Methodologies and Intelligent Systems for Technology Enhanced Learning

Frontmatter

Study of the Evolution of the Underlying Social Network of Discussion and Generation of New Ideas Applying an Instructional and Learning Model

Abstract

This paper presents empirical results that show how an instructional and learning model might influence the underlying social network of discussion and generation of new ideas and, therefore, knowledge building. This study has been conducted on higher education students taking the third-year program development models course unit, as part of an accredited degree in informatics engineering. A moderately constructivist model with a blended learning approach was implemented in this course unit over the last few years. This combination has improved the academic outcomes achieved by students. In order to analyse what caused this favourable effect, we have analysed the evolution of the underlying social network of generation and discussion of new ideas among students throughout the course unit. We found that some key relationships in this underlying social network change, which suggests that there is a positive impact on knowledge building, learning and, ultimately, student educational achievement.

Fernando Alonso, José Font, Genoveva López, Daniel Manrique

Assisting Students in Writing by Examining How Their Ideas Are Connected

Abstract

Research proposal writing is an arduous process for students and instructors. The proposal must comply with requirements of academic guidelines, and is transformed into a thesis in some cases after several revisions by an adviser. In this paper we present an analyzer to identify the flow of concepts within proposal drafts, with the goal of aiding students to improve their drafting. We propose some novel methods integrated into our analyzer, which were designed considering the transitions of grammar constituents in Problem Statement, Justification and Conclusions sections. We performed experiments on corpora and we could identify anomalous paragraphs. In addition, our results show that graduate students produce better flow of conceptual sequences than undergraduate students.

Samuel González López, Aurelio López-López

Extreme Apprenticeship Meets Playful Design at Operating Systems Labs: A Case Study

Abstract

The extreme apprenticeship instructional methodology, recently born in Scandinavia, serves to organise education in formal contexts, such as university courses. The fundamental idea is that a new task is learned by apprentices by looking at the master who is performing it, and then repeating the task under his or her guidance. Continuous feedback and learning by doing are key principles of extreme apprenticeship. However, in e-learning contexts, the direct contact with the master may be missing. Then engagement of students with learning material becomes a challenging goal to achieve when designing the material. In this paper, we see how extreme apprenticeship and playful design were combined for designing the learning material of the laboratories of a ‘boring’ university course, namely, operating systems. A preliminary analytic evaluation concludes the paper showing the viability of the blended approach.

Vincenzo Del Fatto, Gabriella Dodero, Rosella Gennari, Naomi Mastachi

Personalizing E-Learning 2.0 Using Recommendations

Abstract

Recommender systems support users in accessing information available on the Web. This process ensures personalization since recommendations are generated according to user’s characteristics. In the educational domain, in the most cases, recommendations refer to learning materials. Besides that, there is a potential for using recommendation techniques in order to personalize other aspects of e-learning context. This paper describes a recommendation model for providing personalization of a collaborative learning process. Well-known recommendation techniques are adapted for online learning environment that consists of an LMS and different Web 2.0 tools. The recommendations are used to support students before and during e-tivities and include four different types of items: optional e-tivities, collaborators, Web 2.0 tools and advice.

Martina Holenko Dlab, Natasa Hoic-Bozic, Jasminka Mezak

The Assessment of Motivation in Technology Based Learning Environments: The Italian Version of the Achievement Goal Questionnaire-Revised

Abstract

The increased use of technology within the educational field gives rise to the need of developing valid instruments enabling to measure key constructs in fast ways, often involving many people. Therefore, this work explored some psychometric properties–in terms of factor structure and alpha coefficients–of a first Italian version of the Achievement Goal Questionnaire-Revised [8], as a first step preceding a future computerized implementation of the instrument. Seventy-seven university students completed the questionnaire, referring to a specific course. Each questionnaire included 12 items, three for each goal: Mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals. Confirmative factor analyses indicated the goodness of the hypothesized model, and its superiority compared to several alternative models; also alpha coefficients resulted adequate. These findings supported the validity of the adapted instrument, and were discussed considering possible future uses to assess motivational outcomes related to learning tasks within computer-based environments.

Daniela Raccanello, Margherita Brondino, Margherita Pasini, Bianca De Bernardi

Development of Sign Language Communication Skill on Children through Augmented Reality and the MuCy Model

Abstract

This paper shows a Sign Language Teaching Model (SLTM) called: Multi-language Cycle for Sign Language Understanding (MuCy). It serves as complementary pedagogical resource for Sign Language (SL) teaching. A pilot lesson with the Rainbow Colors was conducted at the Association of Parents of Deaf Children of Salamanca in order to determine the Percentage of Development of the Sign Language Communication Skill (SLCS) and others within a Collaborative Learning Environment with Mixed-Reality (CLEMR).

Jonathan Cadeñanes, Angélica González Arrieta

Achievement Goals as Antecedents of Achievement Emotions: The 3 X 2 Achievement Goal Model as a Framework for Learning Environments Design

Abstract

Achievement goals and achievement emotions, given their important role in learning processes, could affect the effectiveness of Technology Enhanced Learning (TEL) programs. In this study, the links between achievement goals and achievement emotions are explored. The participants were 466 Italian university students who completed a 48-item questionnaire about learning exam-relevant material. Confirmatory factor analyses showed the goodness of the hypothesized models for goals (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance) and emotions (including enjoyment, relaxation, hope, pride, relief, anger, boredom, anxiety, shame, hopelessness). A path analyses indicated that task goals predicted activity- and outcome-related emotions, matched by valence; self-approach goals positively predicted one positive activity-related emotion; other-avoidance goals positively predicted activity- and outcome-related emotions. The results are discussed considering the utilities of the instruments for the design of TEL products, to assess motivation and affect involved in learning environments.

Margherita Brondino, Daniela Raccanello, Margherita Pasini

The Relationship between Psycho-pedagogical and Usability Data in the TERENCE Evaluation Methodology

Abstract

The TERENCE project was an European FP7 project that improved reading comprehension of its primary users, namely, 7–11 years old children, hearing and deaf, from primary schools, with deep text comprehension problems. The project developed an adaptive learning system (ALS) delivering learning material and tasks in an adaptive fashion, according to the profiles of its learners. The paper describes the TERENCE evaluation methodology, its innovative aspect (i.e., the parallel investigation of psycho-pedagogical effectiveness and usability), and focuses on the relationship between usability and psycho-pedagogical data. The study shows that precision in smart games is linearly related to comprehension.

M. R. Cecilia, V. Cofini, Tania di Mascio, Pierpaolo Vittorini

Many Children and Short Project Timing: How TERENCE Harmonized These Conflicting Requirements

Abstract

Involving children in the software design and development processes (using e.g., the user centered and the participatory design methodologies) is nowadays considered a key factor to obtain an accessible and usable technology enhanced learning system; but how children have to be efficiently involved is still an open question. In this paper we report the experience of a FP7-ICT European project, TERENCE, aimed at developing a system for improving text comprehension in children 7-11 years old. Our experience suggests to extend the repertoire of inquiry techniques with a new one able to harmonize two conflicting requirements of real projects: many children to involve vs project strict timing.

Tania di Mascio, Alessandra Melonio, Laura Tarantino, Pierpaolo Vittorini

Identifying Weak Sentences in Student Drafts: A Tutoring System

Abstract

The first draft of an undergraduate student thesis generally presents deficiencies, which must be polished with the help of the academic advisor to get an acceptable document. However, this task is repeated every time a student prepares his thesis, becoming extra time spent by the advisor. Our work seeks to help the student improve the writing, based on intelligent tutoring and natural language processing techniques. For the current study, we focus primarily on the conclusions section of a thesis. In this paper we present three tutoring system components: Identifying Weak Sentences, Classifying the Weak Sentences, Customizing Feedback to Students. Our system identifies weaknesses in sentences, such as the use of general instead of specific terms, or the absence of reflections and personal opinions. We provide initial models and their evaluations for each component.

Samuel González López, Steven Bethard, Aurelio López-López

Achieving Diagnostic Expertise through Technology: A Cue Based Approach

Abstract

Expertise is typically associated with high levels of experience in a domain. However, studies have shown that expertise is not necessarily correlated with experience [1]. The purpose of this paper is to describe a strategy for developing and evaluating a cue-based training program that can be delivered by computer. We describe how scenarios were developed to assess expertise amongst neonatal nurses and then evaluated for efficiency by treating the scenarios as test items and using the psychometric technique known as Item Response Theory.

Barbara Giacominelli, Margherita Pasini, Rob Hall

Learning Object Repositories with Federated Searcher over the Cloud

Abstract

The education sector is a significant generator, consumer and depository for educational content. Educators and Learners have access to technologies that allow them to obtain information ubiquitously on demand. The problems arising from the integration of educational content are usually caused by the vast amount of educational content distributed among several repositories. This work presents a proposal for an architecture based on a cloud computing paradigm that will permit the evolution of current learning resource repositories by means of cloud computing paradigm and the integration of federated search system.

Fernando De la Prieta, Ana B. Gil, Antonio Juan Sanchez Martín, Carolina Zato

Psychometric Tests in the Field of Drawing Based in Timing Measurements

Abstract

In the Art Education studies, one of the most interesting trends - in terms of its theoretical foundations- is the phenomena of measuring aesthetic experiences [1],[2]. However, traditionally, the teaching of art has been focused into the technical dimension of the drawings (proportionality, composition, etc.) or in cultural aspects (symbolic role, social criticism, etc.) but the analysis of aesthetic experiences have not acquired such an important status to be scientific analyzed and included in a pedagogical domain. In this paper we propose that, through metrics able to detect the ‘immersion” or “sensitivity” of an artist drawing, it would be possible to get methodological tools capable of measuring aesthetic experiences. In order to explore our hypothesis, we have analyzed the work of students of art in several experiments and we have recorded the traces of the their drawings. The traces have been evaluated and we have tested if fractal timing is found (fractal timing is a ubiquitous clue that indicates that the among the components of a cognitive system exist a coupling). The results of the experiments seem to provide a way to improve some aspects in the daily practice of art teaching and a new way to describe psicometrical parameters.

C. Lopez, F. Lopez, L. F. Castillo, M. Bedia, T. Gomez, M. Aguilera

Evaluation of Interactive Children Book Design

The Case Study of “Little Rooster”

Abstract

In spite of mushrooming of interactive books apps for kids, there is hardly any evidence on “what makes a good interactive book”. In this article we provide an in-depth analysis of design issues, and give account of the explorato-ry evaluation of experience with “Little Rooster”, an interactive book designed and implemented at our Lab, first of all for research purposes. We let 7-8 year old kids to “read” the interactive book, and/or a printed, traditional version with the same content. On the basis of analysis of the video recordings of the read-ing sessions and the interviews, we list our observations on what children found of the visual and sound design, how they used (or not) the interaction facilities for control and what strategy they followed in mixing reading and interacting. We also investigated the effect of the moving, interactive images on under-standing and remembering the narrative of the story, and on understanding con-cepts nowadays usually unfamiliar to children living in a town. We finish the article with discussing experimental methodological issues and summing up de-sign considerations.

Zsófia Ruttkay, Judit Bényei, Zsolt Sárközi

Opensource Gamification of a Computer Science Lecture to Humanities Students

Abstract

Opensource software can provide a wide range of educational computer games and gaming tools so to enable a sharing community among teachers. Since their appearance Metaverses appealed the technology prone teachers, increasing the number of virtual worlds learning projects. The Open Source movement create an ecosystem of software, documentation and tools that it makes easier for teachers to share their work and learning objects. Here we show how an open source Metaverses becomes a tool for the teaching of science subjects in a Department of Human Studies, where students can learn the basics of a simplified von Neumann-class computer architecture in a OpenSimulator virtual learning environment. A survey among students showed that interacting with a virtual computer architecture in a immersive 3D environment increased their learning achievements and subject comprehension.

Giovanni De Gasperis, Niva Florio

Pictorial Representations of Achievement Emotions: Preliminary Data with Children and Adults

Abstract

Three studies are presented aimed at testing a preliminary version of a pictorial instrument representing children’s achievement emotions as conceptualized in control-value theory. Children (second- and fifth-graders) and adults were administered three tasks assessing the correspondence between drawings of faces and ten achievement emotions (enjoyment, pride, hope, relief, relaxation, anxiety, anger, shame, boredom, and hopelessness): an agreement task (Study 1, n = 46), a matching task (Study 2, n = 47), and a naming task (Study 3, n = 53). Analyses on the agreement and matching task revealed accurate responses for all the emotions, while in the naming task low accuracy emerged for pride, hope, relief, and particularly for boredom. Results are discussed in light of their applicative relevance for the future development of the instrument.

Daniela Raccanello, Caterina Bianchetti

Gamify Your Field Studies for Learning about Your Learners

Abstract

TERENCE is an FP7 ICT European project that developed a technology enhanced learning system for supporting its learners, who are primary school children, and their educators. In the course of the project, we run field studies with a large number of learners for analysing the context of use of the system. This paper explains why project constraints triggered the gamification of the field studies, as well as how the field studies were conducted. This paper ends by rummaging over the pros and contras of gamifying field studies as in TERENCE.

Tania di Mascio, Rosella Gennari, A. Melonio, Pierpaolo Vittorini

Learning through Technology

A Cue-Based Approach

Abstract

How can we help people to learn like an expert? The purpose of this study is to describe a method to design work scenarios for a training program using computer software. In particular the focus is on the features that software should have to be useful for learning on the job in the framework of cue-based cognitive theory. There are particular domains, such as aviation, nursing and firefighting, in which decision-making is a fundamental capability. According to Klein [1] who considers decision making a type of skill, in these type of jobs we can try to teach people not only to think like an expert but even how to learn like an expert, providing tools for helping people to achieve expertise in decision making.

Barbara Giacominelli, Margherita Pasini, Rob Hall

A Collaborative Distance Learning Portal Integrating 3D Virtual Labs in Biomedicine

Abstract

In recent years, there has been a growing interest about new techniques for information exchange in medical context. Academic communities need a collaborative portal with a certain degree of interactivity between speaker and audience to provide new learning opportunities. The objective of the research is, therefore, addressed to provide a modular and user-friendly web portal that allows scientific information exchange and takes into account only the centrality of four essential elements: teachers, learners, learning-process and learning-content. This collaborative system contains also 3D learning objects to simulate highly interactive virtual laboratories. The collaborative portal is designed to provide an acceptable teaching tool to integrate face-to-face learning sessions with thematic web-seminars.

Daniele Landro, Giovanni De Gasperis, M. D. Guido Macchiarelli

Using Universal Design for Learning Guidelines to Evaluate a Computer Assisted Note Taking Software Solution

Abstract

Universal Design for Learning is a framework proposing a set of guidelines for making learning more accessible to all learners, focusing on the concept of variability. By supporting information deconding, strategic thinking and engagement, UDL guidelines provide educators with a methodology for the creation and the evaluation of inclusive lesson plans. This paper discusses the application of UDL principles to the activity of note taking, which is one of the main strategies that can be used to support learning, particularly in secondary and post-secondary education. It requires different skills: capturing and decoding information from instructors is essential, as it is the ability to organize notes effectively. Moreover, note taking requires attention: if a lesson is boring, motivation can drop to the lower possible levels and notes can be totally useless. One specific software package called Evernote is analysed, which allows to write and to capture content for notes in different contexts. The hypothesis is that it can be used in learning contexts adopting a UDL approach. The features of Evernote and of related products are hence examined following the principles and guidelines provided by UDL, with the intent of providing insightful information about its possible use and about its limitations. The analysis shows that even if Evernote can not provide support to all UDL checkpoints per se, it has at least one useful feature for the implementation of each guideline.

Andrea Mangiatordi

The Text Simplification in TERENCE

Abstract

In this paper we present the TERENCE system of text simplification. The TERENCE simplification system is intended for use by researchers, educators and policy makers. The method is innovative in the field for two reasons. Firstly, differently from other methods of automatic or manual simplification, it offers a graded, cumulative, simplification of texts. Secondly, differently from other existing methods, it offers a system tailored for two groups of poor comprehenders (deaf and hearing). This paper illustrates the process of text simplification used in TERENCE and presents preliminary results of its testing with elementary school children.

Barbara Arfé, Jane Oakhill, Emanuele Pianta

The Pedagogical Evaluation of TERENCE: Preliminary Results for Hearing Learners in Italy

Abstract

TERENCE is a European FP7 ICT multidisciplinary project that is developing an Adaptive Learning System (ALS) for supporting poor comprehenders and their educators. The paper reports on the evaluation of the pedagogical effectiveness of TERENCE, i.e., its ability of increasing reading comprehension. The evaluation, for hearing children, in Italy, showed the efficiency of TERENCE in the improvement of comprehension ability, by means of silent reading associated with smart games in scholar age.

V. Cofini, D. Di Giacomo, Tania di Mascio, Rosella Gennari, Pierpaolo Vittorini

Business Games and Simulations: Which Factors Play Key Roles in Learning

Abstract

The paper reports the results of an empirical study on the effects and impact of a specific business game, which is also a team competition, treated as an innovative teaching tool in learning. The paper starts by introducing business games and simulations as methods able to improve learning experiences and goes on by dealing with the specific business game simulation used for the aims of our research. Considering the most relevant empirical studies on business games and simulations, the following four factors were extracted in order to test their importance for learning: Decision-Making Experience (DME), Teamwork (T), Simulation Experience Satisfaction (SES), Learning Aims (LA). Each construct has been investigated by using a questionnaire administrated to 48 participants of the Stock Market Learning Simulation divided into 10 teams. Results show the importance of these factors in detecting critics aspectal of learning using a business game simulation.

Andrea Ceschi, Riccardo Sartori, Giuseppe Tacconi, Dorina Hysenbelli

Cooperate Or Defect? How an Agent Based Model Simulation on Helping Behavior Can Be an Educational Tool

Abstract

Over the last years, Agent Based Models (ABMs) have become an important instrument to simulate social complex phenomena. At the same time, they have shown interesting implications for learning activities. To this purpose, we report a simulation on helping behavior carried out by means of an Agent Based Model (ABM) based on four types of different virtual agents: Warm-Glow Cooperators (WG), who give help because it makes them feel better; Gratitude Cooperators (GC), who give help because they previously received help; Cooperators (C), who give help because of both the reasons mentioned above; Defectors (D) who do not give help at all. We explore the pro-social behavior of each type of agents and the system where they live for a certain amount of time in different situations. This specific ABM shows, in the most effective way, why we should increase the level of helping behavior in the population. Furthermore, assuming that giving and receiving help can be both considered positive activities, WG and GC agent strategies should be those who allow to derive the greatest benefit overall. Taking also in account the pedagogical implications of ABMs, the present simulation can be considered as a good instrument to explain dynamics of helping behavior in a virtual society.

Andrea Ceschi, Dorina Hysenbelli, Riccardo Sartori, Giuseppe Tacconi

Towards Animated Visualization of Actors and Actions in a Learning Environment

Abstract

This paper describes ongoing research focused on natural language understanding and visualization of actors and actions extracted from narrative text. The technique employs a natural language processing pipeline for sophisticated syntactic and semantic analysis of text, and extracts information about events, actors and their roles in events, as well as temporal ordering of the events and spatial roles. This kind of information is traditionally considered indicative for text comprehension skill tests with novel readers. The visualization is implemented in the 3D graphics prototyping environment Alice, which provides a set of visual primitives and instructions for interactions and spatial manipulations of primitives.

Oleksandr Kolomiyets, Marie-Francine Moens

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