Latest Articles from JUCS - Journal of Universal Computer Science Latest 16 Articles from JUCS - Journal of Universal Computer Science https://lib.jucs.org/ Fri, 29 Mar 2024 14:04:52 +0200 Pensoft FeedCreator https://lib.jucs.org/i/logo.jpg Latest Articles from JUCS - Journal of Universal Computer Science https://lib.jucs.org/ Fostering Computational Thinking Through Data Visualization and Design on Secondary School Students https://lib.jucs.org/article/66265/ JUCS - Journal of Universal Computer Science 27(3): 285-302

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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Research Article Sun, 28 Mar 2021 17:00:00 +0300
Co-Creation of e-Learning Content: The Case Study of a MOOC on Health and Cyber-Bullying https://lib.jucs.org/article/23997/ JUCS - Journal of Universal Computer Science 26(2): 200-219

DOI: 10.3897/jucs.2020.012

Authors: Fernando Ferri, Alessia D'Andrea, Arianna D’Ulizia, Patrizia Grifoni

Abstract: The use of a co-creation process within e-learning practices enables learners to live positive experiences as they are more actively involved in the learning process. Starting from this consideration, the paper aims to demonstrate that using a co-creation approach to design a Massive Open Online Course allows amplification of the learning experience as well as the children's knowledge and awareness of digital health literacy issues, particularly of cyber-bullying. To this end, a case study that involves teachers and students from a primary school in Rome has been implemented. To engage students, two participative methodologies (open space technology and storytelling) are used. The results of the case study show a positive impact of the co-creation strategy on both the students' engagement in co-producing the learning content and their awareness and knowledge of the cyber-bullying phenomenon and digital health literacy issues.

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Research Article Fri, 28 Feb 2020 00:00:00 +0200
The Effect of Infographics in Mobile Learning: Case Study in Primary School https://lib.jucs.org/article/23777/ JUCS - Journal of Universal Computer Science 23(12): 1256-1275

DOI: 10.3217/jucs-023-12-1256

Authors: Hasan Ozdal, Fezile Ozdamli

Abstract: This research aims to investigate the effects of infographics as a new method of visualisation tool by focusing on the fifth grade primary school students' academic success, the retention levels of their achieved knowledge and the views of the students about the use of infographics in Maths, Turkish, Social Sciences and Science and Technology courses. Considering this main objective of the study, the research design was a combined quantitative and qualitative research, and the quantitative research was based on the post-test only control group experimental design. The study revealed that the use of infographics in education had a positive impact on the academic success in four courses. Along with that, the achievement tests given also showed that the use of infographics in education had influenced the retention levels of the students' achieved knowledge positively in three courses: Turkish, Social Sciences and Science and Technology.

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Research Article Thu, 28 Dec 2017 00:00:00 +0200
RecSim: A Model for Learning Objects Recommendation using Similarity of Sessions https://lib.jucs.org/article/23431/ JUCS - Journal of Universal Computer Science 22(8): 1175-1200

DOI: 10.3217/jucs-022-08-1175

Authors: Tiago Wiedmann, Jorge Luis Victória Barbosa, Sandro Rigo, Débora Nice Ferrari Barbosa

Abstract: A learning object (LO) is any entity or resource that can be used in computer-aided learning. This can take the form of text, multimedia content, presentations, programs or any other type of digital content, generally made available through web portals or distance learning systems. The LOs consulted by a student while accessing such portals are related to the interests of the student for the duration of the session. This article proposes a model for LOs recommendation using similarity of sessions, called RecSim. The model receives the sequence of LOs consulted during the current user session along with sessions whose sequences are similar to the LOs consulted in the current session. LOs found in similar sessions are then recommended to the user. A prototype was developed and applied into two controlled experiments. The results were encouraging and show potential for implementing RecSim in real-life situations.

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Research Article Mon, 1 Aug 2016 00:00:00 +0300
Metadata for Recommending Primary and Secondary Level Learning Resources https://lib.jucs.org/article/22968/ JUCS - Journal of Universal Computer Science 22(2): 197-227

DOI: 10.3217/jucs-022-02-0197

Authors: Jorge Bozo, Rosa Alarcon, Monserrat Peralta, Tomas Mery, Verónica Cabezas

Abstract: Recommender systems have been used in education to assist users in the discovery of learning resources. Unlike product-oriented recommender systems, the goals and behavior of users in education are influenced by their context; such influence may be stronger in formal scenarios such as primary and secondary education since context is highly regulated. Intuitively, we could assume that a biology teacher may be more interested in biology-related content rather than content from other fields. In this paper we explore such assumption by analyzing the impact of educational metadata that is associated to resources and teachers. We apply hierarchical clustering to determine clusters of interest and using a teacher profile, we classify new teachers and new items in order to predict their preferences. In order to validate our approach, we used a dataset derived from a repository of learning resources widely used by teachers in primary and secondary school in Chile in the role of old users, we also performed an experiment with teachers in training in the role of new users. Our results confirm the diverse impact of metadata on the formation of such clusters and on recommendation.

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Research Article Mon, 1 Feb 2016 00:00:00 +0200
Mining Models for Automated Quality Assessment of Learning Objects https://lib.jucs.org/article/22896/ JUCS - Journal of Universal Computer Science 22(1): 94-113

DOI: 10.3217/jucs-022-01-0094

Authors: Cristian Cechinel, Sandro da Silva Camargo, Miguel-Ángel Sicilia, Salvador Sánchez-Alonso

Abstract: The present paper presents the results of an alternative approach for automatically evaluating quality inside learning object repositories that considers lower-level measures of the resources as possible indicators of quality. It is known that current repositories face a difficult situation, as their amount of resources tends to increase more rapidly than the number of evaluations provided by the community of users and experts. Alternative approaches for automatically assessing quality can relieve human-work and provide temporary quality information before more time and consuming evaluation is performed. We propose a methodology to automatically generate quality information about learning resources inside repositories with Artificial Neural Networks models. For that, we considered 34 low-level measures as possible indicators of quality and we used available evaluative metadata inside two world recognized repositories (MERLOT and Connexions) as baseline information for the establishment of classes of quality. The preliminary findings point out the feasibility of such an approach and can be used as a starting point in the process of automatically generating internal quality information about learning objects inside repositories.

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Research Article Fri, 1 Jan 2016 00:00:00 +0200
Validity and Reliability of Tablet Supported Education Attitude and Usability Scale https://lib.jucs.org/article/22894/ JUCS - Journal of Universal Computer Science 22(1): 82-93

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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Research Article Fri, 1 Jan 2016 00:00:00 +0200
Determination of Secondary School Students' Attitudes towards Tablet PC Supported Education https://lib.jucs.org/article/22889/ JUCS - Journal of Universal Computer Science 22(1): 4-15

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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Research Article Fri, 1 Jan 2016 00:00:00 +0200
Evaluation on Students' and Teachers' Acceptance of Widget- and Cloud-based Personal Learning Environments https://lib.jucs.org/article/23862/ JUCS - Journal of Universal Computer Science 19(14): 2150-2171

DOI: 10.3217/jucs-019-14-2150

Authors: Sylvana Kroop

Abstract: Instead of using traditional learning environments which contain tools and content of a single provider that are often owned by one specific educational organization, the presented idea of Widget- and Cloud-based Personal Learning Environments (PLEs) exploits a variety of existing and developing open educational sources including popular Web2.0 resources such as YouTube, Flickr or Wikipedia. The main contribution of this paper is the analysis of teachers’ and students’ attitudes and reasons for acceptance of widget- and cloud-computing based PLE technology. A quantitative and qualitative comparison of three widget-based PLE scenarios reveals the benefits as well as barriers of the new PLE technology regarding a) learning outcome and b) (cognitive, technical, time-wise) ease of the personal learning process. Findings show that a systematic cloud computing approach - software as a service (SaaS) where users do not need to install and run tools locally - is preferred. It saves time and meets the needs to keep the personal environment flexible and up to date. But while users have to manage a broad range of tools and content their most essential request is to be efficiently supported by the system in regard to their individual learning needs, e.g. in the decision making process of selecting and evaluating relevant tools.

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Research Article Thu, 1 Aug 2013 00:00:00 +0300
Orchestration of E-Learning Services for Automatic Evaluation of Programming Exercises https://lib.jucs.org/article/23617/ JUCS - Journal of Universal Computer Science 18(11): 1454-1482

DOI: 10.3217/jucs-018-11-1454

Authors: Ricardo Queirós, José Leal

Abstract: Managing programming exercises require several heterogeneous systems such as evaluation engines, learning objects repositories and exercise resolution environments. The coordination of networks of such disparate systems is rather complex. These tools would be too specific to incorporate in an e-Learning platform. Even if they could be provided as pluggable components, the burden of maintaining them would be prohibitive to institutions with few courses in those domains. This work presents a standard based approach for the coordination of a network of e-Learning systems participating on the automatic evaluation of programming exercises. The proposed approach uses a pivot component to orchestrate the interaction among all the systems using communication standards. This approach was validated through its effective use on classroom and we present some preliminary results.

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Research Article Fri, 1 Jun 2012 00:00:00 +0300
OER Development and Promotion. Outcomes of an International Research Projecton the OpenCourseWare Model https://lib.jucs.org/article/22857/ JUCS - Journal of Universal Computer Science 18(1): 123-141

DOI: 10.3217/jucs-018-01-0123

Authors: Edmundo Tovar, Nelson Piedra, Janneth Chicaiza, Jorge Lopez, Oscar Martinez-Bonastre

Abstract: In this paper, we describe the successful results of an international research project focused on the use of Web technology in the educational context. The article explains how this international project, funded by public organizations and developed over the last two academic years, focuses on the area of open educational resources (OER) and particularly the educational content of the OpenCourseWare (OCW) model. This initiative has been developed by a research group composed of researchers from three countries. The project was enabled by the Universidad Politécnica de Madrid OCW Office’s leadership of the Consortium of Latin American Universities and the distance education know-how of the Universidad Técnica Particular de Loja (UTPL, Ecuador). We give a full account of the project, methodology, main outcomes and validation. The project results have further consolidated the group, and increased the maturity of group members and networking with other groups in the area. The group is now participating in other research projects that continue the lines developed here.

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Research Article Sun, 1 Jan 2012 00:00:00 +0200
CC-LO: Embedding Interactivity, Challenge and Empowerment into Collaborative Learning Sessions https://lib.jucs.org/article/22849/ JUCS - Journal of Universal Computer Science 18(1): 25-43

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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Research Article Sun, 1 Jan 2012 00:00:00 +0200
Recommending Open Linked Data in Creativity Sessions using Web Portals with Collaborative Real Time Environment https://lib.jucs.org/article/30016/ JUCS - Journal of Universal Computer Science 17(12): 1690-1709

DOI: 10.3217/jucs-017-12-1690

Authors: Peter Dolog, Frederico Durao, Karsten Jahn, Yujian Lin, Dennis Peitersen

Abstract: In this paper we describe a concept of the recommender system for collaborative real time web based editing in the context of creativity sessions. The collaborative real time editing provides creativity teams of which members are physically distributed with an emulation of the synchronous collaboration where presence of the team members is required simultaneously (e.g., brainstorming, meetings). The concept of recommendation is based on matchmaking the currently performed activities at the user interface and external linked open data provided through SPARQL endpoints. The real time propagation of the changes in editor and recommendation is achieved by reverse AJAX and observer pattern. An experiment in the area of the creativity domain shows that the recommendation in collaborative real time editing activities are useful in task performance, guidance, and inspiration.

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Research Article Mon, 1 Aug 2011 00:00:00 +0300
Modelling Knowledge and Game Based Learning: Model Driven Approach https://lib.jucs.org/article/29983/ JUCS - Journal of Universal Computer Science 17(9): 1241-1260

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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Research Article Sun, 1 May 2011 00:00:00 +0300
Pragmatic Knowledge Services https://lib.jucs.org/article/29909/ JUCS - Journal of Universal Computer Science 17(3): 472-497

DOI: 10.3217/jucs-017-03-0472

Authors: Mikko Pohjola, Pasi Pohjola, Sami Paavola, Merja Bauters, Jouni Tuomisto

Abstract: Knowledge, innovations and their implementation in effective practices are essential for development in all fields of societal action, e.g. policy, business, health, education, and everyday life. However, managing the interrelations between knowledge, innovation and practice is complicated. Facilitation by suitable knowledge services is needed. This paper explores the theory of converging knowledge, innovation, and practice, discusses some advances in information systems development, and identifies general requirements for pragmatic knowledge services. A trialogical approach to knowledge creation and learning is adopted as a viable theoretical basis. Also three examples of novel knowledge services Opasnet, Innovillage, and Knowledge Practices Environment (KPE), are presented. Eventually, it is concluded that pragmatic knowledge services, as hybrid systems of information technology and its users, are not only means for creation of practical knowledge, but vehicles of a cultural change from individualistic perceptions of knowledge work towards mediated collaboration.

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Research Article Tue, 1 Feb 2011 00:00:00 +0200
A Tool for Managing Domain Knowledge and Helping Tutors in Intelligent Tutoring Systems https://lib.jucs.org/article/29821/ JUCS - Journal of Universal Computer Science 16(19): 2841-2861

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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Research Article Fri, 1 Oct 2010 00:00:00 +0300