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2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT)最新文献

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Reveal the Key Factors in Affacting the SPOC-Supported Course: Data and Survey Analysis for Data Structures Course in USTB 揭示影响spoc支持课程的关键因素——中国科技大学数据结构课程的数据与调查分析
2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2016-07-01 DOI: 10.1109/ICALT.2016.107
Qiming Huang
{"title":"Reveal the Key Factors in Affacting the SPOC-Supported Course: Data and Survey Analysis for Data Structures Course in USTB","authors":"Qiming Huang","doi":"10.1109/ICALT.2016.107","DOIUrl":"https://doi.org/10.1109/ICALT.2016.107","url":null,"abstract":"SPOC-supported Data Structures (DS) course during the Autumn 2015 semester in University of Science and Technology Beijing (USTB) was created over the USTB course center and Tsinghua Online Judge (OJ) system. Data from the course center, OJ and terminal exam is analyzed to reveal the key objective factors in affecting SPOC-supported DS course, and survey from the students in our DS course is analyzed to reveal the key subjective factors in affecting the SPOC-supported DS course. A challenge has been submitted to improve the teaching effectiveness of the SPOC-supported course.","PeriodicalId":188900,"journal":{"name":"2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122224643","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: 6
Exploring the Difference in Brain Activities under Three Distinct Tasks: Listening to Music, Gaming, and Learning 探索三种不同任务下大脑活动的差异:听音乐、玩游戏和学习
2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2016-07-01 DOI: 10.1109/ICALT.2016.64
I-Ling Cheng, S. Chew, Yihaung Kang, Wei-Hung Chang, N. Chen
{"title":"Exploring the Difference in Brain Activities under Three Distinct Tasks: Listening to Music, Gaming, and Learning","authors":"I-Ling Cheng, S. Chew, Yihaung Kang, Wei-Hung Chang, N. Chen","doi":"10.1109/ICALT.2016.64","DOIUrl":"https://doi.org/10.1109/ICALT.2016.64","url":null,"abstract":"This study is a pilot for future research on building an automated predictive model in order to assist students' learning process in a real-time adaptive learning system. The goal of this study is to understand the relationship between individual brainwave patterns and their cognitive states (i.e. relaxation, attention, meditations and anxiety) when providing adaptive learning systems. This study conducted panel regression model to analyze the relationship between individual brainwave signals in association with the three different tasks. The results of this study first shown that the participants' tension, alertness or agitation under the Listening to Music, Gaming and Learning cannot be identified differently in this study. Secondly, it shown that the participants' the slower frequencies range of brainwave and low-level alertness states under the listening to the alpha (α) music video or heavy metal/rock music video are different from playing an exciting game, learning a subject, or taking a quiz. Thirdly, their emotional states when the playing a game that required to solve a puzzle is also different from Listening to Music. Fourth, their feeling of relaxation states under the activities of the listening relax music video and having a quiz are different. Finally, when they are playing a game that require them to think or solve a puzzle has different brainwave signals from higher mental activities when learning a subject. The limitation and future study of this study is also discussed.","PeriodicalId":188900,"journal":{"name":"2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128750769","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
Let Me Do It: Towards the Implementation of Sustainable Instructional Patterns 让我来吧:迈向可持续教学模式的实施
2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2016-07-01 DOI: 10.1109/ICALT.2016.92
A. Mavroudi, Miltos Miltiadous, P. Libbrecht, Wolfgang Müller, T. Hadzilacos, N. Otero, K. Barth, K. Georgiou
{"title":"Let Me Do It: Towards the Implementation of Sustainable Instructional Patterns","authors":"A. Mavroudi, Miltos Miltiadous, P. Libbrecht, Wolfgang Müller, T. Hadzilacos, N. Otero, K. Barth, K. Georgiou","doi":"10.1109/ICALT.2016.92","DOIUrl":"https://doi.org/10.1109/ICALT.2016.92","url":null,"abstract":"We present the design of an online environment providing mechanisms for the exploitation of school ICT infrastructure by empowering teachers to discover and comment on educational activities (patterns, scenarios, experience reports) that can be implemented in their schools. To this end, our design approach will make explicit the linking between the patterns, the learning scenarios and other contextual information. The online environment will not only serve as a repository of educational activities but will help schools to analyze their infrastructure, to select proper scenarios that effectively exploit it and, potentially, to enrich these scenarios by commenting on them.","PeriodicalId":188900,"journal":{"name":"2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT)","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123962787","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
Self-Assessment Through Interactive In-Action Reflections to Improve Interpersonal Skills Training 互动行动反思自我评估促进人际交往能力训练
2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2016-07-01 DOI: 10.1109/ICALT.2016.110
Diego J. Rivera-Gutierrez, A. Kleinsmith, G. Childs, R. Pileggi, Benjamin C. Lok
{"title":"Self-Assessment Through Interactive In-Action Reflections to Improve Interpersonal Skills Training","authors":"Diego J. Rivera-Gutierrez, A. Kleinsmith, G. Childs, R. Pileggi, Benjamin C. Lok","doi":"10.1109/ICALT.2016.110","DOIUrl":"https://doi.org/10.1109/ICALT.2016.110","url":null,"abstract":"People often under or over-estimate their performance on interactive learning experiences with virtual agents, especially when it comes to interpersonal skills such as empathy. To generate more accurate self-assessment of performance, we propose the use of in-action reflective learning opportunities during interactive learning experiences with virtual agents. We conducted a user study in which third-year dental students (n=58) participated in an interactive learning experience that required them to demonstrate empathy towards a virtual agent playing the role of a patient. During the interaction, an in-action reflective learning intervention prompted the students to self-assess their performance with regards to empathy. Our results show that students' self-assessment correlates to an assessment performed by outside raters, and that students were significantly more empathetic on a second opportunity to demonstrate empathy to the virtual patient after having performed their reflection.","PeriodicalId":188900,"journal":{"name":"2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123392516","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: 4
Pre-Course Key Segment Analysis of Online Lecture Videos 在线讲座视频的课前关键环节分析
2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2016-07-01 DOI: 10.1109/ICALT.2016.102
Xiaoyin Che, T. Staubitz, Haojin Yang, C. Meinel
{"title":"Pre-Course Key Segment Analysis of Online Lecture Videos","authors":"Xiaoyin Che, T. Staubitz, Haojin Yang, C. Meinel","doi":"10.1109/ICALT.2016.102","DOIUrl":"https://doi.org/10.1109/ICALT.2016.102","url":null,"abstract":"In this paper we propose a method to evaluate the importance of lecture video segments in online courses. The video will be first segmented based on the slide transition. Then we evaluate the importance of each segment based on our analysis of the teacher's focus. This focus is mainly identified by exploring features in the slide and the speech. Since the whole analysis process is based on multimedia materials, it could be done before the official start of the course. By setting survey questions and collecting forum statistics in the MOOC \"Web Technologies\", the proposed method is evaluated. Both the general trend and the high accuracy of selected key segments (over 70%) prove the effectiveness of the proposed method.","PeriodicalId":188900,"journal":{"name":"2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT)","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115828588","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
Solution Authoring via Demonstration and Annotation: An Empirical Study 通过演示和注释的解决方案创作:一个实证研究
2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2016-07-01 DOI: 10.1109/ICALT.2016.114
Karen L. Myers, M. Gervasio
{"title":"Solution Authoring via Demonstration and Annotation: An Empirical Study","authors":"Karen L. Myers, M. Gervasio","doi":"10.1109/ICALT.2016.114","DOIUrl":"https://doi.org/10.1109/ICALT.2016.114","url":null,"abstract":"A major impediment to the widespread deployment of intelligent training systems is the high cost of developing the content that drives their operation. Techniques grounded in end-user programming have shown great promise for reducing the burden of content creation. With these approaches, a domain expert demonstrates a solution to a task, which is then generalized to a broader model. This paper reports on a concept validation study that provides an empirical basis for the design of solution authoring frameworks based on end-user programming techniques. The study shows that non-expert users are comfortable with the approach and are capable of applying it to generate quality solution models. It also identifies constructs that, while important for accurate solution characterization, can lead to confusion and so warrant special care in tool design. Based on these results, we make recommendations for the design of solution-authoring tools in support of automated assessment for tutoring systems.","PeriodicalId":188900,"journal":{"name":"2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT)","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130823797","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: 4
Implementing Robotic Telepresence in a Synchronous Hybrid Course 同步混合课程中机器人远程呈现的实现
2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2016-07-01 DOI: 10.1109/ICALT.2016.79
William Cain, J. Bell, Cui Cheng
{"title":"Implementing Robotic Telepresence in a Synchronous Hybrid Course","authors":"William Cain, J. Bell, Cui Cheng","doi":"10.1109/ICALT.2016.79","DOIUrl":"https://doi.org/10.1109/ICALT.2016.79","url":null,"abstract":"Synchronous hybrid learning is a technology-rich approach to enacting comparable, shared, and collaborative learning experiences for face-to-face and online participants in real-time. The benefits of this approach are often realized through an iterative process of innovation, review, and revision. We present an instructive case in which we used robotic telepresence devices to bring greater individualization to online students in one particular synchronous hybrid course. Our goal was to see if increased individuation for online participants helped them feel more \"present\" with their face-to-face counterparts, and thereby foster rich interactions between the two groups. The context was a higher education course in which 12 robotic telepresence devices were used to build a synchronous hybrid learning models. This case presents how we came to use robotic telepresence devices in this course, what challenges we encountered, how we tried to solve those challenges, and the lessons we learned in the process. Of particular interest is the importance of pairing pedagogical strategies to the technologies that best suit them.","PeriodicalId":188900,"journal":{"name":"2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT)","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132818100","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: 14
Studying Social Tagging Systems in Learning Object Repositories: An Empirical Study of the Tag Vocabulary Growth 学习对象库中的社会标签系统研究:标签词汇增长的实证研究
2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2016-07-01 DOI: 10.1109/ICALT.2016.118
P. Zervas, D. Sampson
{"title":"Studying Social Tagging Systems in Learning Object Repositories: An Empirical Study of the Tag Vocabulary Growth","authors":"P. Zervas, D. Sampson","doi":"10.1109/ICALT.2016.118","DOIUrl":"https://doi.org/10.1109/ICALT.2016.118","url":null,"abstract":"In the field of Technology-enhanced Learning (TeL), social tagging has been applied to Learning Object Repositories (LORs) mainly as a means to offer an alternative way of classifying the LOs based on the tag vocabulary (i.e. the collection of tags created by the end-users of the LOs). Nevertheless, in order to be able to understand how a social tagging system performs and whether it can deliver the aforementioned goal, it is important to be able to investigate the behaviour of the tag vocabulary, which constitutes the core component of a social tagging system. Within this context, many studies have been conducted regarding the growth of the tag vocabularies of social tagging systems but there are only sporadic studies for investigating this issue in the field of LORs. This paper aims to contribute in studying how social tagging systems perform in the context of LORs by investigating tag vocabulary growth in OpenScienceResources Repository, a Science Education domain-specific repository with a rich dataset operating in Europe for 5 years.","PeriodicalId":188900,"journal":{"name":"2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133281170","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
Gamification - A Structured Analysis 游戏化——结构化分析
2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2016-07-01 DOI: 10.1109/ICALT.2016.72
A. Martens, Wolfgang Müller
{"title":"Gamification - A Structured Analysis","authors":"A. Martens, Wolfgang Müller","doi":"10.1109/ICALT.2016.72","DOIUrl":"https://doi.org/10.1109/ICALT.2016.72","url":null,"abstract":"The trend Gamification occurred several years ago in the context of digital teaching and training aka e-learning. Looking closer at the development of game-based learning and gamification in computer science, it has to be admitted, that game-based learning seems to have ended in an impasse point where the instructionally smooth integration of learning and gaming has not really been realizable, yet -- at least not without enormous effort by the learning and gaming content author. The situation in gamification in digital teaching and training systems comes in a similar shape. A structured analysis of what gamification is can help to develop a systematic approach, which then can support a structured and methodologically smooth design of gamification for digital teaching and training.","PeriodicalId":188900,"journal":{"name":"2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT)","volume":"234 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133305715","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
Measuring and Visualizing Individual Contributions in Online Collaborative Discussions 在线协作讨论中个人贡献的测量和可视化
2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2016-07-01 DOI: 10.1109/ICALT.2016.93
Chang-Ye Xu, Yafeng Zheng, Hening Hu, Yanyan Li
{"title":"Measuring and Visualizing Individual Contributions in Online Collaborative Discussions","authors":"Chang-Ye Xu, Yafeng Zheng, Hening Hu, Yanyan Li","doi":"10.1109/ICALT.2016.93","DOIUrl":"https://doi.org/10.1109/ICALT.2016.93","url":null,"abstract":"In online discussions, individual contributions directly influence group performance and the deep analysis on individual level could be used to explain what happens within groups. However, measuring individual contributions in online collaborative discussion is a complex task due to the variety of elements and factors. The purpose of this study is to provide a framework to measure individual contributions in online collaborative discussions using quantitative methods both from knowledge content and participation behaviors. Then the framework is validated by an empirical study. Moreover, we visualize the information of individual contributions to give a direct observation for teachers.","PeriodicalId":188900,"journal":{"name":"2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115336318","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
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