2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT)最新文献_第9页

A Collaborative Learning System for Sharing 3D Models: 3D Model Co-learning Space 三维模型共享的协同学习系统:三维模型协同学习空间

2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2017-07-01 DOI: 10.1109/ICALT.2017.102

I-Sheng Lin, Tsai-Yen Li, Fang-Chi Liang, Yong-Teng Lin

{"title":"A Collaborative Learning System for Sharing 3D Models: 3D Model Co-learning Space","authors":"I-Sheng Lin, Tsai-Yen Li, Fang-Chi Liang, Yong-Teng Lin","doi":"10.1109/ICALT.2017.102","DOIUrl":"https://doi.org/10.1109/ICALT.2017.102","url":null,"abstract":"In the recent years, due to the prevalence of 3D printers, there have been many applications of 3D printing developed for education such as creating custom-made teaching aids or student art work. Although there are web sites hosting 3D models created by students and allowing them to share and search in the database, these systems usually lack functions of collaborative learning. On the other hand, most learning management systems do not provide functions needed for sharing and viewing 3D models. In this work, we aim to design a system called 3D Model Co-learning Space (3D MCLS), dedicated to collaborative learning allowing students to share 3D models as well as performing blind peer assessment. The system allows a user to store, share, display, and discuss 3D models and allows a teacher to manage a group of students in a flexible way. More specifically, the system can automatically create a thumbnail by computing an optimized view of an uploaded 3D model. It uses tags to organize models into groups according to their attributes or teams in a class for easier access through search. In addition, it can provide blind assignments of peer review and compare the results with self-assessment. We have implemented such a system and conducted a pilot study to obtain a preliminary evaluation on the usability of the system.","PeriodicalId":134966,"journal":{"name":"2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT)","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122343096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Enhancing Student Digital Skills: Adopting an Ecosystemic School Analytics Approach 提高学生的数字技能:采用生态系统学校分析方法

2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2017-07-01 DOI: 10.1109/ICALT.2017.87

Stylianos Sergis, D. Sampson, M. Giannakos

引用次数: 7

Learning of Micro-Macro Thinking in Analog Electronics via MIC-O-MAP TEL Environment 通过MIC-O-MAP TEL环境学习模拟电子学中的微观-宏观思维

2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2017-07-01 DOI: 10.1109/ICALT.2017.59

Anura Kenkre, S. Murthy

{"title":"Learning of Micro-Macro Thinking in Analog Electronics via MIC-O-MAP TEL Environment","authors":"Anura Kenkre, S. Murthy","doi":"10.1109/ICALT.2017.59","DOIUrl":"https://doi.org/10.1109/ICALT.2017.59","url":null,"abstract":"Micro-Macro thinking is students' ability to understand concepts and models at the microscopic (typically unseen) level, and link them to their corresponding manipulable variables at the 'macroscopic' (mostly tangible and measurable) level. For example, in the domain of basic analog electronics, learners are expected to relate the microscopic structure of atoms and scientific models of electron motion to describe and predict the outcomes of current and voltage in a macroscopic circuit in the lab. Development of this skill is crucial as it helps students apply their theoretical knowledge to solve real world problems as well as do design and troubleshooting. Existing solutions have attempted developing micro-macro thinking skill in the context of inquiry learning and system thinking, however, these have primarily addressed school level topics and have been implemented in the presence of a facilitator and other elements such as peer learning and doubt-solving sessions. We have designed, developed and evaluated MIC-O-MAP (MICroscopic Observations MAcroscopic Predictions), a TEL environment to develop students' micro-macro thinking in the domain of basic analog electronics at the undergraduate level, in the context of self-regulated learning. Key features of MIC-O-MAP include dynamically linked multiple representations, conceptual scaffolding questions and customized feedback by a pedagogical agent, which help establish the micro-macro link. In this paper, we describe the development of MIC-O-MAP, the design of learning modules for various topics in basic analog electronics, and present the findings from studies to evaluate student learning of micro-macro thinking in the chosen topics.","PeriodicalId":134966,"journal":{"name":"2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125531207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Sentiment Analysis in an Affective Intelligent Tutoring System 情感智能辅导系统中的情感分析

2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2017-07-01 DOI: 10.1109/ICALT.2017.137

María Lucía Barrón Estrada, Ramón Zataraín-Cabada, R. Bustillos, Francisco González Hernández

引用次数: 21

How Much Learning Support Should be Provided to Novices and Advanced Students? 应该给新手和高级学生提供多少学习支持?

2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2017-07-01 DOI: 10.1109/ICALT.2017.43

Xingliang Chen, A. Mitrovic, Moffat Mathews

{"title":"How Much Learning Support Should be Provided to Novices and Advanced Students?","authors":"Xingliang Chen, A. Mitrovic, Moffat Mathews","doi":"10.1109/ICALT.2017.43","DOIUrl":"https://doi.org/10.1109/ICALT.2017.43","url":null,"abstract":"Learning from examples, either alone or combined with problem solving has been proven to be beneficial for learning in Intelligent Tutoring System. However, it is generally unknown how much example-based assistance should be provided. We previously found that erroneous examples prepared students better for problem solving in comparison to worked examples when the order of learning activities is fixed [2]. However, students do not necessarily need all learning activities. We introduced a novel strategy which adaptively decides which learning activity (a worked example, an incorrect example, a problem, or none at all) is appropriate for a student based on his/her performance in SQL-Tutor. In this paper, we investigate the effect of the adaptive strategy on students with different levels of prior knowledge. We found both novices and advanced students who received learning activities adaptively achieved the same learning outcomes as their peers in a fixed condition, but with fewer learning activities. Surprisingly, there was no significant difference on the number of learning activities between novices and advanced students.","PeriodicalId":134966,"journal":{"name":"2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT)","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129252439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Modelling Experts Behaviour in Q&A Communities to Predict Worthy Discussions 建模专家的行为在问答社区预测有价值的讨论

2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2017-07-01 DOI: 10.1109/ICALT.2017.56

T. B. Procaci, S. Siqueira, B. Nunes, Terhi Nurmikko-Fuller

引用次数: 9

Using Augmented Reality Technology for the Development of Historic Building Teaching Application: A Mackay Culture Course 利用增强现实技术开发历史建筑教学应用:麦凯文化课

2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2017-07-01 DOI: 10.1109/ICALT.2017.7

Kai-Yi Chin, Chun-Xin Hou, Ching-Sheng Wang, Ko-Fong Lee

引用次数: 7

The Evaluation Study of Gamification Approach in Malaysian History Learning via Mobile Game Application 游戏化方法在马来西亚历史学习中的应用评估研究

2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2017-07-01 DOI: 10.1109/ICALT.2017.69

W. S. Yue, Chong Yee Ying

{"title":"The Evaluation Study of Gamification Approach in Malaysian History Learning via Mobile Game Application","authors":"W. S. Yue, Chong Yee Ying","doi":"10.1109/ICALT.2017.69","DOIUrl":"https://doi.org/10.1109/ICALT.2017.69","url":null,"abstract":"Gamification has blown up its popularity, hence the gamified solutions need to be designed carefully so that it can be successfully sustain longer and help to achieve the learning outcomes in education field. History learning need to adopt gamification elements to spark the attention from the educators and learners since history subject is a compulsory subject in secondary education level in Malaysia. This paper has evaluated and analyzed gamification approach in Malaysian History Learning via mobile game application, named History Learning Mobile Game (HLMG). The HLMG has been verified its components and validate its functions so that it is completely released and ready for implementation. Eventually, the HLMG also has been evaluated its effectiveness via a focus group study on user experience (UX), story, gameplay complexity, estimated average play session, engagement and historical content delivered. Overall the results and findings, the user experience (UX) of HLMG need improvements. However, the story, historical content delivered and estimated average play session are excellent for the effectiveness of HLMG. Gameplay complexity and engagement are sufficient for the effectiveness level of HLMG.","PeriodicalId":134966,"journal":{"name":"2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT)","volume":"2013 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128017480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

An Empirical Study of the Use of an Augmented Reality Simulator in a Face-to-Face Physics Course 在面对面物理课程中使用增强现实模拟器的实证研究

2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2017-07-01 DOI: 10.1109/ICALT.2017.105

M. Ibáñez-Espiga, Antonio J. de Castro, C. D. Kloos

引用次数: 12

DaVID — A Model of Data Visualization for the Instructional Design 教学设计中的数据可视化模型

2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2017-07-01 DOI: 10.1109/ICALT.2017.97

D. Menezes, Diogo Lima Florencio, Renato Ely Domingues Silva, I. Nunes, U. Schiel, M. Aquino

引用次数: 1