a language and enhance their reading and writing comprehension. However, many young Arabic learners nowadays lack spelling competency, which affects their overall learning process. Traditional spelling instruction, which is usually based on the rote memorization of words, has its drawbacks, and this might be one of the reasons for the incompetency. In addition, there is a paucity of technology-based aids for facilitating spelling skills tailored for the specific intricacies of the Arabic language. This paper describes the design and development of an interactive mobile spelling game "Afaneen". The application targets Arab students at the elementary and higher levels, and aims to enhance their Arabic spelling ability. In the game, the learner can listen to words and is required to type the correct spelling for these words in order to move to the next level. Immediate feedback is presented to the learners, and they can access the spelling rules at any time to check their understanding. To evaluate the usefulness of the spelling game, three evaluation approaches were used: a case study; think aloud sessions; and interviews. The results demonstrate an overall positive attitude toward the game, and reveal areas for further improvement and development.

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DOI: 10.3217/jucs-023-10-0992

Authors: Cecilia Sanz, Veronica Artola, Andrea Guisen, Javier Marco, Eva Cerezo, Sandra Baldassarri

Abstract: In this article, we present an assessment process on a tangible interaction application oriented to individuals with complex communication needs, called ACoTI, and details about the main results obtained thus far. The process is based on a set of decisions that have been surveyed as key elements for assessing this type of experiences, based on a background review that was carried out. In addition to that, it has taken into account the contribution of key players from the special education field and it is the foundation for the user-centered and evolutionary design of the application. A number of findings and challenges that open up the door to keep contributing to this specific area was presented. For instance, creating an authoring tool that is available for the educators to be able to generate themselves customized activities for their students, considering the specific needs of each of them.

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DOI: 10.3217/jucs-023-09-0845

Authors: Julia Kasch, Peter Van Rosmalen, Marco Kalz

Abstract: Although the terms scale and scalable are often used in the context of Open Online Education (OOE), there is no clear definition about these concepts from an educational perspective on the course level. This paper critically discusses the origins of these concepts and provides a working definition for educational scalability. A heuristic framework, which integrates four common educational design principles, is introduced, in order to study support and formative assessment and feedback at large scale. The proposed framework is presented, discussed and applied to five case studies. First qualitative results of the case studies show that the designs are relatively similar. The detailed study of their units of learning, however, indicates practices which can potentially be interesting for other MOOC developers to enhance their design and their scalability. Further research will apply the framework to zoom in on scalable best practices in MOOCs with a focus on scalable practices of formative assessment and feedback.

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DOI: 10.3217/jucs-023-06-0539

Authors: María Ibáñez, Soledad Escolar, Ricardo Iskandar, Karen Viera, Carlos Delgado-Kloos

Abstract: Deploying Wireless Body Area Networks (WBANs) on/in human bodies has become an increasingly active area of research due to WBANs' capability to monitor human physiological signals, which is useful in a wide range of applications. However, there is a lack of e-learning applications taking advantage of the context-medical data coming from WBANs. This study is aimed at exploring the educational usefulness of integrating data captured by wearable biomedical sensors in a simulation learning environment. To this end, a system has been designed with the aim of introducing 8-12 year old children, newly diagnosed with type 1 diabetes mellitus, to the endocrine regulation of glucose metabolism processes. The system is evaluated in order to determine whether it is technically viable, and its suitability is validated for educational purposes. Technical viability is evaluated through a simulation, whereas educational usefulness is examined by a group of 13 health professionals in terms of fidelity, validity, interactivity and learning content. The results from this experience highlight the potential of the integration of biomedical sensor data in a simulation learning environment to foster the motivation of the target population and reflection about the health consequences of the patients' actual behaviors. The evaluators see potentials on this proposal and even recommended the incorporation of more biomedical sensors, and new functionalities to share the physiological state of the patients with healthcare stakeholders.

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DOI: 10.3217/jucs-023-02-0208

Authors: Mariano Rico, Jaime Ramírez, Diego Riofrío-Luzcando, Marta Berrocal-Lobo

Abstract: Virtual worlds are one of the most promising and interesting lines of research and development in e-learning. Also, the recent maturity of 3D virtual world platforms like Second Life or OpenSimulator has made it possible to deploy such systems at a low cost in schools, colleges or companies. Therefore, these virtual world platforms have enabled the development of cost-effective virtual laboratories. However, there are few empirical studies to support the educational value of Virtual Worlds for Procedural Training (VWPT), especially when they are equipped with automatic tutors. In this paper we present an empirical study that provides evidence in favor of the educational value of virtual worlds. To be precise, we describe the evaluation of a biotechnology VWPT implemented on top of OpenSimulator. We have implemented an automatic tutor within this virtual laboratory in order to supervise and guide students during task practice. This tutor is configurable and can be reused in different VWPTs. This facilitates the development of VWPTs. This virtual laboratory has been evaluated by domain experts (university professors) and students over a three-year period as part of a university course. The analysis of this evaluation has shown good results for usability, user satisfaction and perceived educational utility. It has also served to demonstrate that the virtual laboratory is resilient and reliable. This supports the applied technical approach.

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DOI: 10.3217/jucs-022-12-1558

Authors: Mehmet Kosa, Murat Yilmaz, Rory V. O Connor, Paul Clarke

Abstract: The trend in using games in elementary level education also spreads through higher education levels and specific domains such as engineering. Recently, researchers have shown an increased interest in the usage of games in software engineering. In this paper, we are presenting a systematic review and analysis of 350 papers regarding games in software engineering education that was published in the last fifteen years. After applying our inclusion criteria and manual inspection of these studies, we have ended up with 53 primary papers. Based on a systematic process, we reported and discussed our findings with possible future research directions. The main results of this study indicate that the studies are accumulated around 5 categories: Games that learners/students play, games that learners/students develop as projects, curriculum proposals, developing/coming up with new approaches, tools, frameworks or suggestions and others.

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DOI: 10.3217/jucs-022-10-1298

Authors: Virginia Yannibelli, Marcelo Armentano, Franco Berdun, Anala Amandi

Abstract: Collaborative learning team building is a fundamental, difficult and time-consuming task in educational environments. In this paper, we address a collaborative learning team building problem that considers two valuable grouping criteria usually considered by teachers. One of these criteria considers the understanding levels of the students with respect of the topics of a given course, and is based on building well-balanced teams in terms of the understanding levels of their members. The other criterion considers the interest levels of the students with respect of the topics of a given course, and is based on building well-balanced teams in terms of the interest levels of their members. The problem addressed has been recognised as an NP-Hard optimization problem. To solve the problem, we propose a steady-state evolutionary algorithm. This algorithm aims to organize the students taking a given course into teams in such a way that the two grouping criteria of the problem are optimized. The performance of the algorithm is evaluated on nine problem instances with different levels of complexity, and is compared with that of the only algorithm previously proposed for solving the addressed problem. The obtained results show that the steady-state evolutionary algorithm significantly outperforms the previous algorithm.

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DOI: 10.3217/jucs-022-07-0921

Authors: Héctor Amado-Salvatierra, José Hilera, Salvador Tortosa, Rocael Rizzardini, Nelson Piedra

Abstract: The growth of education faces a constant evolution, and the adoption of new technologies for education is reflected in the inclusion of virtual courses in the educational process. However, accessibility in cloud-based applications, virtual platforms and online courses has not been widely taken into account in the educational process. In this sense, the inclusion of accessibility features for online applications and digital content represents a very important benefit for everyone, but in the context of e-learning, it is imperative for students with disabilities. The lack of interest and awareness in online accessibility for education is especially evident in developing countries that do not have legislation that encourages stakeholders to bear in mind accessibility features for web-based applications and contents. This paper proposes a methodological framework to take into account accessibility in the different processes of the life cycle of a virtual educational project. In this work, a semantic definition based on a conceptual model of the identified components for this methodology is presented. The proposed methodology has been prepared under an iterative design process, based on an international standard and complemented with online resources for dissemination. In order to validate and improve the methodological framework, seven accessible virtual training courses were prepared following the phases and components defined in the methodology. The seven courses were promoted in an open call for participation launched in Latin America with the support of a cooperation initiative between European and Latin American universities called ESVI-AL. At the end of the experience, a total of 748 teachers and 937 students from 150 different educational institutions were enrolled. The participants in the experience provided comments and suggestions for further improvement. The proposed work is intended to be used as a reference for educational institutions to identify the necessary changes needed to incorporate accessibility into their own production processes for virtual courses.

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DOI: 10.3217/jucs-022-02-0271

Authors: Leonel Morgado, Hugo Paredes, Benjamim Fonseca, Paulo Martins, Alvaro Almeida, Andreas Vilela, Filipe Peixinho, Arnaldo Santos

Abstract: Joining efforts of academic and corporate teams, we developed an integration architecture - MULTIS - that enables corporate e-learning managers to use a Learning Management System (LMS) for management of educational activities in virtual worlds. This architecture was then implemented for the Formare LMS. In this paper we present this architecture and concretizations of its implementation for the Second Life Grid/OpenSimulator virtual world platforms. Current systems are focused on activities managed by individual trainers, rather than groups of trainers and large numbers of trainees: they focus on providing the LMS with information about educational activities taking place in a virtual world and/or being able to access within the virtual world some of the information stored in the LMS, and disregard the streamlining of activity setup and data collection in multi-trainer contexts, among other administrative issues. This architecture aims to overcome the limitations of existing systems for organizational management of corporate e-learning activities.

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DOI: 10.3217/jucs-022-01-0082

Authors: Hüseyin Uzunboylu, Vasfi Tugun

Abstract: The use of mobile technologies in education has begun due to the increase in the use of mobile technologies. The attitudes of students, teachers and parents towards mobile learning and their opinions about the usability of mobile learning should be received in order to achieve mobile supported education in the schools. The aim of this study is to develop a scale about the attitudes of students in a private college towards usability of mobile supported education. This study was conducted with 150 students. Firstly, the students wrote composition about the issue, made a literature search and the statements were prepared and presented to expert opinion. The last version of the data collection tool was administered to 150 students and necessary analysis was made. Based on the obtained results, the scale was decided to have two dimensions. Besides, the results showed that the reliability and validity of the scale is high. Recommendations for future research were also provided.

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DOI: 10.3217/jucs-022-01-0055

Authors: Sandra Sanchez-Gordon, Sergio Lujan-Mora

Abstract: Massive Open Online Courses (MOOCs) have great potential to provide learning opportunities for people around the world. However, to reach their full potential, MOOCs need to meet the accessibility needs of diverse learners, with and without disabilities. In the literature review, we have found some published research on accessibility evaluations of MOOCs content and platforms, but we have not found published research on how to design existing and future MOOC platforms to assist authors in producing accessible content. The main purpose of this research is to contribute to the discussion about the future of inclusive online learning, by proposing a software design to incorporate features in MOOC platforms to enable, support and guide authors toward conceptualizing, designing, building and testing accessible MOOCs. We also present the results of an evaluation of the accessibility issues of Studio, the edX course-authoring software, based on ATAG 2.0.

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DOI: 10.3217/jucs-022-01-0004

Authors: Fezile Ozdamli, Tahir Tavukcu

Abstract: The aim of this study was to determine the attitudes of students towards tablet supported education and its effects on its usability. The study was designed as a one-group semi-experimental model using pre-test and post-test. The study group consisted of 319 students in 6th and 9th grade studying at a private college, where 160 of the students were females and 159 of them were males. Frequency, Paired t-test and Independent t-test were applied to analyze the data. The pre-test and post-test results indicated that there were significant positive differences in students' attitudes toward tablet supported education, students' attitudes towards usability of the tablets in education and also in their general attitudes. There was a significant difference between the mean scores of the female and male students' attitudes towards tablet-supported education. However, there was no significant difference between the students' attitudes towards the usability of the tablet and in their overall attitudes.

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DOI: 10.3217/jucs-021-11-1482

Authors: Maria Vargas-Vera

Abstract: Named entity recognition (NER) has been studied largely in the Information Extraction community as it is one step in the construction of an Information Extraction System. However, to extract only names without contextual information is not sufficient if we want to be able to describe facts encountered in documents, in particular, academic documents. Then, there is a need for extracting relations between entities. This task is accomplished using relational learning algorithms embedded in an Information Extraction framework. In particular, we have extended two relational learning frameworks RAPIER and FOIL. Our proposed extended frameworks are equipped with DSSim (short for Dempster-Shafer Similarity) our similarity service. Both extended frameworks were tested using an electronic newsletter consisting of news articles describing activities or events happening in an academic institution as our main application is on education.

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DOI: 10.3217/jucs-021-10-1307

Authors: Hind Alotaibi, Reem Alamer, Hend Al-Khalifa

Abstract: This paper describes the design and development of a mobile language lab system called MLab. The MLab system aims to replace the traditional language lab - which typically has a restrictive layout and lacks interaction - with a more user-friendly, low-cost mobile language lab. The target users of MLab are language teachers and students, and the system offers them the freedom to move around and use their own devices at any time and in any place. The MLab system was developed using several web technologies and Application Programming Interface (API) to provide a fast and convenient method of accessing required content. To evaluate the MLab system, a pilot test was conducted with a class of 15 students and their teacher. The results showed high usability rates and generally positive attitudes toward using the system.

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DOI: 10.3217/jucs-021-08-1086

Authors: Lluís Safont, Sergi Villagrasa, David Fonseca, Ernest Redondo

Abstract: Using enhanced learning technologies (TEL) including immersive virtual reality environments, we are seeking to achieve a new way of assessing subjects of 3D arts. We have developed a project based on Scenario Centered Curriculum (SCC), where the students have to think, design, convey, validate, and build a civil project using new technologies that help in the assessment process. We have used gamification techniques and game engines to evaluate planned tasks in which students can demonstrate the skills they developed in the scenarios. The assessment is integrated in the creation of a 3D complex model focused on the construction of a building in a virtual space. This whole process will be carried out by gamification techniques to embed the assessment of the 3D models with the objective of improving students learning.

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DOI: 10.3217/jucs-021-07-0912

Authors: Yasmín Hernández, Gustavo Arroyo-Figueroa, L. Sucar

Abstract: A model of affect and learning for intelligent tutoring systems is proposed. The model considers both how a student feels and what a student knows, and then customizes how instruction is presented and how learning and performance are reinforced. The model was designed based on teachers' expertise, which was obtained through interviews and interaction with an educational game on number factorization learning. The core of the model is a dynamic decision network, which generates tutorial actions balancing affect and knowledge. The student's affect representation relies on a Bayesian network and theoretical models of emotion and personality. A controlled user study to evaluate the impact of the model on learning was performed. Current results are encouraging since they show significant improvement in learning when the model of affect and learning is incorporated.

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DOI: 10.3217/jucs-021-05-0735

Authors: Carlos Alario-Hoyos, Iria Estévez-Ayres, Mar Sanagustín, Derick Leony, Carlos Delgado-Kloos

Abstract: MOOCs have brought a revolution to education. However, their impact is mainly benefiting people with Higher Education degrees. The lack of support and personalized advice in MOOCs is causing that many of the learners that have not developed work habits and self-learning skills give them up at the first obstacle, and do not see MOOCs as an alternative for their education and training. MyLearningMentor (MLM) is a mobile application that addresses the lack of support and personalized advice for learners in MOOCs. This paper presents the architecture of MLM and practical examples of use. The architecture of MLM is designed to provide MOOC participants with a personalized planning that facilitates them following up the MOOCs they enroll. This planning is adapted to learners' profiles, preferences, priorities and previous performance (measured in time devoted to each task). The architecture of MLM is also designed to provide tips and hints aimed at helping learners develop work habits and study skills, and eventually become self-learners.

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DOI: 10.3217/jucs-021-05-0712

Authors: Ángel Fidalgo, María Sein-Echaluce, Francisco García-Peñalvo

Abstract: A methodological approach and technological framework are proposed to improve learning outcomes in Massive Open Online Courses (MOOCs), taking into account the distinguishing features of this kind of massive courses over traditional online courses. The proposed methodology integrates the learning strategies of xMOOCs and cMOOCs with adaptivity and knowledge management capabilities. In order to test the learning results of the methodology and the need of supporting technological framework for it, a MOOC was made based on the methodological proposal and using a MOOC platform called MiríadaX. The quantitative results have improved considerably the MOOC completion rate (compared to the average of the rest of MOOC MiríadaX) and the qualitative results show a great satisfaction with the learning outcomes of the learners. However, the technological environment did not allow us develop all the methodological capabilities and it was one of the main concerns of the MOOC attendances. Therefore, from the analysis of collected data and considering the limitations of current MOOC technology platforms, a technological framework has been designed. It may incorporate the proposed methodology in an efficient and effective way. Based on this proposed technological framework, a MOOC platform has been developed and delivered, used by three Spanish Universities to offer MOOCs. This new platform and the supported technological framework have been tested with a first pilot with promising results.

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DOI: 10.3217/jucs-021-02-0326

Authors: Guillermo Vega-Gorgojo, Juan Asensio-Pérez, Eduardo Gómez-Sánchez, Miguel Bote-Lorenzo, Juan Munoz-Cristobal, Adolfo Ruiz-Calleja

Abstract: This study critically reviews the recently published scientific literature on Linked Data proposals in the educational field. After systematically searching online bibliographic databases, 33 original works satisfied the scope and quality criteria, and thus were included in this review. Studies were classified with respect to TEL research areas; interoperability, personalization and contextualized learning were the main areas addressed. Many studies have a foundation on learning object and repository research, where Linked Data practices are applied to simplify the integration of educational datasets. As learning institutions are gradually exposing their key datasets as Linked Data, an emergent educational data web is being constituted. A number of the reviewed works consume these data for different purposes, reporting reusability and enrichment benefits. Nevertheless, upcoming proposals should be aware of existing challenges, derived from the Linked Data model, such as the lack of control of data sources or varying degrees of data quality.We also give some recommendations for delivering Linked Databased proposals in education, including a classification of vocabularies, datasets and technological products. Future research directions include the release of new datasets as Linked Data, federation and interlinking practices to improve the cohesion of the emergent educational Web of Data, generation of learning artifacts, curation and enrichment of educational data, novel educational applications consuming Linked Data, and performance improvements.

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DOI: 10.3217/jucs-021-01-0048

Authors: Alan Dix, Justin Leavesley

Abstract: If learning analytics are to directly benefit students' learning rather than simply inform broad policy decisions, they must be used by academics in the midst of busy and fragmented lives. This paper takes an ecological or action-oriented perspective of the use of learning analytics in higher education, drawing on research sources in psychology, human-computer interaction and visual analytics. We unpack the circumstances during the learning interactions of academics with course materials and students where analytics could trigger or influence action. This leads to a framework based around different academic timescales, and the strategies for synchronising the recognition of need with the potential for execution of teaching and learning interventions.

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DOI: 10.3217/jucs-021-01-0007

Authors: Maria del Puerto Paule-Ruiz, Moises Riestra-Gonzalez, Miguel Sánchez-Santillan, Juan Pérez-Pérez

Abstract: In general, research confirms that learning is more effective when students obtain feedback regarding their learning progress. Currently, new versions of e-learning platforms include indicators that provide some static feedback mechanisms and help both learners and educators in planning their learning strategies. This paper explains the usage of indicators in current e-learning systems, generates a taxonomy for their classification, and studies their influence on student performance. Also, it provides a study which is based on the combination of a user-based evaluation process that facilitates data collection and data mining algorithms to infer association rules between learning variables and performance. The results highlight how procrastination influences negative learning performance and how time-related indicators are tightly coupled with students' performance in e-learning platforms.

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DOI: 10.3217/jucs-020-15-2043

Authors: Pablo Orduña, Aitor Almeida, Salvador Ros, Diego López-De-Ipiña, Javier Garcia-Zubia

Abstract: When performing analytics on educational datasets, the best scenario is where the dataset was designed to be analyzed. However, this is often not the case and the data extraction becomes more complicated. This contribution is focused on extracting social networks from a dataset which was not adapted for this type of extraction and where there was no relation among students: a set of remote laboratories where students individually test their experiments by submitting their data to a real remote device. By checking which files are shared among students and submitted individually by them, it is possible to know who is sharing how many files with who, automatically extracting what students are bigger sources. While it is impossible to extract the full real social network of these students, all the edges found are clearly part of it. These relations can indeed be used as a new input for performing the analytics on the dataset.

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DOI: 10.3217/jucs-020-12-1670

Authors: Juan Muñoz-Cristóbal, Alejandra Martínez-Monés, Juan Asensio-Pérez, Sara Villagrá-Sobrino, Javier Hoyos-Torio, Yannis Dimitriadis

Abstract: The use of immersive environments such as 3D virtual worlds (3DVWs) and augmented reality (AR) in education has been profusely explored during the last decades, showing significant evidence of its benefits for learning. However, the attempts to integrate immersive environments in everyday educational practice are hampered by the difficulties that these environments pose to teachers willing to set them up within the already demanding ecology of technological resources present in the classroom. GLUEPS-AR is a system aimed to help teachers deploy and enact learning designs that make use of web technologies (Virtual Learning Environments and Web 2.0 tools), as well as immersive environments such as virtual globes (e.g. Google Earth) used as 3DVW, and general-purpose mobile AR apps. This paper presents the evaluation of the support provided by GLUEPS-AR for teachers that want to appropriate immersive environments in their everyday practice with an affordable orchestration effort. The evaluation followed an interpretive research perspective, and it was carried out in the context of an authentic learning situation about advertising, conducted at a university undergraduate course for pre-service teachers. The results of the evaluation showed that GLUEPS-AR effectively supported the teacher in seamlessly embedding 3DVWs and AR in her practice.

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DOI: 10.3217/jucs-020-09-1304

Authors: Luis Llana, Enrique Martin-Martin, Cristóbal Pareja-Flores, J. Velázquez-Iturbide

Abstract: Currently, automated systems for program submission and assessment play a central role in the teaching of programming. A number of such systems have been developed in the last two decades. However, their adoption in regular programming teaching presents an obstacle: the overhead work required for the design of each problem, for compilation of problem collections, and for mundane management tasks. An open challenge is to make these systems easier to use and to reduce to a minimum the number of management tasks. In this article we present the FLOP system, which was developed to satisfy this goal. The contribution of the article is twofold. On the one hand, we present the FLOP system itself and its user-friendly features. On the other hand, we present in detail the user-centered design process used to design and enhance the ease of use of FLOP. Several actions were undertaken to inquire users’ concerns and needs, with a usability evaluation of FLOP conducted with students being the most fruitful action.

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DOI: 10.3217/jucs-020-01-0024

Authors: Israel Gutiérrez-Rojas, Raquel Crespo-García, Carlos Delgado-Kloos

Abstract: In this paper we analyse the challenges posed to teachers and students in massive face-to-face classes and explore how existing solutions can be applied to these contexts. In particular, we focus on classON1, a tool that provides teachers and students with the appropriate information to make the most out of face-to-face sessions in the computer lab. classON has been well tested in small-medium face-to-face lab sessions and we discuss some of its characteristics (current ones and foreseen) to adapt it to massive courses. As a result, we provide a set of recommendations for adapting tools to support massive face-to-face learning activities.

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DOI: 10.3217/jucs-020-01-0006

Authors: Carlos Alario-Hoyos, Mar Pérez-Sanagustín, Dave Cormier, Carlos Delgado-Kloos

Abstract: Massive Open Online Courses (MOOCs) are a disruptive trend in education. Several initiatives have emerged during the last months to give support to MOOCs, and many educators have started offering courses as MOOCs in different areas and disciplines. However, designing a MOOC is not an easy task. Educators need to face not only pedagogical issues, but also other issues of logistical, technological and financial nature, as well as how these issues relate and constrain each other. Currently, little guidance is available for educators to address the design of MOOCs from scratch keeping a balance between all these issues. This paper proposes a conceptual framework for supporting educators in the description and design of MOOCs called the MOOC Canvas. The MOOC Canvas defines eleven interrelated issues that are addressed through a set of questions, offering a visual and understandable guidance for educators during the MOOC design process. As a practical usage example, this paper shows how the MOOC Canvas captures the description and design of a real 9-week MOOC. An analysis of the different elements of the course shed some light on the usage of the MOOC Canvas as a mechanism to address the description and design of MOOCs.

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DOI: 10.3217/jucs-019-17-2598

Authors: Juan Mateu, Xavier Alamán

Abstract: Nowadays, one of the hot issues in the agenda is, undoubtedly, the concept of Sustainable Computing. There are several technologies in the intersection of Sustainable Computing and Ambient Intelligence. Among them we may mention "Human-Centric Interfaces for Ambient Intelligence" and "Collaborative Smart Objects" technologies. In this paper we present our efforts in developing these technologies for "Mixed Reality", a paradigm where Virtual Reality and Ambient Intelligence meet. Cubica is a mixed reality educational application that integrates virtual worlds with tangible interfaces. The application is focused on teaching computer science, in particular "sorting algorithms". The tangible interface is used to simplify the abstract concept of array, while the virtual world is used for delivering explanations. This educational application has been tested with students at different educational levels in secondary education, having obtained promising results in terms of increased motivation for learning and better understanding of abstract concepts.

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DOI: 10.3217/jucs-019-15-2173

Authors: Iria Estévez-Ayres, Raquel Crespo-García, Jesús Fisteus, Carlos Delgado-Kloos

Abstract: Traditional pedagogical approaches are no longer sufficient to cope with the increasing challenges of Massive Open On-line Courses (MOOCs). Consequently, it is necessary to explore new paradigms. This paper describes an exploration of the adaptation of the peer review methodology for its application to MOOCs. Its main goal is to minimise the students' frustration through the reduction of the number of committed students that receive no feedback from their peers. In order to achieve this objective, we propose two algorithms for the peer review matching in MOOCs. Both reward committed students by prioritising the review of their submissions. The first algorithm uses sliding deadlines to minimise the probability of a submission not being reviewed. Our experiments show that it reduces dramatically the number of submissions from committed students that do not receive any review. The second algorithm is a simplification of the former. It is easier to implement and, despite performing worse than the first one, it also improves with respect to the baseline.

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DOI: 10.3217/jucs-019-14-2037

Authors: Marc Jansen, Lars Bollen, Nelson Baloian, H. Hoppe

Abstract: The term "Cloud Computing" does not primarily specify new types of core technologies but rather addresses features to do with integration, inter-operability and accessibility. Although not new, virtualization and automation are core features that characterize Cloud Computing. In this paper, we intend to explore the possibility of integrating cloud services with educational scenarios without re-defining neither the technology nor the usage scenarios from scratch. Our suggestion is based on certain solutions that have already been implemented and tested for specific cases.

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DOI: 10.3217/jucs-019-12-1703

Authors: Habib Fardoun, Abdulfattah Mashat, Sebastián López

Abstract: In a world where the most used sentences is: "I haven't got the time..." Information Technologies (IT) plays an important role in supporting our daily work, including in everyday educational settings. Such technologies can aid a complete educational system to function successfully so to help the whole school educational life. For this to prove, we present the "Coaching for Teacher" system, a personal technological conversational coach; it aims to provide solutions to overcome difficulties that teachers face during their teaching and learning process. In real time, a teacher can appeal and seek advice rapidly by comfortably talking to an agent. In this paper, we present the steps we followed to design and develop this agent-based application, and a case study conducted in an educational centre for proof that the concept works in an authentic educational environment.

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DOI: 10.3217/jucs-019-11-1638

Authors: Michalis Feidakis, Thanasis Daradoumis, Santi Caballe, Jordi Conesa, David Gañán

Abstract: Endowing learning systems with emotion awareness features (capture user's affective state and provide affective feedback), seems quite promising. This paper describes a system implementation that provides emotion awareness, both explicitly, by self-reporting of emotions through a usable web tool, and implicitly, via sentiment analysis. Prominent theories, models and techniques of emotion, emotion learning, emotion detection and affective feedback are reviewed. We also present findings from our experiment with university students, validating the explicit mechanism in real education settings. Finally, we set open issues for future experimentation, contributing to the research agenda.

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DOI: 10.3217/jucs-019-07-0965

Authors: Juan Garrido, Victor Penichet, María Lozano

Abstract: Current technology allows educational environments to offer teachers and students the functionality and the information required at any time, whatever the place and circumstance. Concretely, these environments mix three remarkable features: ubiquity, context-awareness and collaboration. Accordingly, a system which is developed with these three features can avoid oversights when performing tasks. Additionally, many aspects of learning fundamentals can be improved, such as collaboration and cooperative learning or students' behaviour. In this paper, we present the definition of a system architecture, which is the first step in obtaining our proposed environment, as the adequate support is not found in any other related works. The architecture presents both a software architecture and a hardware architecture. The software architecture shows the layers in which the system distributes functionality and information. The hardware architecture shows the hardware components to be used, such as smartphones, server, communication elements, etc.

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DOI: 10.3217/jucs-019-07-0950

Authors: Habib Fardoun, Bassam Zafar, Abdulrahman Altalhi, Antonio Paules

Abstract: The design of an educational system involves a good understanding of the whole school environment in order to find the correct approach to develop a comprehensive educational system that will meet real educational needs in their operation. This article describes a design model for an educational system based on the teaching methods applied in the Spanish classrooms, which takes into account new advances in technology, while preserving the current teaching methods in the classroom to ensure a quality teaching and learning process. This development has been achieved by combining technological components such as Cloud Computing, Web Services and Distributed User Interfaces. The proposed system is based on a systematic approach where different phases are implemented, containing workflows and stages.

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DOI: 10.3217/jucs-019-07-0912

Authors: Mohamed Bourimi, Dogan Kesdogan, Marcel Heupel, Dhiah el Diehn I Abou-Tair, Niki Lambropoulos

Abstract: Computer Supported Collaborative Learning (CSCL) support is currently widely accepted to provide reliable and valid formal and informal educational practices as proven to benefit students in onsite as well as distant educational settings. However, some results from case studies indicate that privacy problems could negatively affect CSCL implementation in educational settings. Privacy Enhancing Technologies research (PETs) and the development of multilaterally secure systems are still limited research topics within CSCL due to diverse reasons. Based on deep related literature analysis and previous research results conducted by the authors in building CSCL systems, three main categories were identified for such reasons that have an impact in PETs and multilateral security research: lack of awareness of such PETs’ existence; lack of knowledge on ways to efficiently integrate them in CSCL systems and settings; and reluctance to consider their multilaterally secure implementation by CSCL participations due to conflict of interests (e.g. explicit students monitoring requirements, high integration costs, etc.). In this paper, these categories are addressed and the PETs potential is discussed for overcoming the associated emerging drawbacks focused on the distance education CSCL settings in particular. The result of our research is an integrated framework considering multilateral security requirements. Furthermore, proof of concept is provided; enhanced privacy in such settings is applied by demonstrating the fulfilment of selected improvements areas (i.e. mainly network, application anonymity, and process support for resolving potential multilateral security conflicts) in an existing collaborative distance education system.

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DOI: 10.3217/jucs-019-07-0894

Authors: Felix Marco, Victor Penichet, José A. Gallud Lázaro

Abstract: e-Learning platforms allow users to collaborate with one other. Moodle, as one of the main e-Learning platforms, provides tools to perform collaborative tasks. With these tasks, students are able to share documents and information. The means provided by Moodle are not enough to perform some collaborative tasks, such as sharing documents in real-time. In this scenario users must be aware of what is happening in the system effectively. We propose the use of Drag & Share within Moodle, a collaborative tool that allows users to synchronously share resources in real-time. Through this tool, teachers are able to easily provide a shared workspace for students and be able to create groups. With such a tool, students can share all kind of resources and be aware of what is going on in the system in which they are participating and of what they are doing. All these features use standard technologies, such as HTML5.

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DOI: 10.3217/jucs-019-05-0692

Authors: Murat Tezer

Abstract: In the study, while parent opinions were asked with regards to the use of the internet, a 5-point Likert type questionnaire form was used to collect opinions, and the resulting data was analysed to find the arithmetic mean, standard deviation and t-test analysis using the SPSS 20.0 packet program. Following the study, student parents stated positive opinions with regards to internet usage. Also, in this study, necessary suggestions were made so that families could educate their children with regards to the internet and help them.

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DOI: 10.3217/jucs-018-16-2274

Authors: Rob Hartog, Adrie Beulens, Johannes Tramper

Abstract: In a series of faculty-based projects on design, realization, implementation, use and evaluation of digital learning resources for higher education, many design requirements emerged and were evaluated. This paper focuses on those requirements that are related with large-scale use. It is argued that sustainable quality of design and realization of digital learning resources will only be possible when these resources are used by many students and teachers. Design requirements of digital learning resources should therefore be consistent with one or more scenarios for large-scale use. This paper discusses eight large-scale use scenarios that can be useful reference scenarios for design of digital learning resources in higher education. It is argued that different large-scale use scenarios imply different sets of design requirements. Vice versa, certain design requirements are relevant in some reference scenarios and irrelevant in other reference scenarios.

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DOI: 10.3217/jucs-018-15-2165

Authors: Davinia Hernández-Leo, Raul Nieves, Ernesto Arroyo, Andrea Rosales, Javier Melero, Josep Blat

Abstract: Carrying out collaborative learning activities (supported by technologies or not) typically involves the coordination of multiple participants, in their dynamic assignment to groups and roles and in the distribution of resources and tools to specific group or individuals. While the mechanisms required to address these coordination aspects in digital educational spaces have been largely studied, less research has been conducted on orchestration support for facilitating this coordination in (technology-enhanced) physical spaces, such as the classroom or the playground. This paper presents the Signal Orchestration System (SOS), a system that augments the physical environment with digital signals indicating orchestration aspects. The SOS facilitates its integration with digital educational spaces to allow transitioning activities from digital to physical spaces. The paper describes the SOS system and its underlying architecture through a functional prototype that has been developed to show its feasibility and to enable its evaluation in authentic situations. The main components of the prototype include a Manager, where orchestration visual and auditory signals are configured, changed on the fly and transmitted, and three different designs of Wearable Signaling Devices, which are carried by participants and render the orchestration signals. The prototype has been used in two different experiments in the context of a real course applying adaptations of the well-known Jigsaw collaborative learning flow pattern. The results show that the SOS enables a flexible dynamic orchestration of the collaborative activities.

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DOI: 10.3217/jucs-018-11-1483

Authors: Marc Forment, María Casany, Enric Mayol, Jordi Piguillem, Nikolas Galanis, Francisco García-Peñalvo, Miguel Conde

Abstract: Google Docs is a well-known suite of online collaborative tools for document processing, spreadsheets, online presentations, drawing and even forms. The last versions of the major open source LMS Moodle, offers weak integrations with Google Docs treating it as a content repository. But these integrations are neglecting the collaborative qualities of the Google Docs suite and its potential as a learning activity within the LMS course. This paper presents an integration proposal that using the IMS Basic Learning Tools Interoperability (IMS BLTI) standard turns Google Docs into an engine that powers collaborative learning activities within the LMS Moodle.

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DOI: 10.3217/jucs-018-10-1259

Authors: Marijana Despotović-Zrakić, Dusan Barać, Zorica Bogdanović, Branislav Jovanić, Božidar Radenković

Abstract: This paper describes a web-based environment for learning discrete simulation. The main goal of the paper is to foster the process of e-learning simulation by providing students and teachers with effective and comprehensive tools for creating, storing and executing discrete system simulation models. For these purposes the FONWEBGPSS application was developed and integrated into the e-learning system Moodle. The integration is implemented on three levels: users, processes and learning resources. The integration of users and processes is performed by synchronizing data in both systems. The integration of learning resources is performed by adjusting and implementing the IEEE LOM profile for learning simulation. In order to evaluate the impact of the proposed solution on the learning simulation outcome, research has been performed within the undergraduate course Simulation and simulation languages at the University of Belgrade. Research results indicate that students achieve better results in learning simulation when using FONWEBGPSS application integrated into the e-learning system than learning in a traditional way.

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DOI: 10.3217/jucs-018-03-0314

Authors: Stefan Minder, Michele Notari, Felix Schmitz, Rainer Hofer, Ulrich Woermann

Abstract: The Medical Faculty of the University of Bern uses voice-over in picture driven e-learning modules to avoid split attention induced by the modality effect. To lower production costs, professional narrators have been replaced by computer-generated voices. The e-learning modules are produced with a content management system (CMS) offering text-to-speech functionality. 107 Swiss high school students passed a 20-minute e-learning sequence on cystic fibrosis. In a nested between-group design with four learning content presentation modalities (written text vs. human voice-over vs. artificial voice-over plus 15"-laptop-screens vs. 2,8"smart-phone screens), the learning outcome was assessed at three points in time: before, just after, and six weeks after the learning phase. All modalities led to significant short-term and long-term increase in factual knowledge about cystic fibrosis. Our two hypotheses are supported: (1) presenting pictures with both human and artificial voice-over leads to the same factual learning outcome, and (2) the e-learning module leads to the same learning outcome and acceptance independent of devices and their screen sizes. Furthermore, the image-voice-over modality on mobile devices (small screens) turned out to be a setting with no significant difference in effectiveness.

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DOI: 10.3217/jucs-018-02-0286

Authors: Guillermo Vega-Gorgojo, Eduardo Gómez-Sánchez, Miguel Bote-Lorenzo, Juan Asensio-Pérez

Abstract: The REST architectural style pursues scalability and decoupling of application components on target architectures, as opposed to the focus on distribution transparency of RPC-based middleware infrastructures. Ongoing debate between REST and RPC proponents evidences the need of comparisons of both approaches, as well as case studies showing the implications in the development of RESTful applications. With this aim, this paper presents a revamped RESTful version of a legacy RPC-based search system of educational tools named Ontoolsearch. The former version suffers from reduced interoperability with third-party clients, limited visibility of interactions and has some scalability issues due to the use of an RPC-based middleware. These limitations are addressed in the RESTful application as a result of applying REST constraints and using the Atom data format. Further, a benchmarking experiment showed that scalability of the RESTful prototype is superior, measuring a ∼3 times increase of peak throughput. In addition, some lessons learned on RESTful design and implementation have been derived from this work that may be of interest for future developments.

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DOI: 10.3217/jucs-018-01-0106

Authors: Marc Alier, Enric Mayol, Maria Casañ, Jordi Piguillem, Jeffrey Merriman, Miguel Conde, Francisco García-Peñalvo, Wouter Tebben, Charles Severance

Abstract: Since the beginning of the discipline, eLearning has been about innovation. New software, systems, contents and tools are being created and experimented with and in constant evolution. But when systems, contents and tools become successful and part of the regular infrastructure of educational institutions, interoperability becomes an issue. Systems that are consolidated and regularly used need to be able to interoperate with new ones. And the new tendencies need to fit within the current infrastructure. This paper states how several research and development projects with heterogeneous funding sources and locations worldwide, gathered together to find a solution to this common problem, providing open specifications and standards, plus Free/Libre, Open Source reference implementations.

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DOI: 10.3217/jucs-018-01-0086

Authors: Benjamim Fonseca, Leonel Morgado, Hugo Paredes, Paulo Martins, Ramiro Gonçalves, Pedro Neves, Ricardo Nunes, Jorge Lima, João Varajão, Ângela Pereira, Robert Sanders, Vera Barracho, Urban Lapajne, Matej Rus, Martin Rahe, Andre Mostert, Thorsten Klein, Viktorija Bojovic, Saša Bošnjak, Zita Bošnjak, João Carvalho, Isabel Duarte, Andreana Casaramona, Alberto Soraci

Abstract: Entrepreneurship is widely recognized as one of the basic skills to be acquired through a life-long learning. The European Union, under the guidance of the Oslo Agenda, promotes several initiatives to develop entrepreneurship culture in Europe. Education can make a significant contribution to entrepreneurship, encouraging the development of entrepreneurial attitudes and skills in young people. Serious Games are presently recognised as having an important role and potential in education and social networks emerged in the last years as the platform preferred by many, especially young people, to socialize, play games and even learn. This paper presents the PLAYER project, in which a game was developed and implemented as a Facebook application, to enable learning entrepreneurial skills progressively, by guiding users to develop a business idea in the form of a business plan.

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DOI: 10.3217/jucs-018-01-0044

Authors: Peter Sloep, Adriana Berlanga, Wolfgang Greller, Slavi Stoyanov, Marcel Van Der Klink, Symeon Retalis, Jan Hensgens

Abstract: Professional Development is ill served by traditional ways of learning. It can profit from a Learning Networks approach, which emphasizes logistic, content and didactic flexibility. Learning Networks are online, social networks that have been designed and tooled to foster informal learning. Three European projects are discussed - idSpace, LTfLL, Handover - which have developed tools befitting networked learning. Each in its own way, the projects illustrate the benefits of a networked learning approach. This goes for all three flexibilities but in particular for the need to be didactically flexible. Finally, it is argued that formal education could profit from the tools discussed.

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DOI: 10.3217/jucs-018-01-0025

Authors: Santi Caballe, David Gañán, Ian Dunwell, Anna Pierri, Thanasis Daradoumis

Abstract: Despite their demonstrated potential through a range of early studies, on-line collaborative learning systems do not yet have the impact that many believe is possible. In particular, collaborative learning approaches cannot be readily applied to every e-learning experience, since they require a degree of presence and/or collaboration which may be difficult to achieve. In addition, collaborative learning systems often lack the challenging resources and tools required to fully support collaborations, making the experience unattractive to end-users and discouraging progression. Whilst the learner might expect to control the collaborative experience, often it is the collaborative experience that controls and limits the learner. As a result, collaborative learning resources can lack authentic interactivity, user empowerment and balanced levels of challenge, thus having a negative effect in learner motivation and engagement. To overcome these deficiencies, we propose a new paradigm named Collaborative Complex Learning Objects (CC-LO): a special type of Learning Object which aims to leverage the knowledge elicited during live sessions of collaborative learning, augmented with author-generated information, to produce interactive and attractive resources to be experienced and played by learners. During CC-LO execution, learners can observe how avatars discuss and collaborate, how discussion threads grow, and how knowledge is constructed, refined and consolidated. Furthermore, learners can interact with the CC-LO in order to modify some parameters observing the consequences and assessing their understanding. The research reported in this paper was undertaken within the European Framework 7 project ALICE (Adaptive Learning via Intuitive/Interactive, Collaborative and Emotional Systems).

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DOI: 10.3217/jucs-017-12-1710

Authors: Konstantinos Kotis, Andreas Papasalouros, George Vouros, Nikolaos Pappas, Konstantinos Zoumpatianos

Abstract: The aim of this paper is to present a novel technological approach for enhancing the collective knowledge of communities of learners on the engineering of ontologies within a collaborative, open and socially constructed environment. The proposed technology aims at shaping information spaces into ontologies in a collaborative, communicative and learner-centered way during the ontology development life-cycle. The paper conjectures that such a collaborative environment can yield educational benefits, thus there is need to follow principles that apply in the Computer Supported Collaborative Learning (CSCL) paradigm. This work is mainly based on a collaborative and human-centered ontology engineering methodology and on a meta-ontology framework for developing ontologies, namely HCOME and HCOME-3O respectively. The integration of key technologies such as Semantic Wiki and Argumentation models with Ontology Engineering methodologies and tools serve as an enabler of learning spaces construction for different domain-specific information spaces in open settings. Inside these learning spaces innovative conceptualizations (both domain and development) are conceived, described by intertwined ontological meta-models following the HCOME-3O specifications for future reference and tutoring support. Such learning spaces support two types of ontology engineering courses: a) courses related to the know-how of shaping information spaces into ontologies (namely, the development knowledge) and b) courses related to the analysis of the domain itself (namely, the domain knowledge). The paper reports on the evaluation of the approach within a CSCL setting in Ontology Engineering, using the integrated set of tools and the framework that have been developed for the collaborative engineering of ontologies.

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DOI: 10.3217/jucs-017-12-1638

Authors: Philip Vahey, John Brecht, Charles Patton, Ken Rafanan, Britte Cheng

Abstract: While much has been written about the importance of innovation, there is still much to learn about the specific behaviours that lead to innovation among groups. In this paper we introduce a framework of innovation based on behaviours identified as being conducive to collaborative innovation. We also report on a study of a task designed to elicit innovation supportive behaviours in a virtual world environment. The task resulted in a variety of solutions and a range of participant behaviours, and specific behaviours were correlated with innovative solutions. Multiple forms of analysis provided unique insights into participant behaviour, and the combined set of analyses led to a richer understanding of participant behaviour than found through any individual analysis. The paper also presents implications for how organizations may scaffold group interactions to increase the chances of successful collaborative innovation.

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DOI: 10.3217/jucs-017-09-1241

Authors: Miroslav Minović, Miloš Milovanović, Dušan Starčević

Abstract: Research in game based learning area is moving from traditional web-based Learning Management Systems (LMS) towards game-based learning environments, with the intention of integrating advantages of using games in university education. Important issue that requires attention is proper integration of knowledge in to game environments with the focus on reusing existing units of knowledge. This is why main topic of this paper is knowledge modelling in educational games. In our work we proposed a Model Driven Approach (MDA) to educational game development that focuses on models rather than on implementation. This provides many opportunities to primarily reuse existing resources especially when it comes to knowledge. Our work enables reusing Learning Objects between web-based LMSs and game-based learning environments. We used a two-step process defined as the Model Driven Approach to Learning Objects repurposing whereby a Web based Learning Object (LO) is transformed into a more abstract model and then returned, enhanced with game specific attributes to a platform specific model. For that purpose, a new term is proposed: Educational Game Learning Object (EGLO). In order to ensure full reusability of the EGLO the authors of this paper suggested separation of style and content. This enables the designer to adapt presentational aspects of the Learning Object according to the content within as well as to the limitations and needs of the specific platform.

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DOI: 10.3217/jucs-017-02-0332

Authors: Carlos Hurtado, Luis Guerrero

Abstract: Computer Supported Collaborative Learning could highly impact education around the world if the proper Collaborative Learning tools are set in place. In this paper we describe the design of a collaborative learning activity for teaching Chemistry to Chilean students. We describe a PDA-based software tool that allows teachers to create workgroups in their classrooms in order to work on the activity. The developed software tool has three modules: one module for teachers, which runs on a PC and lets them create the required pedagogical material; second, there is a PDA module for students which lets them execute the activity; finally, a third module allows the teacher set workgroups and monitor each workgroup during the activity.

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DOI: 10.3217/jucs-016-19-2841

Authors: Panayiotis Kyriakou, Ioannis Hatzilygeroudis, John Garofalakis

Abstract: Intelligent Tutoring Systems (ITSs) constitute a popular type of intelligent educational systems. Domain Knowledge (DK) is a basic part of an ITS and usually includes information about the concepts the ITS is dealing with and the teaching material itself. The teaching material consists of a set of learning objects (LOs). A LO is described by a data set called its metadata. Concepts are usually organized in a network, called a concept network (or map). Each concept is associated with a number of LOs. Existing tools for managing DK mainly deal with either LOs or concepts, but not with connecting them. In this paper, we present a tool for managing both types of information in DK: creating and editing a concept network and LO metadata as well as connecting them. Additionally, the tool can produce corresponding XML descriptions for each LO metadata. Finally, it provides facilities for helping tutors in organizing and composing their lessons. A small scale evaluation has shown more than satisfactory acceptability of the tool.

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DOI: 10.3217/jucs-016-14-1853

Authors: Dong Kim, JingTao Yao

Abstract: One of the main problems of web-based learning is staying motivated at a sufficientlevel. Learning games offering challenges and entertainment may stimulate student motivation for learning and mitigate this problem. Web-based learning support systems combined with learninggames may efficiently promote learning by encouraging student participation in learning. This study introduces a treasure hunt model, which represents the idea of inquiry-based learning usingset theory. We demonstrate this via a prototype of a web-based learning support system called OTHI, which employs an online treasure hunt game as the learning game. We integrate the soundlearning strategies of inquiry-based learning with the Web and online game technologies in this system. We expect that our learning support system will motivate students, and furnish an inter-active student-centered learning environment.

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DOI: 10.3217/jucs-016-12-1556

Authors: Roc Messeguer, Leandro Navarro, Pedro Damian-Reyes, Jesus Favela

Abstract: In Collaborative Learning, groups of students work together using traditional and computer-based tools or applications. Participants are continuously moving and reorganizing in groups as tasks develop and the contextual information about the physical arrangement of people within groups determines the context of each sub-activity. The electronic environment needs to be in sync with the physical arrangement of the groups, but providing group context information to computer-based tools cannot effectively be done manually. This paper explores and addresses the problem of automating group awareness in CSCL applications by estimating group arrangements from location sensors and the history of interaction. We derive from case studies the requirements for context-awareness in collaborative learning, focusing on the Jigsaw technique supported by mobile devices. In our prototype system with real users, groups are detected from the location of the students within the classroom. However, this information needs filtering to avoid disturbing interruptions caused by uncertain location measures. A three-phase filtering strategy is proposed to manage uncertain contextual information by identifying sources of uncertainty, representing uncertain information, and determining how to proceed. Validation with experimental data shows the usefulness of introducing mobile devices with group-supporting applications that incorporate automatic group awareness. Results show that by managing uncertainty in the estimation of location, group membership information becomes reliable enough to satisfy the need for supporting collaborative learning with applications that are automatically group-aware, without introducing extra burdens or interruptions.

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DOI: 10.3217/jucs-015-14-2786

Authors: Emilio Castellano, Luis Martínez-López

Abstract: Collaborative Filtering has been widely used in Recommender Systems helping customers of e-shops to find out items matching their requirements in huge or complex search spaces. There exist many commercial applications that show the utility of these systems, especially in e-commerce whose features and good performance obtained has driven us to consider their application in a specific domain as Academic Orientation, in order to support students’ decisions through their academic journey. We propose the use of the ideas behind the Collaborative Recommender Systems to develop a Web-based Decision Support System (Web-DSS) for Academic Orientation that analyze the students’ skills, attitudes, preferences, etc., and then compute relevant information to support their decisions concerning their academic future. Furthermore, we shall study the performance of such techniques in Academic Orientation by using a dataset gathered from various Secondary and High Schools in Spain. OrieB, a web-DSS for academic orientation is then presented.

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DOI: 10.3217/jucs-015-07-1546

Authors: Francisco Almeida-Martínez, Jaime Urquiza-Fuentes, J. Velázquez-Iturbide

Abstract: This article describes the educational tool VAST. We designed VAST to be used in compiler and language processing courses. The current version allows generat- ing and visualizing syntax trees and their construction process. The main advantages of VAST follow: it is designed to be as independent from the parser generator as possible, it allows students to visualize the behavior of parsers they develop, and it has an inter- face designed to easily handle huge syntax trees. Finally, we describe two satisfactory preliminary evaluations from the usability and educational points of view.

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DOI: 10.3217/jucs-015-07-1508

Authors: Rosa Silva, António Andrade

Abstract: Information and Communication Technologies (ICT) permit the innovation of teaching and learning processes. ICT allow teachers to create or select and adjust contents that take advantage of the digital environment and interaction between peers. Teaching methodologies and strategies should be adjusted to the learning styles of students, offering them, in turn, the possibility to reflect about the way in which they might learn better. This article introduces a work of creation and validation of a web-based application, which aims to enhance the Management of Learning Styles (MLS) on the part of students and teachers, based on Felder-Soloman’s Index of Learning Styles Questionnaire (ILS) and Honey-Mumford’s Learning Styles Questionnaire (LSQ). The prototype has been validated and the results suggest its applicability and the relevance of the information this tool is capable of obtaining - reports on the learning styles profiles by student, teacher and class - with the objective of supporting them in the selection of strategies to improve teaching and learning, developing at the same time skills which will allow them to learn throughout their lives.

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DOI: 10.3217/jucs-015-07-1496

Authors: Lucila Maria Costi Santarosa, Lourenço Basso

Abstract: Eduquito is intended to be a virtual environment for digital/social inclusion where people can exercise their citizenship with interaction and personal development. As a virtual space, it comprises a Learning by Project Environment which provides not only access resources for People with Special Educational Needs but also an array of special tools, which foster a process of creative dialogue as well as dynamic individual and collective development.

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DOI: 10.3217/jucs-015-07-1486

Authors: Fernando A. Mikic Fonte, Juan Carlos Burguillo Rial, Martín Llamas-Nistal

Abstract: Intelligent Tutoring Systems are computer programs that aim at providing personalized instruction to students. In recent years, conversational robots, usually known as chatterbots, become very popular in the Internet, and ALICE (Artificial Linguistic Internet Computer Entity) is probably the most popular one. ALICE brain is written in AIML (Artificial Intelligence Markup Language), an open XML language. We have considered the combination of both approaches, i.e, the use of AIML-based bots for tutoring purposes in open e-Learning platforms such as Claroline or Moodle. With that aim in mind, we have developed a bot (chatterbot) for helping the students during their learning process and for supporting the activities of the teacher. This bot (TQ-Bot) is able to analyse the requests made by the learners in written natural language and to provide adequate and domain specific answers orienting the student to the right course contents. Besides, TQ-Bot is able to track and supervise the student progress by means of personalized questionnaires. This bot has been developed and integrated as user-friendly modules in Claroline and Moodle.

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DOI: 10.3217/jucs-015-07-1455

Authors: Patrícia Dinis, Alberto Rodrigues da Silva

Abstract: Learning Objects Repositories are becoming increasingly available on the Internet. Learning Objects Pool (LOP) built around the "stock exchange" metaphor, brings a new concept of Learning Objects Repositories pushing users motivation to produce good LOs as well as increasing the cooperation between users, either by submitting suggestions and comments or rating existing LOs. To achieve such high level of motivation and interest some kind of healthy competition is promoted, assigning credits to users and setting a value cost for each LO. This credit-based system rewards users that collaborate by creating LOs or by adding valuable information. It consequently increases the value of the most popular LOs, and also allows the creation of users and LOs rankings. This paper provides a comprehensive overview of the LOP system and, in particular, describes some application scenarios where, through configuration and parameterization we show the LOP’s high levels of versatility.

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DOI: 10.3217/jucs-015-07-1440

Authors: Paloma Díaz, Esther Guerra, Telmo Zarraonandía, Ignacio Aedo, Carmen Padrón

Abstract: Multi-disciplinary teams might provide a multi-faceted perspective of web educational systems that integrates experience from different fields. Each expert has a view of the system and she uses domain specific languages in order to express solutions to the problems she is concerned with. In this way, the final system can be seen as a combination of a number of complementary views, each of which focuses on problems of a different nature. However, such views are expressed with different specification tools so that they have to be integrated to produce a common design that is complete and consistent. Creating a common language encompassing multi-disciplinary design views is a challenging endeavor but it might impose a cognitive overload to each member of the group who is exposed to unfamiliar concepts of other disciplines in her design view. Alternatively, this paper describes an approach called MODUWEB that consists of letting each designer use the tool she is proficient in for her design tasks and then complementary design perspectives are integrated using meta-modeling techniques. MODUWEB also includes a number of constraints and semantic rules that guarantee the completeness and consistency of the resulting model.

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DOI: 10.3217/jucs-015-07-1427

Authors: Claudio Dondi

Abstract: This paper presents a new vision of e-Learning and quality in e-Learning based on two main assumptions: e-Learning cannot be seen as a "one-size-fits all" solution as it has as many definitions as the fields and sectors where it is implemented, and to define quality in e-Learning one must consider the influence of visions of stakeholders on quality perception. The paper analyses in-depth the e-Learning territory concept and provides an innovative view on quality approaches for e-Learning as well as a set of recommendations addressing e-Learning stakeholders.

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DOI: 10.3217/jucs-014-16-2680

Authors: Maximiliano Paredes, Ana Molina, Miguel Redondo, Manuel Ortega Cantero

Abstract: In this article we explain how we apply the CIAM methodology based on the CIAN notation in order to generate user interfaces in collaborative applications. CIAM has been applied successfully in the development of desktop applications, such as Domosim-TPC, demonstrating its effectiveness in the definition of user interfaces for collaborative applications where a shared context is required. We present the AULA system modeled by means of CIAM. The results in the application of this Methodology show the necessity to include those aspects closely related with context modeling and the synchronization of contents; that is why we make an outline of the way to take into account these characteristics as a future work.

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DOI: 10.3217/jucs-014-10-1763

Authors: Abdelhak Aqqal, Christoph Rensing, Ralf Steinmetz, Najib Elkamoun, Abdelghafour Berraissoul

Abstract: Recently Web Based Training (WBT) starts to be widely used as a new way of teaching. Unfortunately, this mode of teaching imposes new requirements and constraints. It has made the creation of learning material a complex and demanding task for the instructors as it takes much time and demands a multitude of skills, in particular technical skills that must be developed and continuously updated. Hence, we propose a collaborative authoring methodology based on division of labour as a way to produce WBTs where the processes of production are clearly separated to meet the existing and needed skills of persons involved in WBT production. This paper presents an efficient method to support instructor’s guidance during the first phase of the WBT production called the Macro Design using the Rhetorical Structure Theory (RST) and the taxonomies we developed.

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DOI: 10.3217/jucs-014-01-0148

Authors: Andreas Harrer, Nils Malzahn, Astrid Wichmann

Abstract: In this article we present an architecture for the integration of tutoring approaches and process scaffolds into existing collaborative applications. The architecture allows to combine existing research on explicit representations of collaborative learning processes with the availability of existing and tested collaborative learning environments. The architecture allows to control the learning environments either by a human or a pedagogic agent and thus enables adaptation of the tools to the current state of the learning process. Both types of tutors are using a so-called remote control component using the same set of control primitives. To prove the soundness of the architecture and the flexibility of its implementation two example scenarios are shown that use IMS LD learning process definitions with the Coppercore learning design engine controlling our collaborative environments.

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DOI: 10.3217/jucs-014-01-0027

Authors: Guillermo Vega-Gorgojo, Miguel Bote-Lorenzo, Eduardo Gómez-Sánchez, Juan Asensio-Pérez, Yannis Dimitriadis, Iván Jorrín-Abellán

Abstract: Collaborative learning systems can be constructed following the serviceoriented computing paradigm. This allows educators to integrate external tools, offered as services by software providers, in order to support the realization of collaborative learning situations. Discovering appropriate services is a challenging task that requires the description of their capabilities. This can be accomplished with Ontoolcole, an ontology of collaborative learning tools designed with the aim of supporting educators in the search of CSCL tools. Ontoolcole is depicted here and some new, relevant features are discussed. Namely, Ontoolcole incorporates an artifact module, a task-level coordination module and the description of static information resources, further improving the capabilities to describe complex CSCL tools. As a proof of concept, we also present a preliminary prototype of the intended target application of Ontoolcole, an interactive system for the search of CSCL tools, named Ontoolsearch. A case study with practitioners has been carried out to evaluate whether Ontoolcole can be employed by educators to search CSCL tools. Evaluation results show that Ontoolcole abstractions fit educators' questions based on their real practice while retrieving useful tools for their educational needs.

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DOI: 10.3217/jucs-013-07-1022

Authors: Cesar Collazos, Luis Guerrero, José Pino, Sergio Ochoa, Gerry Stahl

Abstract: Collaborative learning environments require carefully crafted designs — both technical and social. This paper presents a model describing how to design socio-technical environments that will promote collaboration in group activities. A game was developed based on this model. This tool was used to conduct experiments for studying the collaborative learning process. Testing with this system revealed some strengths and weaknesses, which are being addressed in the on-going research.

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DOI: 10.3217/jucs-013-07-1002

Authors: Gregory Heileman, Chaouki Abdallah, Wei Shu, Christos Christodoulou, Debby Knotts

Abstract: This paper describes the motivation, strategies, and implementation details that lead to the creation of online graduate-level degree programs in the Department of Electrical & Computer Engineering at the University of New Mexico. It also presents some of the benefits as well as the challenges encountered when designing and implementing these programs. The paper concludes with a discussion of lessons learned and the future directions of the program.

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DOI: 10.3217/jucs-013-07-0991

Authors: Davinia Hernández-Leo, Andreas Harrer, Juan Dodero, Juan Asensio-Pérez, Daniel Burgos

Abstract: IMS Learning Design (IMS LD) is an interoperable and standardized language that enables the computational representation of Units of Learning (UoLs). However, its adoption and extensive use in real practice largely depends on the extent to which teachers can design and author their own UoLs according to the requirements of their educational situations. Many of the proposed design processes for facilitating the creation of UoLs are based on the reuse of complete or non-complete learning design solutions at different levels of granularity. This paper introduces a comparison framework that conceptually analyzes and classifies reusable learning design solutions and processes that drive the creation of ready-to-run UoLs. The framework provides a comprehensible representation of such processes and units of reuse over two dimensions, namely granularity and completeness. It also offers a frame for discussing issues, such as the proper level of reuse, of existing and forthcoming proposals. Finally, it opens the path to other strands for future research such as providing language independence of learning designs or proposing approaches for the selection of the reusable solutions.

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DOI: 10.3217/jucs-013-07-0980

Authors: Manuel Caeiro-Rodríguez, Maria Marcelino, Martín Llamas-Nistal, Luis Anido-Rifón, Antonio Mendes

Abstract: Educational Modeling Languages (EMLs) have been proposed to support the modeling of educational units. Currently, there are some EML proposals devoted to provide a computational base, enabling the software processing and execution of educational units' models. In this context, flexibility is a key requirement in order to support alternatives and changes . This paper presents a Perspective-oriented Educational Modeling Language (PoEML) that simplifies and facilitates the modeling of alternatives and the performance of changes. The key point of the proposal is the separation of the modeling in several concerns that can be managed almost independently. As a result, changes at each concern can be performed without affecting to other concerns, or affecting in controlled ways.

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DOI: 10.3217/jucs-013-07-0959

Authors: José Chaves-González, Miguel A. Vega-Rodríguez, Juan Gómez-Pulido, Juan Sánchez-Pérez

Abstract: This paper presents a project that provides both, to professors and to students, a tool that is useful for studying, teaching and learning how pipelines work and how they can be scheduled in an easy and widespread way. The project is called PipeSim, and features static and dynamic pipelines with a very attractive, dynamic and intuitive interface. It is well known that pipeline and pipeline-scheduling are very relevant concepts in computer science studies and it is very important that students can learn these in an easy and reliable way. The simulator makes easy both working in depth about pipeline scheduling and working slowly paying attention in the different stages of the scheduling. However, we designed the simulator knowing that principal users would be students with no experience, so both the execution and the presentation of the results have been carefully developed. In addition to this, to check the success of PipeSim, a survey has been made among some students that used the simulator. Results reveal that this kind of applications has a great acceptance among students, thought they consider that simulators are complements to the lessons given by the professor and never a substitute for them.

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DOI: 10.3217/jucs-013-07-0948

Authors: Maximiliano Paredes, Pedro Sánchez-Villalón, Manuel Ortega Cantero, J. Velázquez-Iturbide

Abstract: Writing applications are currently designed for desktop personal computers. Mobile devices like PDAs or smart phones are increasingly being used for mobile applications such as access to information sources or local work on the device, but they are seldom used for collaborative tasks. Here we present AULA and AWLA, two applications that put mobile devices and collaborative educational environments together inside and outside the classroom. They are designed under the paradigm of collaborative composition writing in language learning courses, in particular English as a Foreign Language (EFL).

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DOI: 10.3217/jucs-013-07-0938

Authors: Iván Martínez-Ortiz, Pablo Moreno-Ger, José Sierra-Rodríguez, Baltasar Fernández-Manjón

Abstract: The modelling of educational processes and their operational support is a key aspect in the construction of more effective e-learning applications. Instructional models are usually described by means of an educational modelling language (EML). The EML used can be one of the available standards (e.g. IMS Learning Design), the customization of a standard to meet a specific application profile, or even a domain-specific EML specifically designed to better fit the very particular needs of a learning scenario. In this paper we present , a general authoring and operationalization architecture capable of dealing with all these possibilities in a highly modular and flexible way. We also outline a specific implementation of based on standard XML technologies and workflow management systems, and we describe how this implementation can be used to support IMS Learning Design.

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DOI: 10.3217/jucs-013-07-0932

Authors: Luis Panizo, Ramón-Ángel Fernández, Lidia Sánchez

Abstract: The impact of the Internet on Society also affects learning at University. Students use not only printed books and their own notes, but also the information available on the Net. WebQuests are learning tools that help the students use the Internet, but under the supervision of the lecturer, who has previously selected the most interesting sites to visit. An experience of using WebQuests with first year Computer Science students is shown, as well as the good results obtained both in the improvement of examination results and in the positive attitude of the students when using WebQuests.

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DOI: 10.3217/jucs-011-09-1568

Authors: Juan Dodero, Paloma Díaz, Ignacio Sarasa

Abstract: Authoring learning material is a multi-disciplinary undertaking where different people can play their role. Any support that can be provided for the collaboration of instructional designers, pedagogues, media designers, and students, among others, is welcome. In particular, metadata annotation of learning objects is an important task within the whole authoring process. This work presents the first resulting products and approaches from the MD2 project, consisting of a service-oriented framework and a tool to support the integrated, ontology-based collaborative annotation of learning objects.

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DOI: 10.3217/jucs-011-09-1555

Authors: Miguel A. Vega-Rodríguez, Juan Gómez-Pulido, Juan Sánchez-Pérez

Abstract: ICT (Information and Communication Technologies) are a very important educational resource at the present time because they allow place and time limitations to be overcome and therefore reduce costs. In addition, multimedia applications offer a set of characteristics in order to improve learning by means of interactive activities. For these reasons, we believe it is important to devote efforts to the development of proposals and prototypes for teaching via Internet. Since 1998, our research group has been focused on this objective and working on diverse projects such as SD2I, TEDA or PDIWeb. In this paper we overview all these projects, presenting a general description of each web platform, as well as the tools and methods used for their implementation. This paper also includes the results obtained after the use of each platform and the feedback from surveys. In this way, several conclusions are presented in the last section of this paper.

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DOI: 10.3217/jucs-011-09-1543

Authors: Ana Molina, Miguel Redondo, Manuel Ortega Cantero

Abstract: Some tasks supported by educative and collaborative tools can be more realistic and accessible if they are tackled using mobile devices. This approach allows students to benefit from the mobility features of this kind of devices, which are expected to revolutionize teaching in the next decade. In this paper we present an application called DomoSim-Mob to carry out practical activities of domotical design using PDAs. We introduce the task of collaborative planning of design which is supported by DomoSim-Mob and describe its materialization starting from the user tasks supported by the previous desktop computer version.

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DOI: 10.3217/jucs-011-09-1530

Authors: Begoña Ferrero, Maite Martín, Ainhoa Alvarez, Maite Urretavizcaya, Isabel Fernández-Castro

Abstract: This paper describes KADD ET, a cognitive diagnostic environment created to assess the conceptual and procedural learning activities of students. It is composed of a diagnostic engine, DETECTive, and a knowledge acquisition tool developed to fulfil its knowledge representation needs, KADI. Both of them share a Model of Learning Tasks (MLT) as a diagnostic basis. One of the main goals of this environment is to provide teachers with easy-to-use tools that facilitate the construction of learning environments with diagnosis capabilities customized to their particular subject domains and adaptation styles.

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DOI: 10.3217/jucs-011-09-1518

Authors: Antonio Navarro, José Sierra, Alfredo Fernández-Valmayor, Héctor Hernanz

Abstract: This paper describes the evolution experienced by the concept of virtual object. This concept has evolved in the context of several e-learning projects developed by the Software Engineering and Artificial Intelligence (ISIA) group at the Complutense University of Madrid (UCM). The initial goal of the first of these projects, the Chasqui Project, was to facilitate the didactic and scientific use of real objects belonging to the Archaeology Museum of the Department of American History II at this University. As a concept intended for organizing learning and scientific information, the concept of virtual object has undergone an important transformation as it has been applied to two other projects: the virtualization of the Museum of the History of Computing at the School of Computer Science at the same university, and the Chasqui II project, an improved version of the first Chasqui, which is now under development by the ISIA group and the Telefónica I+D corporation.

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DOI: 10.3217/jucs-011-09-1494

Authors: José Bravo, Ramón Hervás, Gabriel Chavira

Abstract: In recent years, there have been many efforts at research towards obtaining the simple and natural use of computers, with interfaces closer to the user. New visions such as that of the Ubiquitous Computing paradigm emerge. In Ubiquitous Computing the computer is distributed in a series of devices with reduced functionality, spread over the user's environment and communicating wirelessly. With these, context-aware applications are obtained. In this paper we present an approach to the classroom context by identification process using RFID technology, as an implicit input to the system. The main goal is to acquire natural interaction, because the only requirement for the user (teacher or student) is to carry a device (smart label), identifying and obtaining context services. Some of these services and the mechanisms that make them available are described here, together with a scenario of their use in the classroom.

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DOI: 10.3217/jucs-011-09-1482

Authors: Roberto Moriyón, Francisco Saiz

Abstract: In this paper we describe the DeepTest tool, which is intended to reinforce the conceptual learning of any subject by means of interactive exercises for the detection of incorrect texts. DeepTest can be used through Internet. The generic aspects of the tool are analyzed, and a first report on conclusions from the use of the tool by a group of students and teachers is presented. The main conclusion is that DeepTest can be used effectively in assessment tasks and its use is very simple and intuitive.

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