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2015 IEEE 15th International Conference on Advanced Learning Technologies最新文献

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The Effect of Signals in Hypertext Reading by Tablet Computers 平板电脑超文本阅读中信号的作用
2015 IEEE 15th International Conference on Advanced Learning Technologies Pub Date : 2015-07-06 DOI: 10.1109/ICALT.2015.80
Xiaoxia Zheng, Wei Cheng, Zhengcheng Fan, Guang Chen
{"title":"The Effect of Signals in Hypertext Reading by Tablet Computers","authors":"Xiaoxia Zheng, Wei Cheng, Zhengcheng Fan, Guang Chen","doi":"10.1109/ICALT.2015.80","DOIUrl":"https://doi.org/10.1109/ICALT.2015.80","url":null,"abstract":"With the popularity of digital reading, the performance of hypertext reading by tablet computers is attracting more and more attention and research. In this study, we carried out an experiment on 30 university students to examine the effects of signals (graphical overview and highlight topic sentences) on hypertext reading by tablet computers. The results showed that signals would improve reading comprehension of participants with low reading skill, while it would reduce reading comprehension of participants with high or medium reading skill. Besides, signals had a significant influence on disorientation, however, no significant influence on cognitive load. It might be suggested that providing signals in hypertext would benefit readers with low reading skill.","PeriodicalId":170914,"journal":{"name":"2015 IEEE 15th International Conference on Advanced Learning Technologies","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125398909","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
Towards an Educator-Centred Digital Teaching Platform: The Ground Conditions for a Data-Driven Approach 迈向以教育者为中心的数字化教学平台:数据驱动方法的基础条件
2015 IEEE 15th International Conference on Advanced Learning Technologies Pub Date : 2015-07-06 DOI: 10.1109/ICALT.2015.124
Andrew Koster, T. Primo, F. Koch, A. Oliveira, Hyunkwon Chung
{"title":"Towards an Educator-Centred Digital Teaching Platform: The Ground Conditions for a Data-Driven Approach","authors":"Andrew Koster, T. Primo, F. Koch, A. Oliveira, Hyunkwon Chung","doi":"10.1109/ICALT.2015.124","DOIUrl":"https://doi.org/10.1109/ICALT.2015.124","url":null,"abstract":"We introduce innovations in a Digital Teaching Platform (DTP) through tools centred on supporting the teacher. We focus on the utilisation of data about the students and the class in order to recommend actions and content for the teacher. For this, we need a platform with novel capabilities. First, we augment the content delivery application with data collecting capabilities. Second, we create a cloud-based analytics engine that infers student profiles and context parameters from multi-modal sources. Third, we provide a web-based platform for content composition that makes use of the inferred student and context profiles to support teachers in lesson planning. Our solution implements the complete cycle from content composition to delivery and adjustment, allowing for the research and development of new features and intelligences in Digital Education.","PeriodicalId":170914,"journal":{"name":"2015 IEEE 15th International Conference on Advanced Learning Technologies","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128359848","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: 7
Explore College Students' Cognitive Processing during Scientific Literacy Online Assessments with the Use of Eye Tracking Technology 利用眼动追踪技术探讨大学生科学素养在线测评过程中的认知加工
2015 IEEE 15th International Conference on Advanced Learning Technologies Pub Date : 2015-07-06 DOI: 10.1109/ICALT.2015.84
Pei-Yi Tsai, Ting-Ting Yang, H. She
{"title":"Explore College Students' Cognitive Processing during Scientific Literacy Online Assessments with the Use of Eye Tracking Technology","authors":"Pei-Yi Tsai, Ting-Ting Yang, H. She","doi":"10.1109/ICALT.2015.84","DOIUrl":"https://doi.org/10.1109/ICALT.2015.84","url":null,"abstract":"The present study was to explore undergraduate students' performance and eye movement between two groups (non-science major and science major) on online scientific literacy assessments. The domain of scientific literacy in assessments consisted of identifying scientific questions, explaining phenomena scientifically, and using evidence scientifically. Eye-tracking system was synchronized to collect the indicator data of eye movement while students were engaging in cognitive processing during the assessments. The results showed that the science group students outperformed significantly than their peers in the non-science group on the assessments. Eye movement data further supported that the science group students allocated greater attention and made deeper cognitive processing at area of interest (AOI) on critical web pages compared to the non-science group ones. This study provides empirical evidence that the eye movement behaviors can give an insight into the information processing during scientific literacy online assessments.","PeriodicalId":170914,"journal":{"name":"2015 IEEE 15th International Conference on Advanced Learning Technologies","volume":"58 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117220160","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
Enhancing Learning Object Recommendations for Teachers Using Adaptive Neighbor Selection 基于自适应邻居选择的教师学习对象推荐
2015 IEEE 15th International Conference on Advanced Learning Technologies Pub Date : 2015-07-06 DOI: 10.1109/ICALT.2015.50
Stylianos Sergis, D. Sampson
{"title":"Enhancing Learning Object Recommendations for Teachers Using Adaptive Neighbor Selection","authors":"Stylianos Sergis, D. Sampson","doi":"10.1109/ICALT.2015.50","DOIUrl":"https://doi.org/10.1109/ICALT.2015.50","url":null,"abstract":"Recommender Systems (RS) have been implemented in the Technology enhanced Learning (TeL) field for facilitating, among others, Learning Object (LO) selection by teachers to support their daily teaching practice. In particular, memory-based collaborative filtering (CF) approaches have demonstrated promising results for real-life implementations of web-based Learning Object Repositories (LOR). Building on this, the contribution of this paper is an enhancement to existing memory-based CF RS methods, by adaptively selecting the teacher neighbors based on their co-rated LOs and the attribute similarity of the latter to the LO to be recommended. The evaluation results show a significant increase in the predictive accuracy of the adaptive RS approaches compared to their \"traditional\" benchmarks, signifying the proposed approach's capacity to enhance the accuracy of existing memory-based CF approaches.","PeriodicalId":170914,"journal":{"name":"2015 IEEE 15th International Conference on Advanced Learning Technologies","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121088211","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: 5
Towards a Japanese Language Learning Process Based on Japanese Dubbing -- A Case Study on University Students 基于日语配音的日语学习过程探析——以大学生为例
2015 IEEE 15th International Conference on Advanced Learning Technologies Pub Date : 2015-07-06 DOI: 10.1109/ICALT.2015.10
Chun-Chia Wang
{"title":"Towards a Japanese Language Learning Process Based on Japanese Dubbing -- A Case Study on University Students","authors":"Chun-Chia Wang","doi":"10.1109/ICALT.2015.10","DOIUrl":"https://doi.org/10.1109/ICALT.2015.10","url":null,"abstract":"The purpose of this paper was to examine the factors influencing adoption of Japanese language learning process based on Japanese dubbing in university students. According to the process of Japanese dubbing, this paper extended activity playfulness to Davis' Technology Acceptance Model (TAM) to discuss the antecedent factors influencing the behavioral intention to continuance use in the Universities of Taiwan. This paper showed that activity playfulness, perceived ease of use, and perceived usefulness are the antecedents of Japanese dubbing acceptance. The findings revealed that (1) activity playfulness had a significantly positive effect on perceived usefulness, (2) perceived ease of use had a significantly positive effect on activity playfulness, (3) perceived ease of use had a significantly positive effect on perceived usefulness, (4) perceived usefulness and perceived ease of use had a significantly positive effect on attitude toward to use, and (5) perceived usefulness and attitude toward to use had a significantly positive effect on behavior intention to continuance use. Furthermore, there was a significant suggestion of campaign to work out the competition of Japanese dubbing. Overall, this paper's findings showed fine predictive and explanatory power of Japanese dubbing acceptance.","PeriodicalId":170914,"journal":{"name":"2015 IEEE 15th International Conference on Advanced Learning Technologies","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125982250","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
Effects of Group and Task Size in Computer Supported Collaborative Marking 小组和任务大小对计算机协同阅卷的影响
2015 IEEE 15th International Conference on Advanced Learning Technologies Pub Date : 2015-07-06 DOI: 10.1109/ICALT.2015.144
Manuel Matas, Jorge J. Villalón
{"title":"Effects of Group and Task Size in Computer Supported Collaborative Marking","authors":"Manuel Matas, Jorge J. Villalón","doi":"10.1109/ICALT.2015.144","DOIUrl":"https://doi.org/10.1109/ICALT.2015.144","url":null,"abstract":"Despite the well-known value of collaboration in highly subjective tasks and the support that technology can be provide in such tasks, there has been little discussion on the possibilities of Computer Supported Collaborative Marking as part of the broader Technology Enhanced Assessment. We argue that the marking process can be thought as a collaborative task, one in which markers collaborate towards a common goal: To produce a high quality marking work, i.e. An excellent inter-rater agreement and quality formative feedback. This paper contributes the design and implementation of collaborative features within an eMarking tool and its experimental evaluation within a collaborative marking task. Nine configurations of group and task sizes were evaluated. Results showed that the collaborative marking process using an eMarking tool was of high quality, and a particular setting, 4 markers using a 25% overlap level task size, showed the most efficient process. Another important result was the emergence of two different collaborative patterns within the markers' groups.","PeriodicalId":170914,"journal":{"name":"2015 IEEE 15th International Conference on Advanced Learning Technologies","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125210349","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
A Preliminary Study on Taiwanese EFL Adolescents' Perceptions of Mobile-Assisted Post-Reading Tasks 台湾青少年对移动辅助阅读后任务认知之初步研究
2015 IEEE 15th International Conference on Advanced Learning Technologies Pub Date : 2015-07-06 DOI: 10.1109/ICALT.2015.21
Ya-Wen Ho, Chih-Cheng Lin
{"title":"A Preliminary Study on Taiwanese EFL Adolescents' Perceptions of Mobile-Assisted Post-Reading Tasks","authors":"Ya-Wen Ho, Chih-Cheng Lin","doi":"10.1109/ICALT.2015.21","DOIUrl":"https://doi.org/10.1109/ICALT.2015.21","url":null,"abstract":"The present study investigated EFL adolescents' perceptions of mobile-assisted post-reading tasks. Five group-based post-reading tasks were implemented succeeding the participants' reading of science-related assigned books in a ten-week mobile-assisted reading program. A questionnaire was administered after the participants carried out a post-reading task to survey their perceptions of the post-reading tasks and their preferred types of post-reading tasks. Learning journals were also collected to gain more insights. Finally, semi-structured interviews were conducted with nine participants to triangulate the data. It was found that the participants consistently rated the five-post-reading tasks highly and preferred discussion the most. It was also revealed that the post-reading tasks helped increase the participants' dedication to the reading program and facilitated learner collaboration.","PeriodicalId":170914,"journal":{"name":"2015 IEEE 15th International Conference on Advanced Learning Technologies","volume":"196 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131660856","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
Teaching Interpersonal Problem Solving Skills Using Roleplay in a 3D Virtual World for Special Education: A Case Study in Second Life 在特殊教育的3D虚拟世界中使用角色扮演来教授人际问题解决技巧:第二人生的案例研究
2015 IEEE 15th International Conference on Advanced Learning Technologies Pub Date : 2015-07-06 DOI: 10.1109/ICALT.2015.139
A. Mørch, Melissa D. Hartley, V. Caruso
{"title":"Teaching Interpersonal Problem Solving Skills Using Roleplay in a 3D Virtual World for Special Education: A Case Study in Second Life","authors":"A. Mørch, Melissa D. Hartley, V. Caruso","doi":"10.1109/ICALT.2015.139","DOIUrl":"https://doi.org/10.1109/ICALT.2015.139","url":null,"abstract":"Participants included graduate students in a teacher preparation program using Second Life (SL) as the educational platform for distance education courses. The students created and participated in role-playing scenarios for practicing specific skills, such as persuasion and conflict resolution. Data was analyzed qualitatively using both a case study and virtual ethnography methods. Dialogue in SL was analyzed using aspects of interaction analysis. We found that role-playings works well for teaching interpersonal problem solving skills in SL. This was the result of careful planning, combining abstract and concrete learning activities in multiple rounds, and debriefing sessions.","PeriodicalId":170914,"journal":{"name":"2015 IEEE 15th International Conference on Advanced Learning Technologies","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132405978","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: 12
On Generic Communication Patterns between Courseware Objects in Extensible Learning Support System Architecture for Self- and Group Learning 自组学习可扩展学习支持系统体系结构中课件对象间的通用通信模式研究
2015 IEEE 15th International Conference on Advanced Learning Technologies Pub Date : 2015-07-06 DOI: 10.1109/ICALT.2015.14
K. Nakabayashi, Y. Morimoto
{"title":"On Generic Communication Patterns between Courseware Objects in Extensible Learning Support System Architecture for Self- and Group Learning","authors":"K. Nakabayashi, Y. Morimoto","doi":"10.1109/ICALT.2015.14","DOIUrl":"https://doi.org/10.1109/ICALT.2015.14","url":null,"abstract":"This paper discusses the communication patterns between courseware objects in Extensible Learning Environment with Courseware Object Architecture (ELECOA). ELECOA is intended to provide flexibility to enhance functions of learning environments without losing content reusability. A key concept of ELECOA is 'courseware objects' which are program modules included to implement new functions. This paper investigates communication patters between courseware objects to allow any combinations of courseware objects. The results show that four communication patterns defined for the original ELECOA-based self-learning environment can be applied to the group learning environment, implying that existing self-learning materials can be reused in the group learning environment.","PeriodicalId":170914,"journal":{"name":"2015 IEEE 15th International Conference on Advanced Learning Technologies","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114989320","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
Semantic Description of the Experience API Specification 体验API规范的语义描述
2015 IEEE 15th International Conference on Advanced Learning Technologies Pub Date : 2015-07-06 DOI: 10.1109/ICALT.2015.128
J. Vidal, T. Rabelo, M. Lama
{"title":"Semantic Description of the Experience API Specification","authors":"J. Vidal, T. Rabelo, M. Lama","doi":"10.1109/ICALT.2015.128","DOIUrl":"https://doi.org/10.1109/ICALT.2015.128","url":null,"abstract":"Capturing and storing learners' data is the first step to implement a learning analytics architecture. The Experience API (xAPI) specification is a de facto standard that describes (i) a REST-based API to store and retrieve the learners' activity data, and (ii) an RDF-based data model where the restrictions among data are specified in natural language. In this paper, we present an ontology that formally represents both the data model and the restrictions of the xAPI specification, facilitating the conformance testing of the data coming from the learning management system to guarantee the compliance with the specification.","PeriodicalId":170914,"journal":{"name":"2015 IEEE 15th International Conference on Advanced Learning Technologies","volume":"331 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113958590","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: 13
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