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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DOI: 10.3897/jucs.95718

Authors: Gerardo Matturro

Abstract: The purpose of this paper is to present an undergraduate research experience process model and the evaluation of seven years of its application in an undergraduate research program in software engineering. Undergraduate students who participated in research projects between 2015 and 2022 were surveyed to find out a) their motivations for participating in research projects in software engineering, b) the skills they consider they have acquired or improved by participating in those projects, and c) their perception of benefits and utility for their future work and professional activities. Results reveal that participation in real research projects in software engineering is highly valued by undergraduate students, who perceive benefits in the development of research and soft skills, and for their future professional activity. In addition, these undergraduate research projects and the process followed show that it is feasible to make original contributions to the body of knowledge of software engineering.

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DOI: 10.3897/jucs.2020.033

Authors: Ricardo Perez-Castillo, Ignacio De Guzmán, Mario Piattini, Moisés Rodríguez

Abstract: Today, no matter what market niche a company moves into or whether a business focus is technological, information technologies are its cornerstone in terms of its success and the fulfilment of its business goals. However, an undeniable fact is that technologies, in addition to many competitive advantages, carry many risks that must be properly identified and managed. Organizations must implement control measures to manage the risks. The whole set of control measures build up the Internal Control. However, only the realization of Information Systems (IS) Audit ensures that Internal Control is effective and efficient, and protects the most important assets of the organization, thus ensuring that it can achieve its business goals. This article presents a new vision of teaching in the area of IS Audit, presenting a methodology based on Project Based Learning (PBL) simulating that students belong to a real organization where they must not only develop an Internal Control but also evaluate it through IS Audit techniques. The simulation of a real environment facilitates the acquisition of competencies and knowledge related to IS Auditing, making more attractive the learning process. A tool called HASI has been developed, which implements the detailed workflow depicted in the methodology, allows to automate all the activities carried out by the students. Finally, this article presents the validation of the methodology carried out through the resolution of a practical case with the HASI tool. The validation allows observing to what extent the students perceive the learning of the areas of the IS Audit.

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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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DOI: 10.3217/jucs-025-05-0515

Authors: Ahmed Safana, Muesser Nat

Abstract: This research examined the students’ perception of blended learning pedagogy in an African higher institution. The research was aimed at introducing a better and a qualitative teaching and learning approach which can accommodate the overpopulated classes in African institutions. A mixed research method was implemented in gathering and analyzing the data obtained from the study. A mixed learning experiment was conducted with some students from an African higher institution. One hundred and twenty-five students taking a JAVA programming course participated in the experiment. Focus team, semi-structured interview, and questionnaires were employed during the experiment. The findings argue that the new learning approach (blended learning) may motivate and enhance the students' learning efficiency. In conclusion, a framework or a guideline has been suggested for the possible implementation of blended learning in African higher education institutions amidst their limited resources, and educational institutions in developing countries at large.

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DOI: 10.3217/jucs-022-01-0082

Authors: Hüseyin Uzunboylu, Vasfi Tugun

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

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DOI: 10.3217/jucs-022-01-0004

Authors: Fezile Ozdamli, Tahir Tavukcu

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

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DOI: 10.3217/jucs-021-11-1470

Authors: Daniel Chagas, Elizabeth Furtado, Camila Loiola Brito Maia, Plácido Pinheiro

Abstract: The potential of digital TV demonstrates that it could be an excellent connection between map information suppliers and citizen, users of such information. The Brazilian digital television standard will be fully adopted in Brazil in 2016 and starts to be adopted in almost all Latin American Countries. It will reach many areas, being accessible to about 600000 people. Nevertheless, the Brazilian digital television standard and user population profile imposes restrictions on map access on TV or mobile screens, which leads to the challenge of this work. This article describes the analysis five criteria of three final prototypes of an educational application of maps for TV or mobile devices, based on ZAPROS III analysis. The results show the best interaction solutions suitable for DTV and mobile for maps.

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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-020-12-1608

Authors: Nikolaos Pellas

Abstract: The technological affordances of three-dimensional (3D) multi-user virtual worlds and their effectiveness in task-based learning approaches are to a large extent well-established in the international field of computer literacy research. However, less attention was given to their positive or negative impact on student engagement. The current study seeks to investigate the interrelationships of students' engagement among multidimensional constructs consisting of cognitive, emotional and behavioral factors in order to understand better the educational community the learning effectiveness emerged through a 3D computer-supported and multi-user serious game created for introductory programming courses. An instructional design framework based on Papert's theory of Constructionism to be amplified the students' activities and management of their interactions in a 3D multi-user serious game created via an Open Sim standalone server integrated with Scratch4OS is also proposed. Fifty-five (n=55) voluntary students from three different high schools participated and experienced in a 3D mind-trap puzzle game named Co.Co.I.A. (Collaborative Construction of Interactive Artifacts) to learn basic programming structures. The empirical study findings indicated that student behavioral engagement (attention, retention and energy expenditure for activity completion) had not only a linear correlation with cognitive engagement (learning strategies for the construction of the knowledge domain), but it had also a positive association with emotional engagement (students' positive emotions and achievement orientation) in collaborative learning tasks, causing the reinforcement of the other two factors as well.

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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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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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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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DOI: 10.3217/jucs-019-11-1500

Authors: Ángel Fidalgo, María Sein-Echaluce, Dolores Lerís, Oscar Castañeda

Abstract: The education project presented in this paper endeavors to study the feasibility of incorporating adaptive systems into LMS systems, by using them both in training & learning process and at work. This case study is aimed at employability and job post improvement. For this purpose, we have created a process that is flexible both to the student pattern (and to the job pattern. The developed process is adaptable both to the student (via the incorporation of an adaptable system with an LMS system) and to the job model (via an adaptable system to the knowledge management). The evaluation was qualitative and measured the process (feasibility to apply adaptive systems) and the efficiency of the method (applicability and employability). The functionality of the specific developed tools allowed us to grade the degree of adaptability in the training process, to dynamically vary the training plan from the student's actions and to identify the resources that best met the job needs.

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DOI: 10.3217/jucs-019-08-1175

Authors: Amandeep Dhir, Mohammed Al-Kahtani

Abstract: Mobile Augmented Reality (MAR) blends the real world with digital objects especially in ubiquitous devices such as smartphones. The MAR applications provide an intelligent interface for users. In this, valuable digital information is advertised in physical spaces. However, the success of these applications is tied directly to the degree of user acceptance. This makes understanding the needs and expectations of the MAR's potential users of paramount importance for designing and building the proper application. The objective of the paper is to expose an important gap in the development of novel applications in the virtual world. Previous research has shown that it is essential to study and understand the needs and expectations of the potential users of the upcoming application or system. Studying user needs and expectations before offering the developed application ensures a minimum level of acceptance and, of course, success. This paper presents a detailed study comprising of a user-experience (UX) evaluation of different prototypes through the use of three different UX evaluation methods. This kind of evaluation allows new developments to offer systems, which do not fail. The main contributions of this study are that it: 1) solicits expectations when consumers use MAR applications, 2) assesses the UX over different prototypes using three different metrics, 3) provides methodological insights on UX evaluation experiments and, 4) is useful for anyone who wants to develop handheld applications after understanding user expectations and how his experience should progress. The results of the study show that users value concreteness, realizability, personalization, novelty, intuitiveness and the usefulness of presented information. Paying attention to these factors can help develop more acceptable MAR applications and lead to more novel future designs.

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DOI: 10.3217/jucs-019-07-1003

Authors: Amandeep Dhir, Asmaa Alsumait

Abstract: The emergence of educational technology has resulted in a widespread popularity of different forms of education technologies among various multidisciplinary researchers. This is evident based on the high number of empirical, theoretical, and conceptual studies that are published on educational technology-related research. However, many open research questions and challenges remain unresolved. In this study, we are going to: 1) present an educational technology research agenda underpinned by extensive research and studies; 2) highlight the missing interconnections between empirical findings of published studies and the pedagogical theories; 3) discover if educational technology research is overly dominated by studies conducted in developed countries, while developing countries, for example, Arabic speaking populations in the Middle-East in general and the Gulf states, in particular, are overlooked by researchers. Based on our in-depth review of the existing literature, we will discuss the challenges of designing educational user interface, technology, and pedagogy-related research, and finally propose guidelines and recommendations for future research to overcome some of the existing challenges.

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DOI: 10.3217/jucs-019-05-0706

Authors: Amandeep Dhir, Nahla Gahwaji, Gote Nyman

Abstract: The iPad is a well-known handheld interactive multimedia tool that has been quite popular lately among teachers and students. Previous research indicates that handheld digital technology is, in general, capable of supporting learning and educational literacy; however, iPad-focused studies are still scarce. In this study, we access and review the instructional benefits of using the iPad in educational spaces, such as classrooms and laboratories, by reviewing a vast body of empirical and theoretical findings reported by multidisciplinary literature on digital technology and children, digital technology use in classrooms, and the impact of interactive technology on learning, instruction, and educational literature. We found that while some studies suggest that the iPad motivates and brings positive impact among students towards their studies, other studies suggest that the long-term impact of the iPad on learning could be even negative. Therefore, we highlight the common misconceptions and conflicts about the use of this new technology and discuss its advantages and challenges. We also sketch some of the future trends relevant to incorporating the iPad into our learning setups.

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DOI: 10.3217/jucs-019-05-0672

Authors: Amandeep Dhir, Khalid Buragga, Abeer Boreqqah

Abstract: Twitter is a well-known Web 2.0 microblogging social networking site that is quite popular for organizing events and sharing updates. It provides just in time communication, social connectivity and immediate feedback through Web, smartphones, tablet PCs, etc. The use of Twitter has also attracted educators and researchers due to its growing popularity among students, teachers, and academic communities as a whole. This study provides a critical review of Twitter use in educational settings. By practicing a systematic research methodology in the selection and review of literature, different pedagogical and instructional benefits and drawbacks of Twitter use in education were discussed. Based on these discussions, it was discovered that Twitter has positive impact on informal learning, class dynamics, motivation, as well as the academic and psychological development of young students. However, the potential long-term impact of Twitter on academic performance of students and its long-term effect on learning is still worth investigating. 

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DOI: 10.3217/jucs-019-03-0353

Authors: Angels Rius, Jordi Conesa, Elena Garcia-Barriocanal, Miguel-Ángel Sicilia

Abstract: Beyond the kind of processes dealt with the IMS LD specification, there are other kinds of processes, which are repeated periodically in learning environments that have not already been described yet due to the lack of mechanisms to describe them effectively. Inspired by the standard specification of language processes in the business area and taking into account the patterns philosophy used in the software engineering field, we propose an open framework to formally describe generic processes that usually occurs in the learning environments as patterns of educational settings. The main contribution of this paper is an extensible ontology-based framework to specify processes in learning environments. This framework has been created with the aim of improving the reusability of its formal specifications independently of the educational institutions where the processes occur and the learning platforms that support such processes. As a result of this work we have created a graphical notation for specifying such kind of processes easily and a CASE tool to facilitate its representation and the population of the ontological framework. In a future this framework could be extended to take more advantages: adapting the specifications of patterns to different educational institutions, using an implementation profile to achieve implementation descriptions or other standards to provide other output formats.

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DOI: 10.3217/jucs-018-10-1279

Authors: Rafael Duque, Lars Bollen, Anjo Anjewierden, Crescencio Bravo

Abstract: The analysis of problem-solving activities carried out by students in learning settings involves studying the students' actions and assessing the solutions they have created. This analysis constitutes an ideal starting point to support an automatic intervention in the student activity by means of feedback or other means to help students build their own knowledge. In this paper, we present a model-driven framework to facilitate the automation of this problem-solving analysis and of providing feedback. This framework includes a set of authoring tools that enable software developers to specify the analysis process and its intervention mechanisms by means of visual languages. The models specified in this way are computed by the framework in order to create technological support to automate the problem-solving analysis. The use of the framework is illustrated thanks to a case study in the field of System Dynamics where problem-solving practices are analysed.

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DOI: 10.3217/jucs-018-03-0410

Authors: Isabella Rega, Francesca Fanni

Abstract: The case study proposed in this article is the MELISSA project - Measuring E-Learning Impact in primary Schools in South African disadvantaged areas. MELISSA measures the impact of exposure to ICTs in teacher training/learning applying the Self-Efficacy construct. The intention is here to understand and analyse changes in attitudes to and uses of ICTs in term of Computer and Teacher Self-Efficacy. To accomplish this goal, the MELISSA team applied a mixed investigative method, merging quantitative and qualitative methodologies.

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DOI: 10.3217/jucs-017-10-1474

Authors: Ján Paralič, Christoph Richter, František Babič, Jozef Wagner, Michal Raček

Abstract: Knowledge practices mirroring is one of the central elements of the Trialogical Learning Approach as it is supposed to be a driving force in processes of practice transformation and knowledge creation. The exploitation of historical logging data holds promise to provide a great deal of information about group activities without requiring additional efforts for recording of events by the users. Building on the Trialogical Learning Approach as well as related work in the fields of Data Mining and Knowledge Discovery, Computer-Supported Collaborative Learning, and Information Visualization, this paper suggests high-level requirements for mirroring tools in support of practice transformation and introduces a software tool called Timeline-Based Analyzer (TLBA) that was designed and developed in response to these requirements. One of the main TLBA features is the possibility to define patterns as sequences of relevant actions that resulted into critical moments in investigated practices. Such kind of patterns might also represent conceptually interesting practices that emerged within a particular context - either being positive (a sort of good practices), or negative (bad practices). The usability of the whole analytical solution has been tested through the first iteration of several practical experiments and case studies. One of them is described in this paper and illustrates how TLBA can be used to support collaborative analysis and mirroring. The results of these evaluations have been used for continued improvement of the TLBA in order to provide a stable and intuitive tool not only for researchers, but for daily use of teachers or other users.

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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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