2014 IEEE 14th International Conference on Advanced Learning Technologies最新文献

Learning System Based on Contextual Awareness for Clinical Practice in Nursing Courses 基于情境意识的护理课程临床实践学习系统

2014 IEEE 14th International Conference on Advanced Learning Technologies Pub Date : 2014-07-07 DOI: 10.1109/ICALT.2014.61

J. Gomez, J. Huete, Velssy Hernández Riaño

引用次数: 5

Algorithmic Thinking Learning Support System with eAssessment Function 具有eAssessment功能的算法思维学习支持系统

2014 IEEE 14th International Conference on Advanced Learning Technologies Pub Date : 2014-07-07 DOI: 10.1109/ICALT.2014.96

M. Kayama, M. Satoh, H. Kunimune, Masaaki Niimura, Masami Hashimoto, M. Otani

引用次数: 2

The Effect of Personality Traits on Students' Performance during Computer-Based Testing: A Study of the Big Five Inventory with Temporal Learning Analytics 人格特质对学生计算机测试成绩的影响:基于时间学习分析的大五量表研究

2014 IEEE 14th International Conference on Advanced Learning Technologies Pub Date : 2014-07-07 DOI: 10.1109/ICALT.2014.113

Z. Papamitsiou, A. Economides

引用次数: 6

An Online Educational Portal for Supporting Open Access to Teaching and Learning of People with Disabilities 支持残障人士开放教与学的网上教育门户网站

2014 IEEE 14th International Conference on Advanced Learning Technologies Pub Date : 2014-07-07 DOI: 10.1109/ICALT.2014.165

P. Zervas, Vasilis Kardaras, D. Sampson

引用次数: 9

Developing Mobile Services to Support Informal Learning through Automatic Content Delivery in Religious Contexts: A Design Research Approach 通过宗教背景下的自动内容传递开发移动服务以支持非正式学习:一种设计研究方法

2014 IEEE 14th International Conference on Advanced Learning Technologies Pub Date : 2014-07-07 DOI: 10.1109/ICALT.2014.185

I. Jormanainen, Sami Pietinen, M. Tukiainen, Tapani Innanen, Eveliina Ojala

引用次数: 1

A Generalized Approach for Context-Aware Adaption in Mobile E-learning Settings 移动电子学习环境中上下文感知适应的一种通用方法

2014 IEEE 14th International Conference on Advanced Learning Technologies Pub Date : 2014-07-07 DOI: 10.1109/ICALT.2014.50

Tobias Moebert, H. Jank, Raphael Zender, U. Lucke

引用次数: 7

A City-Scale Situation-Aware Adaptive Learning System 一个城市规模的态势感知适应性学习系统

2014 IEEE 14th International Conference on Advanced Learning Technologies Pub Date : 2014-07-07 DOI: 10.1109/ICALT.2014.47

Giuseppe D’aniello, Antonio Granito, G. Mangione, Sergio Miranda, F. Orciuoli, Pierluigi Ritrovato, P. Rossi

引用次数: 10

Enhancing Learner Engagement through Personalized Visual Narratives 通过个性化的视觉叙事提高学习者的参与度

2014 IEEE 14th International Conference on Advanced Learning Technologies Pub Date : 2014-07-07 DOI: 10.1109/ICALT.2014.36

Bilal Yousuf, Owen Conlan

引用次数: 7

Investigating the Effectiveness of an Advanced Adaptive Mechanism for Considering Learning Styles in Learning Management Systems 研究学习管理系统中考虑学习风格的高级自适应机制的有效性

2014 IEEE 14th International Conference on Advanced Learning Technologies Pub Date : 2014-07-07 DOI: 10.1109/ICALT.2014.41

S. Graf, Tingwen Chang, Anne Kersebaum, Thomas Rath, J. Kurcz

{"title":"Investigating the Effectiveness of an Advanced Adaptive Mechanism for Considering Learning Styles in Learning Management Systems","authors":"S. Graf, Tingwen Chang, Anne Kersebaum, Thomas Rath, J. Kurcz","doi":"10.1109/ICALT.2014.41","DOIUrl":"https://doi.org/10.1109/ICALT.2014.41","url":null,"abstract":"Blended and online learning becomes more and more popular and learning management systems (LMSs) are used by many educational institutions to host such blended or online courses. However, such LMS typically do not adapt to students' individual characteristics and provide each student with the same content and presentation. Such one-size-fits-all approach does not fit most students particularly well and can lead to low student performance and satisfaction. In this paper, we present a study to evaluate an advanced adaptive mechanism that extends LMSs with adaptive functionality to automatically provide students with courses that fit their learning styles. The results of this study showed two significant benefits of the adaptive mechanism for students: receiving higher grades on adaptive lessons than on non-adaptive ones while spending a similar amount of time on both, and spending less time on adaptive lessons than on non-adaptive ones while receiving on average the same grades. Based on these results, the proposed adaptive mechanism can be seen as an effective extension to LMSs in order to support students in learning.","PeriodicalId":268431,"journal":{"name":"2014 IEEE 14th International Conference on Advanced Learning Technologies","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124563165","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

Differentiating Digitally to Investigate Young EFL Learners' Metacognitive Reading Strategies 数字差异化研究青少年英语学习者的元认知阅读策略

2014 IEEE 14th International Conference on Advanced Learning Technologies Pub Date : 2014-07-07 DOI: 10.1109/ICALT.2014.125

C. Shen

{"title":"Differentiating Digitally to Investigate Young EFL Learners' Metacognitive Reading Strategies","authors":"C. Shen","doi":"10.1109/ICALT.2014.125","DOIUrl":"https://doi.org/10.1109/ICALT.2014.125","url":null,"abstract":"This study implemented a differentiated reading instruction scenario and combined it with mobile technology to investigate upper-grade learners' metacognitive reading strategies at an elementary school. The participants were differentiated into groups based on their proficiency levels and they were required to read three online reading storybooks at appropriate level. A web-based extensive reading program with eight strategy buttons, including four strategy types were developed, i.e., global strategies, problem-solving strategies, support strategies, and socio-affective strategies. These functions were tap-on buttons in the same digital reading interface to assist elementary school students' online reading. The frequency and the time spent on each strategy were collected in the database and analyzed. The relationship between these students' use of reading strategy and their reading proficiency test was analyzed via Pearson product-moment correlations. These observational records of reading behavior allowed the teacher to trace students' metacognitive reading strategies. Major findings were as follows: (1) young learners tended to rely on support strategies the most, and (2) there was a significant difference in the use of strategy types and in the strategy use sequence between higher and lower reading proficiency learners. Pedagogical implications and suggestion for future research are discussed.","PeriodicalId":268431,"journal":{"name":"2014 IEEE 14th International Conference on Advanced Learning Technologies","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124685174","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