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.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.2020.042

Authors: Damjan Fujs, Simon Vrhovec, Damjan Vavpotič

Abstract: Information systems are pervasive in organizations of all sizes. To use them securely, users must be properly trained. Because of the pervasiveness of information systems the number of scientific publications reporting on user training for secure use of information systems is increasing year by year. To overcome the issue of manually surveying such a vast body of knowledge and to keep up with research trends, we conducted bibliometric mapping of research on user training for secure use of information systems. A total of N = 1955 records published between 1991 and 2019 were retrieved from the Web of Science bibliographic database on 21 November 2019. Top contributing authors, organizations, countries and research field were identified with the Web of Science built-in results analysis tool. Additionally, keyword mapping was performed with VOSviewer software. The analysis of the network and overlay keyword maps revealed six clusters: healthcare, technology adoption, management, information security, technical solutions and physical security. The results of this study suggest attractive research directions to be pursued in the future, such as information security training in healthcare and individualized user training alternatives to one-size-fits-all user training approach.

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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-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-024-07-0815

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-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-022-12-1533

Authors: Jesús Moreno-León, Gregorio Robles, Marcos Román-González

Abstract: In the last years, socialization of the software development process has been proven to be an emergent practice, becoming social development platforms (such as GitHub or GitLab) very popular among software developers. However, little is still known about how social factors inuence software development. In particular, in this paper we focus on how socialization affects the learning of programming skills, as developing software can be considered, in part, a continuous learning process. Aiming to shed some light in this regard, we analyze the social interactions of almost 70,000 users and the sophistication of over 1.5 million software products authored by them in the Scratch platform, the most popular social coding site for learning to program. The results indicate that there is a relationship between the social conducts of users and the improvement of their programming abilities, showing that more social actions performed by users is positively associated with more sophistication in their programs. Furthermore, the results also provide evidence that the relationship of social factors with the development of software programming skills tends to grow with time.

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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-021-11-1425

Authors: Hsing-Wen Wang, Yen-Chun Wu, Tse-Ping Dong

Abstract: Social networking websites have become increasingly popular, and have also become the main media not only to connect lives socially, but also to affect brand image and consumers' purchase intention. The purpose of this paper is to incorporate the Facebook fan page and e-journal provide over the Internet (cloud e-journal) with the uses and gratification theory to test the impact on brand image and purchase intention through the use of cloud learning. We used cloud learning material from the Ivy League in Taiwan in our case study. This paper also applied structural equation modeling to analyze the data collected from members of the Ivy League Facebook fan page and the Cloud users’ e-journal. The results of this study demonstrated that for the members of the Ivy League Facebook fan page, purchase intention was positively and significantly influenced, regardless of any use intention factors, based on the uses and gratification theory. In addition, using the Facebook fan page and Cloud e-journal would also positively and significantly affect the brand image for Internet users. Moreover, with the Ivy League fan page and the Cloud e-journal's improved brand image, there is an increase in intention to buy the journals and relevant services. This paper also demonstrated that six features of the Cloud e-journal did have a moderating effect on the purchase intention. Our results provide suggestions to those who attempt to build cloud learning solutions for customers, and are also helpful to those who wish to apply the Facebook fan page to customer relationship marketing platforms.

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DOI: 10.3217/jucs-021-08-1042

Authors: Maria José Angélico Gonçalves, Álvaro Rocha, Manuel Pérez Cota

Abstract: This research work was carried out in the areas of Higher Education, Teaching Technology and Web Information Management with the aim of developing a model for identifying and classifying competences and learning outcomes (MICRA) and an ontology of the information management model (SICRA). The MICRA model was applied in a case study, whereas the verification and validation of its previously defined functionalities led to ontology validation. MICRA shows to be an innovative model, based on a thorough, organized and systematic analysis of the educational context. In addition, SICRA goes beyond other ontologies as it not only defines reusable competences, classified according to Bloom's taxonomy, but also defines and establishes a correspondence among Computer Science Knowledge Areas. We have thus contributed to making learning institutions' training curricula widely available, allowing for their contrastive analysis in order to promote student and teacher mobility within the European Higher Education Area and in other countries.

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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-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-020-15-2032

Authors: Antonio Cabot, Eva Garcia-Lopez, Luis De-Marcos, Javier Abraham-Curto

Abstract: E-learning has been a revolution in recent years in training field. This, combined with the increased use of mobile devices has caused the emergence of m-learning. Hence new problems have appeared in the training field, such as displaying correctly learning contents in a mobile device that has restricted features or taking into account the learner's context in the learning process, who could be anywhere. For this reason the adaptation concept is used, in order to personalize or adapt the learning contents to each student. This paper presents a case study in a real course using a multi-agent system for adapting the learning contents to the learner's context and to his/her mobile device. The results of the experiment show that the students who used the adaptive system (experimental group) obtained better grades than the students who did not (control group).

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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-020-01-0006

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-019-07-0965

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-019-05-0692

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-018-10-1259

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-018-06-0845

Authors: Carla-Lee Botha, Elmarie Kritzinger, Marianne Loock

Abstract: South African home users of the Internet use it to perform various everyday functions. These functions include, but are not limited to, online shopping, online gaming, social networking and online banking. Home users of online banking face multiple threats, such as phishing and social engineering. These threats come from hackers attempting to obtain confidential information, such as online banking authentication credentials, from home users. It is, thus, essential that home users of online banking be made aware of these threats, how to identify them and what countermeasures to implement to protect themselves from hackers. In this respect, information security awareness (ISA) programmes are an effective way of making the home users of online banking aware of both the threats they face and the countermeasures available to protect themselves from these threats. South African banks have to comply with certain legal requirements when implementing information security awareness initiatives. Non-compliance or failure to demonstrate due care and due diligence, should a security incident occur, will result in financial penalties for the bank as well as possible brand damage and loss of customers. Banks implement international best practice recommendations in an effort to comply with legislation. These include recommendations for information security awareness. This research proposes a framework which, predominantly, can be applied when determining and comparing information security best practice recommendations and information security legal requirements for online banking. The primarily aim of this paper is to investigate whether the implementation of best practices are sufficient to comply with legal requirements. A selected list of information security best practices was investigated for best practice recommendations while a selected list of information security legislation was also investigated for legal requirements imposed on South African banks. A gap analysis was performed on both these recommendations and requirements to determine whether the implementation of best practice recommendations results in compliance with legal requirements. The gap analysis found that the implementation of best practice recommendations does not result in compliance with legal requirements. Accordingly, the outcome of this research highlights the importance of applying such a framework in a comprehensive fashion to understand the legal requirements imposed and ensure that adequate controls are in place for achieving compliance.

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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-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-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-014-04-0575

Authors: Justus Randolph, Roman Bednarik

Abstract: Publication bias is the tendency for investigations with primarily nonstatistically significant findings to be withheld from the research record. Because publication bias has serious negative consequences for research and practice, we gathered information about the prevalence and predictors of publication bias in the computer science education literature. From an initial random sample of 352 recent computer science education articles, we reviewed the 38 empirical articles that used inferential statistical analyses. We found that (a) the proportion of articles reporting primarily statistically significant findings in computer science education was very similar to the proportion in medical research, (b) that an article's having a female first author was a strong predictor of an article's having primarily statistically significant results, and (c) that there was a tendency for authors to emphasize statistically significant findings and deemphasize nonstatistically significant findings. Neither whether an investigation was reported in a journal or conference proceeding nor whether the source of funding was disclosed were significant predictors of an article's having statistically positive results.

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DOI: 10.3217/jucs-013-09-1270

Authors: Amber Settle, Chad Settle

Abstract: Student satisfaction with distance learning is impacted by a variety of factors, including interaction with the instructor and the structure of the course. Satisfaction with distance-learning courses also has a strong impact on retention. In an earlier article, we determined that student satisfaction as measured by course evaluation scores in an online discrete mathematics course taught by the first author was not statistically significantly different from that of students in traditional versions of the same course, supporting some previous studies on distance-learning student satisfaction. However, the model of distance-learning studied in our initial work is not the dominant model used for distance learning at the institution in question. In this article we obtain statistically significant results different from the earlier article when a distance-learning course that uses the dominant model is considered. In particular, the course evaluations for online and traditional sections of introductory Java programming courses varied in some notable ways.

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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-013-07-0938

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-012-09-1358

Authors: Robert Sinka

Abstract: This study represents a survey approach in order to analyse the information society in a regional setting. The first part deals with a current problematic issue: the human resources of the information society, which is a neglected research area of the information society. The second part of the paper will point out the main characteristics of the human adaptation of the information society. My aim is to accentuate the importance of the 'human-interface gap’. These days the accessibility is strongly connected to the education and to the fact that several jobs do not require competence in digital or information literacy. Focusing on the human aspect has become a central issue of the higher education, and one of its prominent tasks, besides others, is to prepare the next generation for the challenges of the information society.

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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-011-09-1543

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-011-09-1518

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-011-09-1505

Authors: Crescencio Bravo, Maria Marcelino, Anabela Gomes, Micaela Esteves, Antonio Mendes

Abstract: Computer Programming learning is a difficult process. Experience has demonstrated that many students find it difficult to use programming languages to write programs that solve problems. In this paper we describe several educational computer tools used successfully to support Programming learning and we present a global environment which integrates them, allowing a broader approach to Programming teaching and learning. This environment uses program animation and the Computer-Supported Collaborative Learning (CSCL) paradigm.

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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-011-09-1458

Authors: Manuel Caeiro-Rodríguez, Martín Llamas-Nistal, Luis Anido-Rifón

Abstract: This paper discusses the modelling of a I> (UoL) (e.g. a lesson, a course) in e-learning. So far, the modelling of UoLs has been heavily focused on the definition and organization of contents. Currently, social and constructivist pedagogical approaches are demanding that learners get involved in more actual activities (e.g. solving problems, pair-work, group work). (EMLs) have been proposed to support the modelling of such activity-based UoLs. In this way, EMLs enable the definition of learning environments, goals, participants, etc. Nevertheless, the elements provided by current EMLs are not sufficient to model certain learning activities, mainly those involved in active and collaborative learning scenarios. In this paper we identify a set of perspectives and patterns that should be considered in an EML to support the design of collaborative UoLs.

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DOI: 10.3217/jucs-010-01-0027

Authors: Edmond Abrahamian, Jerry Weinberg, Michael Grady, C. Stanton

Abstract: Traditional software used for student-centered learning typically provides for a uniform user interface through which the student can interact with the software, and through which the information is delivered in a uniformly identical fashion to all users without regard to their learning style. This research classifies personality types of computer science undergraduate students using the Myers-Briggs Type Indicator, relates these types of personalities to defined learning preferences, and tests if a given user interface designed for a given learning preference enhances learning. The general approach of this study is as follows: given a set of user interfaces designed to fit personality types, provide a given user interface to participants with the matching personality type. In the control group, provide participants with a randomly chosen user interface. Observe the performance of all participants in a post-test. Additionally, observe if the test group had an enhanced learning experience. Quantitative results indicate that personality-aware user interfaces have a significant effect on learning. Qualitative results show that in most cases, users preferred user interfaces designed for their own personality type. Preliminary results show that for introverted intuitive persons and extraverted intuitive persons, the effect of a personality-aware human-computer interface on learning is significant.

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DOI: 10.3217/jucs-007-07-0623

Authors: Wolfgang Schinagl

Abstract: New Learning in analogy to New Economy means a new paradigm of learning. Old Learning was learning with a continuous learning history in mind. New Learning means, that the continuity of a learning history is stored in a computer memory and can be quickly accessed. The external storage generates a better and more precise continuity of individual historical learning experiences and shifts the focus of cognitive energy to cognitive creativity. If knowledge is managable as the new discipline knowledge management offers, this new approach will make sense.

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DOI: 10.3217/jucs-007-03-0226

Authors: Tomoko Kojiri, Yushi Ogawa, Toyohide Watanabe

Abstract: Currently, the web-based learning support systems are one of interesting and hot topics in points of the utilization of Internet and the application of computers to education. In particular, the web-based collaboration is very applicable means to make unfamiliar students, who are unknown with each other, discuss together in the same virtual interaction space. However, there are some problems derived from the gap between the real world and virtual environment: coordination for discussions, cooperative reactions, comprehension of learning progress, etc. These problems may be dependent on the fact that the actions of students cannot be influenced from the behaviors of others directly. In this paper, we address a coordination mechanism to promote cooperative actions/reactions for progressive discussions. Our idea is to apply an agent-oriented framework to this coordination mechanism and introduce two different types of agents. One is a coordinator and the other is a learner. The coordinator monitors the learning progress of group and promotes the discussion, if necessary, so as to reach their common goal successfully. The learners are assigned to individual students, and act as interaction mediators among students in place of the corresponding students. Of course, the coordinator is a passive entity and learners are active entities in our collaborative learning space.

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DOI: 10.3217/jucs-004-04-0404

Authors: Milton Campos

Abstract: This article describes a methodological approach to conditional reasoning in online asynchronous learning environments such as Virtual-U VGroups, developed by SFU, BC, Canada, consistent with the notion of meaning implication: If part of a meaning C is embedded in B and a part of a meaning B is embedded in A, then A implies C in terms of meaning [Piaget 91]. A new transcript analysis technique was developed to assess the flows of conditional meaning implications and to identify the occurrence of hypotheses and connections among them in two human science graduate mixed-mode online courses offered in the summer/spring session of 1997 by SFU. Flows of conditional meaning implications were confronted with Virtual-U VGroups threads and results of the two courses were compared. Findings suggest that Virtual-U VGroups is a knowledge-building environment although the tree-like Virtual-U VGroups threads should be transformed into neuronal-like threads. Findings also suggest that formulating hypotheses together triggers a collaboratively problem-solving process that scaffolds knowledge-building in asynchronous learning environments: A pedagogical technique and an built-in tool for formulating hypotheses together are proposed.

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DOI: 10.3217/jucs-004-04-0349

Authors: Daniela Giordano

Abstract: A shared design memory emerging from the contributions of novice designers affords, theoretically, unique opportunities to support individual and organizational learning. Evaluation must take into account the "distributed" nature of the system that becomes realized. The proposed evaluation model is based on a cross-analysis of: the contents of the shared design memory, the quality of the design artifact produced be the designers teams, the characteristics of the student population, and their perceptions of the adequacy and usefulness of the representational formats adopted for the shared memory. Effects being sought are generational changes that indicate that design weaknesses typical of novices are being offset, and that good design practices are diffused and gradually incorporated as new quality standards. Preliminary results of the evaluation of a shared memory for Information Systems design show that shared memory underpinned an emergent quality in the new designs, characterized by increased structuredness, communicability, and attention to the dynamics of interactions in the system being designed. The shared memory was deemed useful and usable by the learners. Findings also clarify the relative merits of some representational formats (links among design cases and reviews attached to design cases) used for conveying design knowledge.

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DOI: 10.3217/jucs-004-03-0273

Authors: Steven Mcgee, Bruce Howard

Abstract: Researchers at the NASA Classroom of the Future have been using the design experiment framework to conduct evaluations of multimedia curricula. This method stands in contrast to more traditional, controlled experimental methods of evaluating curricular reforms. The methodology presented here is integrated with Walter Doyle's [1983] notion of using academic tasks to describe how classroom activities impact student learning. We will report the results from a design experiment with a multimedia program developed at the NASA Classroom of the Future, and we will examine the methodologies that were used in the evaluation.

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DOI: 10.3217/jucs-003-10-1121

Authors: Bernd Rederlechner, Jörg Keller

Abstract: When adding n-bit 2-th complement numbers, the result can be outside the range representable with n bits. A well-known theorem justifies the common overflow logic: Let a,b {0,1}n be the 2-th complement representations of signed integers [a] and [b], respectively, and let c0 {0, 1} be the carry-in bit. Then, [a] + [b] + c0 {-2n-1,...,2n-1-1} if and only if cn = cn-1 , where ci denotes the carry-bit from position i - 1 to position i when adding the binary numbers a and b. We present a proof of this theorem which is much shorter than previous proofs. This simplification can save valuable time in computer science classes. With a small extension the proof even holds for d-th complement numbers. Although the proof technique is known by some specialists, nobody seems to have written it up. With this note, it is once documented in a precise form, thus avoiding re-invention.

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DOI: 10.3217/jucs-002-12-0829

Authors: Samuel Rebelsky

Abstract: A growing number of instructors are putting course resources on the World Wide Web (WWW) [Berners-Lee et al. 1994], from simple course descriptions through traditional printed handouts to complete "classroom-free" classes ([Team Web 1995] provides a broad sampling of such resources). However, there appears to be a paucity of evaluation of WWW based classroom resources. Do they help or do they hurt? Which materials are more valuable or less valuable? How do students react to the web?This paper describes the design, evaluation, redesign, and re-evaluation of a number of course webs that incorporate a wide range of resources (including readings, notes, transcriptions, and traditional handouts) and media (including text, images, and audio). This paper generalizes student reactions to webs for two introductory Computer Science courses [Rebelsky 1994] [Rebelsky 1996], incorporating additional comments from students in advanced courses.Key Words: Multimedia Information Systems [Evaluation/Methodology], Computer Uses in Education, World-Wide Web, Hypertext Document Design and Preparation, Computer Science Education, Computer Literacy.

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DOI: 10.3217/jucs-002-10-0679

Authors: Tomasz Müldner, Robin Nicholl

Abstract: Recently, there has been growing excitement over the use of electronic classrooms. This paper provides a carefully balanced view of the advantages of using various technological facilities to improve teaching and learning, while recognizing the continuing need for a human teacher who coordinates and controls the learning process. In particular, our view is that technology should not be intrusive and should serve as a "means" towards specific educational goals, not as an "end" in itself. To illustrate this view we offer as a "case study" our vision of a course that uses electronic classrooms to assist teachers and students.

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