Latest Articles from JUCS - Journal of Universal Computer Science Latest 31 Articles from JUCS - Journal of Universal Computer Science https://lib.jucs.org/ Fri, 29 Mar 2024 13:02:56 +0200 Pensoft FeedCreator https://lib.jucs.org/i/logo.jpg Latest Articles from JUCS - Journal of Universal Computer Science https://lib.jucs.org/ Perceptual Learning Modules (PLM) in CS1: a Negative Result and a Methodological Warning https://lib.jucs.org/article/96347/ JUCS - Journal of Universal Computer Science 29(9): 988-1009

DOI: 10.3897/jucs.96347

Authors: Ricardo Caceffo, Jacques Wainer, Guilherme Gama, Islene Garcia, Rodolfo Azevedo

Abstract: Perceptual Learning Modules (PLMs) is a variation of Perceptual Learning based on multiple-choice questionnaires. There exists successful research of the use of PLMs in math and flight training. The possibility of designing and adopting PLMs in Introductory Programming Courses (CS1) is still an open area of study. The goal of this study is to test whether students that received a PLM training on recognising segments of programs will perform better at writing programs. Two PLM interventions were administered to students. The first intervention was a nonrandom controlled experiment, in which students opted to answer the PLM questionnaire (N=40), while the control group consisted of students that did not answer it (N=629). The second intervention was a randomized controlled experiment with a placebo, in which students were randomly assigned to perform either the PLM questionnaire (N=51) or another a placebo activity (N=51). The different forms of analysis of the first experiment results yielded Cohen’s d ranging from 0.23 to 0.34 in favor of the PLM intervention. For the second experiment, the effect size was d = -0.11 against the PLM intervention, but the two results were significant. We believe that the cautious conclusion is that there is a null effect in using a PLM activity as part of a CS1 course. The paper is also of interest because of the methodological decisions and techniques used.

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Research Article Thu, 28 Sep 2023 08:00:03 +0300
Development and Evaluation of a Software Product Line for M-Learning Applications https://lib.jucs.org/article/90663/ JUCS - Journal of Universal Computer Science 28(10): 1058-1086

DOI: 10.3897/jucs.90663

Authors: Venilton FalvoJr, Anderson da Silva Marcolino, Nemésio Freitas Duarte Filho, Edson OliveiraJr, Ellen Francine Barbosa

Abstract: The popularity of mobile devices in all social classes has motivated the development of mobile learning (m-learning) applications. The existing applications, even having many benefits and facilities in relation to the teaching-learning process, still presents problems and challenges, es- pecially regarding the development, reuse and architectural standardization. Particularly, there is a growing adoption of the Software Product Line (SPL) concept, in view of research that investigates these gaps. This paradigm enables organizations to explore the similarities and variabilities of their products, increasing the reuse of artifacts and, consequently, reducing costs and development time. In this context, we discuss how systematic reuse can improve the development of solutions in the m-learning domain. Therefore, this work presents the design, development and experimental evaluation of M-SPLearning, an SPL created to enable the systematic production of m-learning applications. Specifically, the conception of M-SPLearning covers from the initial study for an effective domain analysis to the implementation and evaluation of its functional version. In this regard, the products have been experimentally evaluated by industry software developers, pro- viding statistical evidence that the use of our SPL can speed up the time-to-market of m-learning applications, in addition to reducing their respective number of faults.

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Research Article Fri, 28 Oct 2022 10:30:00 +0300
BSO-MV: An Optimized Multiview Clustering Approach for Items Recommendation in Social Networks https://lib.jucs.org/article/70341/ JUCS - Journal of Universal Computer Science 27(7): 667-692

DOI: 10.3897/jucs.70341

Authors: Lamia Berkani, Lylia Betit, Louiza Belarif

Abstract: Clustering-based approaches have been demonstrated to be efficient and scalable to large-scale data sets. However, clustering-based recommender systems suffer from relatively low accuracy and coverage. To address these issues, we propose in this article an optimized multiview clustering approach for the recommendation of items in social networks. First, the selection of the initial medoids is optimized using the Bees Swarm optimization algorithm (BSO) in order to generate better partitions (i.e. refining the quality of medoids according to the objective function). Then, the multiview clustering (MV) is applied, where users are iteratively clustered from the views of both rating patterns and social information (i.e. friendships and trust). Finally, a framework is proposed for testing the different alternatives, namely: (1) the standard recommendation algorithms; (2) the clustering-based and the optimized clustering-based recommendation algorithms using BSO; and (3) the MV and the optimized MV (BSO-MV) algorithms. Experimental results conducted on two real-world datasets demonstrate the effectiveness of the proposed BSO-MV algorithm in terms of improving accuracy, as it outperforms the existing related approaches and baselines.

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Research Article Wed, 28 Jul 2021 10:00:00 +0300
Inclusive Language MOOCs https://lib.jucs.org/article/67932/ JUCS - Journal of Universal Computer Science 27(5): 437-449

DOI: 10.3897/jucs.67932

Authors: Timothy Read, Beatriz Sedano, Elena Barcena

Abstract: This article discusses the application of MOOCs for refugees and migrants in order to help these groups of people develop the language competences and transverse skills which they require to improve their level of social inclusion and possibilities in the labour market, and/or access higher education in the country in which they find themselves or plan to go. Specifically, this research focuses on the way in which Language MOOCs (or LMOOCs [Martín-Monje, Barcena, 2014]) deploy on mobile devices [Read, Barcena 2015] can effectively and advantageously be used by displaced people. The study reported here outlines the design of two LMOOCs of Spanish for immediate needs, based on a previous needs analysis, developed by the ATLAS research group in collaboration with NGOs and refugee support associations in Spain.

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Research Article Fri, 28 May 2021 15:00:00 +0300
A Web3.0-based Intelligent Learning System Supporting Education in the 21st Century https://lib.jucs.org/article/22666/ JUCS - Journal of Universal Computer Science 25(10): 1373-1393

DOI: 10.3217/jucs-025-10-1373

Authors: Khaled Halimi, Hassina Seridi-Bouchelaghem

Abstract: The aim of the paper is to describe the design of a Web 3.0-based Intelligent Learning System (ILS) that addressing the students' needs in the 21st century. The design is based theoretically, on the principles of the connectivism theory and technically, it implements the semantic web representations combining with the use of learning analytics techniques. The work emphasises that implementing a learning analytics approach that uses: text classification, sentiment analysis, topics extraction, and text clustering on the basis of a semantic web and ontologies can support the connectivist learning. The semantic learning analytics process, represents the key element of the proposed intelligent learning analytics system to infer and deduce hidden data in the massive learning data thanks to semantic models of i-SoLearn. The aim is to guide students to understand through recommendations, charts and visualisations their learning behaviour and to give teachers feedbacks, enabling them to examine both students' learning and activities. An experimental study using i-SoLearn (an intelligent social learning environment), indicates that designing an ILS based on Web 3.0 techniques is effective and expected to show a great advantage in enhancing the connectivist learning of students in the digital age.

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Research Article Mon, 28 Oct 2019 00:00:00 +0200
Boosting Point-of-Interest Recommendation with Multigranular Time Representations https://lib.jucs.org/article/23430/ JUCS - Journal of Universal Computer Science 22(8): 1148-1174

DOI: 10.3217/jucs-022-08-1148

Authors: Gonzalo Rojas, Diego Seco, Francisco Serrano

Abstract: Technologies of recommender systems are being increasingly adopted by Location Based Social Networks (LBSNs) with the purpose of recommending Pointsof-Interest (POIs) to their users, and different contextual characteristics have been incorporated to enhance this process. Among these characteristics, the time at which users express their preferences (typically, by checking-in to different POIs) and ask for recommendations, is frequently referred as a first-order feature in this process. However, even when its influence on improving the accuracy of recommendations has been empirically demonstrated, time is still mainly considered through a monogranular representation (one-hour or one-day blocks). In this article, we introduce a POI recommendation approach based on a multigranular characterization of time, composed of hour, day-of-the-week, and month. Based on this concept, we propose two representations of user check-ins: one that directly extends a monogranular proposal of time for POI recommendations, and other based on a statistical representation of check-in distributions in time. For both representations, corresponding algorithms to compute user similarity and preference prediction are introduced. The experimental evaluation shows promising results in terms of accuracy and scalability.

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Research Article Mon, 1 Aug 2016 00:00:00 +0300
Towards a Semantic Definition of a Framework to Implement Accessible e-Learning Projects https://lib.jucs.org/article/23354/ JUCS - Journal of Universal Computer Science 22(7): 921-942

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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Research Article Fri, 1 Jul 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
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
How Could MOOCs Become Accessible? The Case of edX and the Future of Inclusive Online Learning https://lib.jucs.org/article/22892/ JUCS - Journal of Universal Computer Science 22(1): 55-81

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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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
Assessing Learning Achievements when Reducing Mobile Video Quality https://lib.jucs.org/article/23347/ JUCS - Journal of Universal Computer Science 21(7): 959-975

DOI: 10.3217/jucs-021-07-0959

Authors: Andreea Molnar, Cristina Muntean

Abstract: When using mobile phones for learning purpose, video content is considered to be the preferred type of multimedia content. However, the video file has a big size in comparison to text or audio and might lead to a high delivery cost when transmitted over a mobile network, a cost that not all users are willing to pay. Concerns regarding the monetary cost for accessing data content through mobile networks have been raised by various researchers. A solution that considers the user preference for trading off between video quality and price in order to reduce the content delivery cost is presented. This paper also evaluates the proposed solution and presents the results of an experimental study that assesses the video content adaptation impact on information assimilation. The results show that although video quality is reduced information assimilation is not negatively affected by the adaptation. This holds true regardless of the mobile device used in the study.

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Research Article Wed, 1 Jul 2015 00:00:00 +0300
A Model of Affect and Learning for Intelligent Tutors https://lib.jucs.org/article/23338/ JUCS - Journal of Universal Computer Science 21(7): 912-934

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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Research Article Wed, 1 Jul 2015 00:00:00 +0300
Detection and Evaluation of Emotions in Massive Open Online Courses https://lib.jucs.org/article/23198/ JUCS - Journal of Universal Computer Science 21(5): 638-655

DOI: 10.3217/jucs-021-05-0638

Authors: Derick Leony, Pedro Muñoz-Merino, José Ruipérez-Valiente, Abelardo Pardo, Carlos Delgado-Kloos

Abstract: Massive Open Online Courses (MOOCs) have grown up to the point of becoming a new learning scenario for the support of large amounts of students. Among current research efforts related to MOOCs, some are studying the application of well-known characteristics and technologies. An example of these characteristics is adaptation, in order to personalize the MOOC experience to the learner’s skills, objectives and profile. Several educational adaptive systems have emphasized the advantages of including affective information in the learner profile. Our hypothesis, based on theoretical models for the appraisal of emotions, is that we can infer the learner’s emotions by analysing their actions with tools in the MOOC platform. We propose four models, each to detect an emotion known to correlate with learning gains and they have been implemented in the Khan Academy Platform. This article presents the four models proposed, the pedagogical theories supporting them, their implementation and the result of a first user study.

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Research Article Fri, 1 May 2015 00:00:00 +0300
Flexible Provisioning Adult Learners https://lib.jucs.org/article/22958/ JUCS - Journal of Universal Computer Science 21(2): 206-222

DOI: 10.3217/jucs-021-02-0206

Authors: Henry Hermans, José Janssen, Hubert Vogten, Rob Koper

Abstract: In adult education there is a continuous, growing demand for learning opportunities that fit the specific characteristics and preferences of particular learner groups or individual learners. This requires educational institutions to rethink their business and educational models, and develop more flexible online course solutions using ICT. An important downside of this trend is an increasingly complex logistic process that is very difficult to manage, in particular with respect to the provisioning process: which teaching and learning services and facilities should be made available, to whom, when, and how. Rather than implementing provisioning rules directly in the software applications that make up the online delivery environment, we propose a model for an educational provisioning system (EPS) that allows for highly flexible provisioning and reduces the workload drastically. This system is responsible for both expressing and processing provisioning rules that meet the demands of new (online) course models. It supports the use of so-called course access levels that enable to address and provision various learning target groups separately by means of a single course. For reasons of efficiency we suggest an architecture in which the EPS is loosely coupled to the applications in the teaching and learning environment. A first EPS implementation at the Open University of the Netherlands is presented and discussed.

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Research Article Sun, 1 Feb 2015 00:00:00 +0200
Towards a Learning-Aware Application Guided by Hierarchical Classification of Learner Profiles https://lib.jucs.org/article/22881/ JUCS - Journal of Universal Computer Science 21(1): 93-109

DOI: 10.3217/jucs-021-01-0093

Authors: Benham Taraghi, Anna Saranti, Martin Ebner, Vinzent Müller, Arndt Großmann

Abstract: Learner profiling is a methodology that draws a parallel from user profiling. Implicit feedback is often used in recommender systems to create and adapt user profiles. In this work the implicit feedback is based on the learner's answering behaviour in the Android application UnlockYourBrain, which poses different basic mathematical questions to the learners. We introduce an analytical approach to model the learners' profile according to the learner's answering behaviour. Furthermore, similar learner's profiles are grouped together to construct a learning behaviour cluster. The choice of hierarchical clustering as a means of classification of learners' profiles derives from the observations of learners behaviour. This in turn reflects the similarities and subtle differences of learner behaviour, which are further analysed in more detail. Building awareness about the learner's behaviour is the first and necessary step for future learning-aware applications.

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Research Article Thu, 1 Jan 2015 00:00:00 +0200
Several Semantic Web Approaches to Improving the Adaptation Quality of Virtual Learning Environments https://lib.jucs.org/article/23563/ JUCS - Journal of Universal Computer Science 20(10): 1418-1432

DOI: 10.3217/jucs-020-10-1418

Authors: Eugenijus Kurilovas, Anita Juskeviciene, Svetlana Kubilinskiene, Silvija Serikoviene

Abstract: The aim of the paper is to investigate and propose Semantic Web approaches to improving the adaptation quality of Virtual Learning Environments (VLEs). These approaches are the method for semantic search for Web 2.0 tools in VLEs, and the method for curriculum mapping and semantic search for Learning Objects (LOs) in VLEs. In the paper, a special attention is paid to improving the adaptation capabilities of VLE, e.g. its suitability for different learning styles such as VARK. Web 2.0 tools ontology based on VARK model learning activities gives the possibility to develop adaptive learning environment with better access to specific learning content managing tools (i.e. Web 2.0 tools). The learner will only need to enter the name of learning activity into the search system field and the machine offers the appropriate tools to perform this activity. The engine facilitates the search process by optimizing workloads, thereby improving learner's satisfaction and improving the efficiency and effectiveness of the learning process. Presented curriculum mapping approach makes interoperability and LOs semantic search possible by making use of two smaller controlled vocabularies instead of a very large one on competencies which would be more volatile. One could exchange information on competencies in a multi-lingual and multi-cultural environment by: (1) breaking down competencies, and (2) relating these competency components to multilingual controlled vocabularies. The research results have shown that, in order to improve the adaptation quality of VLEs, it is very important to improve semantic search for both LOs and Web 2.0 tools in VLEs.

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Research Article Wed, 1 Oct 2014 00:00:00 +0300
A Hybrid Approach for Group Profiling in Recommender Systems https://lib.jucs.org/article/23105/ JUCS - Journal of Universal Computer Science 20(4): 507-533

DOI: 10.3217/jucs-020-04-0507

Authors: Ingrid Christensen, Silvia Schiaffino

Abstract: Recommendation is a significant paradigm for information exploring, which focuses on the recovery of items of potential interest to users. Some activities tend to be social rather than individual, which puts forward the need to offer recommendations to groups of users. Group recommender systems present a whole set of new challenges within the field of recommender systems. In this paper, we present a hybrid approach based on group profiling for homogeneous and non-homogenous groups containing a few distant individual profiles among their members. This approach combines three familiar individual recommendation approaches: collaborative filtering, content-based filtering and demographic information. This hybrid approach allows the detection of those implicit similarities in the user rating profile, so as to include members with divergent profiles. We also describe the promising results obtained when evaluating the approach proposed in the movie and music domain.

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Research Article Tue, 1 Apr 2014 00:00:00 +0300
From Blended to Inclusive Learning: Accessibility, Profiles, Openness, and Higher Education https://lib.jucs.org/article/23967/ JUCS - Journal of Universal Computer Science 19(18): 2722-2742

DOI: 10.3217/jucs-019-18-2722

Authors: Sofia Dias, José Diniz

Abstract: The use of technology can be seen as an innovative challenge to restructure the teaching-learning process and integrate Information and Communication Technologies (ICTs) in independent, collaborative and interactive work. The main purposes of this study are to understand users' needs and to identify their profiles, in order to empower the quality of online teaching-learning process. Identifying teachers' and students' profiles and their needs as Course Management System users, in particular, is necessary to guarantee the quality of a b-learning process, with a more comprehensive face, towards inclusive learning. Sixty-eight (68) face-to-face interviews were conducted and validated, and a systematic content analysis was merged with a multivariate analysis. The results reveal four profiles of teachers, i.e., activities-oriented, interaction-oriented, assessment-oriented, and collaboration-oriented, and three profiles of students, i.e., interactive learning environment-oriented, training-oriented, teachers' beliefs-oriented. In terms of recognizing, understanding and responding to the academic community specific needs, this study can support an inclusive, multi-dimensional and holistic ICT knowledge for choosing adjustable teaching-learning strategies that could be applied into the enhancement of accessibility and info-inclusion into the learning environment.

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Research Article Sun, 1 Dec 2013 00:00:00 +0200
A Personalized Recommender System Based on a Hybrid Model https://lib.jucs.org/article/23886/ JUCS - Journal of Universal Computer Science 19(15): 2224-2240

DOI: 10.3217/jucs-019-15-2224

Authors: Wedad Hussein, Rasha Ismail, Tarek Gharib, Mostafa G. M. Mostafa

Abstract: Recommender systems are means for web personalization and tailoring the browsing experience to the users' specific needs. There are two categories of recommender systems; memory-based and model-based systems. In this paper we propose a personalized recommender system for the next page prediction that is based on a hybrid model from both categories. The generalized patterns generated by a model based techniques are tailored to specific users by integrating user profiles generated from the traditional memory-based system's user-item matrix. The suggested system offered a significant improvement in prediction speed over traditional model-based usage mining systems, while also offering an average improvement in the system accuracy and system precision by 0.27% and 2.35%, respectively.

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Research Article Sun, 1 Sep 2013 00:00:00 +0300
weSPOT: A Personal and Social Approach to Inquiry-Based Learning https://lib.jucs.org/article/23857/ JUCS - Journal of Universal Computer Science 19(14): 2093-2111

DOI: 10.3217/jucs-019-14-2093

Authors: Alexander Mikroyannidis, Alexandra Okada, Peter Scott, Ellen Rusman, Marcus Specht, Krassen Stefanov, Pavel Boytchev, Aristidis Protopsaltis, Paul Held, Sonia Hetzner, Kathy Kikis-Papadakis, Foteini Chaimala

Abstract: weweSPOT is a new European initiative proposing a novel approach for personal and social inquiry-based learning in secondary and higher education. weSPOT aims at enabling students to create their mash-ups out of cloud-based tools and services in order to perform scientific investigations. Students will also be able to share their inquiry accomplishments in social networks and receive feedback from the learning environment and their peers. This paper presents the research framework of the weSPOT project, as well as the initial inquiry-based learning scenarios that will be piloted by the project in real-life educational settings.SPOT is a new European initiative proposing a novel approach for personal and social inquiry-based learning in secondary and higher education. weSPOT aims at enabling students to create their mash-ups out of cloud-based tools and services in order to perform scientific investigations. Students will also be able to share their inquiry accomplishments in social networks and receive feedback from the learning environment and their peers. This paper presents the research framework of the weSPOT project, as well as the initial inquiry-based learning scenarios that will be piloted by the project in real-life educational settings.

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Research Article Thu, 1 Aug 2013 00:00:00 +0300
Cloud Services, Interoperability and Analytics within a ROLE-enabled Personal Learning Environment https://lib.jucs.org/article/23854/ JUCS - Journal of Universal Computer Science 19(14): 2054-2074

DOI: 10.3217/jucs-019-14-2054

Authors: Rocael Rizzardini, Byron Linares, Alexander Mikroyannidis, Hans-Christian Schmitz

Abstract: The ROLE project (Responsive Open Learning Environments, EU 7th Framework Programme, grant agreement no.: 231396, 2009-2013) was focused on the next generation of Personal Learning Environments (PLEs). A ROLE PLE is a bundle of interoperating widgets - often realised as cloud services - used for teaching and learning. In this paper, we first describe the creation of new ROLE widgets and widget bundles at Galileo University, Guatemala, within a cloud-based infrastructure. We introduce an initial architecture for cloud interoperability services including the means for collecting interaction data as needed for learning analytics. Furthermore, we describe the newly implemented widgets, namely a social networking tool, a mind-mapping tool and an online document editor, as well as the modification of existing widgets. The newly created and modified widgets have been combined in two different bundles that have been evaluated in two web-based courses at Galileo University, with participants from three different Latin-American countries. We measured emotional aspects, motivation, usability and attitudes towards the environment. The results demonstrated the readiness of cloud-based education solutions, and how ROLE can bring together such an environment from a PLE perspective.

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Research Article Thu, 1 Aug 2013 00:00:00 +0300
Applying Professional Solutions within the Educational Environments by Means of Cloud Computing: Coaching for Teachers https://lib.jucs.org/article/23725/ JUCS - Journal of Universal Computer Science 19(12): 1703-1717

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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Research Article Fri, 28 Jun 2013 00:00:00 +0300
TRAILER Project (Tagging, Recognition, Acknowledgment of Informal Learning Experiences) A Methodology to Make Learners' Informal Learning Activities Visible to the Institutions https://lib.jucs.org/article/23638/ JUCS - Journal of Universal Computer Science 19(11): 1661-1683

DOI: 10.3217/jucs-019-11-1661

Authors: Francisco García-Peñalvo, Miguel Conde, Valentina Zangrando, Alicia García-Holgado, Anton Seoane, Marc Forment, Nikolas Galanis, Francis Brouns, Hubert Vogten, David Griffiths, Aleksandra Mykowska, Gustavo Ribeiro-Alves, Miroslav Minović

Abstract: The application of information technologies (specially the Internet, Web 2.0 and social tools) make informal learning more visible. This kind of learning is not linked to an institution or a period of time, but it is important enough to be taken into account. On the one hand, learners should be able to communicate to the institutions they are related to, what skills they possess, whether they were achieved in a formal or informal way. On the other hand the companies and educational institutions need to have a deeper knowledge about the competencies of their staff. The TRAILER project provides a methodology supported by a technological framework to facilitate communication about informal learning between businesses, employees and learners. The paper presents the project and some of the work carried out, an exploratory analysis about how informal learning is considered and the technological framework proposed. Whilst challenges remain in terms of establishing the meaningfulness of technological engagement for employees and businesses, the continuing transformation of the social, technological and educational environment is likely to lead to greater emphasis for the effective exploitation of informal learning.

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Research Article Sat, 1 Jun 2013 00:00:00 +0300
Interactive Design System for Schools using Cloud Computing https://lib.jucs.org/article/23321/ JUCS - Journal of Universal Computer Science 19(7): 950-964

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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Research Article Mon, 1 Apr 2013 00:00:00 +0300
The Implementation, Deployment and Evaluation of a Mobile Personal Learning Environment https://lib.jucs.org/article/23315/ JUCS - Journal of Universal Computer Science 19(7): 854-872

DOI: 10.3217/jucs-019-07-0854

Authors: Miguel Conde, Francisco García-Peñalvo, Marc Forment, Jordi Piguillem

Abstract: The application of ICT to learning, the Web 2.0 trends and the widespread use of technologies such as mobile devices make it necessary to provide new solutions to satisfy the needs of learners. Such solutions should treat the students as the centre of the learning process. The students should be able to decide which tools they will use to learn, and the learning institution must consider the behaviour of students in such personal learning activities independently of the location where learning activities are carried out. In addition, learners can choose the type of devices they will use with special attention to mobile technologies. The work described in this paper proposes a service-based approach to defining mobile personal learning environments that facilitates communication with institutional learning platforms. Such an approach is implemented as a proof-of-concept and evaluated via a pilot study to demonstrate that such types of mobile learning platforms are feasible and can increase students' motivation to help them learn.

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Research Article Mon, 1 Apr 2013 00:00:00 +0300
The Educational Affordances of Widgets and Application Stores https://lib.jucs.org/article/23913/ JUCS - Journal of Universal Computer Science 18(16): 2252-2273

DOI: 10.3217/jucs-018-16-2252

Authors: David Griffiths, Mark Johnson, Kris Popat, Paul Sharples, Scott Wilson

Abstract: In order to provide interoperable services to a range of applications, platforms and devices a number of open source applications have been developed, many of them within the Apache Software Foundation. We analyse the way that these relate to research and development in education, which has also informed the functionality which they offer, providing a case study of the relationship between generic open source infrastructure development, and the discourse around pedagogy. The functionality foreseen for Personal Learning Environments and for the learning design approach to face-to-face learning is identified. The capabilities of Apache Wookie (incubating) W3C Widget Server are compared with this desired functionality, and the unfulfilled functionality identified with a particular focus on the need to support teachers control over their technological environment in response to emerging conditions in the classroom. The application store ('app store') is identified as a key software paradigm for meeting the unfulfilled functionality, and the ways in which it can support teaching practice are explored. A number of current software projects, and collaborations between them, are described which are contributing to providing a coherent infrastructure for building app stores. Finally some areas of functionality which remain pending future research and development are identified.

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Research Article Wed, 1 Feb 2012 00:00:00 +0200
Opening Learning Management Systems to Personal Learning Environments https://lib.jucs.org/article/29982/ JUCS - Journal of Universal Computer Science 17(9): 1222-1240

DOI: 10.3217/jucs-017-09-1222

Authors: Francisco García-Peñalvo, Miguel Conde, Marc Forment, María Casany

Abstract: New ICT technologies are continuously introducing changes in the way in which society generates, shares and access information. This is changing what society expects and requires of education. eLearning is acting as a vector of this change, introducing pervasive transformations in and out of the classroom. But with Learning Management Systems (LMS) users have reached a plateau of productivity and stability. At the same time outside the walled garden of the LMS new transformative tools, services and ways of learning are already in use, within the PLE and PLN paradigms. The stability and maturity of the LMS may become yet another resistance factor working against the introduction of innovations. New tools and trends cannot be ignored, and this is the reason why learning platforms should become open and flexible environments. In the course of this article the reasons for this change and how it may be addressed will be discussed, together with a proposal for architecture based on Moodle.

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Research Article Sun, 1 May 2011 00:00:00 +0300
User Context and Personalized Learning: a Federation of Contextualized Attention Metadata https://lib.jucs.org/article/29767/ JUCS - Journal of Universal Computer Science 16(16): 2252-2271

DOI: 10.3217/jucs-016-16-2252

Authors: Valentin Butoianu, Philippe Vidal, Katrien Verbert, Erik Duval, Julien Broisin

Abstract: Nowadays, personalized education is a very hot topic in technology enhanced learning (TEL) research. To support students during their learning process, the first step consists in capturing the context in which they evolve. Users typically operate in a heterogeneous environment when learning, including learning tools such as Learning Management Systems and non-learning tools and services such as e-mails, instant messaging, or web pages. Thus, user attention in a given context defines the Contextualized Attention Metadata (CAM). Various initiatives and projects allow capturing CAMs in a knowledge workers’ environment not only in the TEL area, but also in other domains like Knowledge Work Support, Personal Information Management and Information Retrieval. After reviewing main existing approaches according to some specific criteria that are of main interest for capturing and sharing user contexts, we present in this paper a framework able to gather CAMs produced by any tool or computer system. The framework is built on the Web-Based Enterprise Management (WBEM) standard dedicated to system, network and application management. Attention information specific to heterogeneous tools are represented as a unified and extensible structure, and stored into a central repository compliant with the above-mentioned standard. To facilitate access to this attention repository, we introduced a middleware layer composed of two dynamic services: the first service allows users to define the attention data they want to collect, whereas the second service is dedicated to receive and retrieve the traces produced by computer systems. An implementation for collecting and storing CAM data generated by the Ariadne Finder and Moodle validates our approach.

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Research Article Sat, 28 Aug 2010 00:00:00 +0300
A Joint Web Resource Recommendation Method based on Category Tree and Associate Graph https://lib.jucs.org/article/29488/ JUCS - Journal of Universal Computer Science 15(12): 2387-2408

DOI: 10.3217/jucs-015-12-2387

Authors: Linkai Weng, Yaoxue Zhang, Yuezhi Zhou, Laurence Yang, Pengwei Tian, Ming Zhong

Abstract: Personalized recommendation is valuable in various web applications, such as e-commerce, music sharing, and news releasing, etc. Most existing recommendation methods require users to register and provide their private information before gaining access to any services, whereas a majority of users are reluctant to do so, which greatly limits the range of application of such recommendation methods. In the non-register environments, the only available information is the content or attributes of resources and the click-through chains of user sessions, so that many recommendation methods fail to work effectively due to the rating sparsity [Adomavicius and Tuzhilin, 2005] and illegibility of user identity, collaborative filtering [Goldberg et al. 1992] is an example of this case. In this paper we propose a joint recommendation method combining together two approaches, namely the domain category tree and the associate graph, to make full use of all available information. Further, an associate graph propagation method is designed to improve the traditional associate filtering method by integrating additional graphical considerations into them. Experiment results show that our method outperforms either the single category tree approach or the single associate graph approach, and it can provide acceptable recommendation services even in the non-register environment.

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Research Article Sun, 28 Jun 2009 00:00:00 +0300
Creating Adaptive e-Learning Board Games for School Settings Using the ELG Environment https://lib.jucs.org/article/29197/ JUCS - Journal of Universal Computer Science 14(17): 2897-2908

DOI: 10.3217/jucs-014-17-2897

Authors: Symeon Retalis

Abstract: The use of digital games in education is well documented in the literature. They have been used in preschool, K-12, the university. A specific type of digital games is board games. Adding board games to the educational process can lead to an interactive stimulating learning experience. With a board game, players often learn from one another while at the same time having fun in a competitive environment. In this paper we propose the "ELG" game, an e-learning board game that adopts the basic elements of a racing board game but fosters students’ creativity, problem-solving skills, and imagination as students are trying to reach the end by improving their performance in a variety of learning activities. The innovative feature of the ELG is that it offers an adaptive authoring tool that enables teachers to customize their games according to the needs, interests and motives of students. The teacher enters hierarchically categorized learning activities according to the learning goals of a course, sets the rules and assesses the learning progress easily and simply. Students participate in a discovery or exploration trying to reach the goals. After attaining them their level of activities is upgraded and they are challenged to reach the next learning goal. The dice in ELG is not randomized but controlled by the teachers in order that they can customize adaptive learning rules. The educational benefits of exploiting ELG in the learning process is that the teacher can define the levels of difficulty according to the students’ needs and interests, facilitate and monitor the learning rate of each student, combine a variety of evaluation techniques, and address potential learning problems in a timely manner.

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Research Article Sun, 28 Sep 2008 00:00:00 +0300