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2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT)最新文献

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Formation of Groups for Collaborative Learning: An Approach Based on Profiles of Individual Self-Reports 协作学习小组的形成:一种基于个体自我报告的方法
2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2019-07-01 DOI: 10.1109/ICALT.2019.00041
C. Quarto, A. Busson, Luís Fonseca, Magda Bercht, Ewaldo Éder
{"title":"Formation of Groups for Collaborative Learning: An Approach Based on Profiles of Individual Self-Reports","authors":"C. Quarto, A. Busson, Luís Fonseca, Magda Bercht, Ewaldo Éder","doi":"10.1109/ICALT.2019.00041","DOIUrl":"https://doi.org/10.1109/ICALT.2019.00041","url":null,"abstract":"Forming collaborative learning groups without criteria generates problems such as disproportionate participation of individuals, demotivation and resistance to group work. Given this context, this work uses correlation and linear regression in helping to form groups for collaborative learning contexts. The research articulates, in addition to Statistics, knowledge in the areas of Positive Psychology and Collaboration Theories. From the analysis of the obtained results, through realized experiments, it is possible to form more effective groups for processes of collaborative learning, when one takes into account profiles of positive self-reports of the individuals.","PeriodicalId":356549,"journal":{"name":"2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125578148","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
Evaluation Rubric for Computational Thinking Concepts 计算思维概念评价准则
2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2019-07-01 DOI: 10.1109/ICALT.2019.00089
Christiano Martino Otero Avila, Luciana Foss, Adriana Bordini, Maria Simone Debacco, S. Cavalheiro
{"title":"Evaluation Rubric for Computational Thinking Concepts","authors":"Christiano Martino Otero Avila, Luciana Foss, Adriana Bordini, Maria Simone Debacco, S. Cavalheiro","doi":"10.1109/ICALT.2019.00089","DOIUrl":"https://doi.org/10.1109/ICALT.2019.00089","url":null,"abstract":"This paper presents a method of evaluating activities that are proposed for the development of Computational Thinking skills. An evaluation rubric is proposed to identify the level of development of the concepts of abstraction, generalization, decomposition and algorithmic thinking. The rubric was applied by Computer Science teachers in the evaluation of activities of the CS Unplugged project. It was possible to observe that all concepts of the CT were present in the Unplugged activities, but without reaching the maximum score of the rubric.","PeriodicalId":356549,"journal":{"name":"2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT)","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121143503","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 Strategy for the Development of Computational Thinking from Game Design Specifications 基于游戏设计规范的计算思维发展策略
2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2019-07-01 DOI: 10.1109/ICALT.2019.00122
Kleber Tavares Fernandes, Márcia Lucena, E. Aranha
{"title":"A Strategy for the Development of Computational Thinking from Game Design Specifications","authors":"Kleber Tavares Fernandes, Márcia Lucena, E. Aranha","doi":"10.1109/ICALT.2019.00122","DOIUrl":"https://doi.org/10.1109/ICALT.2019.00122","url":null,"abstract":"Digital games are becoming more and more a part of our daily lives. After realizing this, several educators have been motivated to use games as teaching and learning tools. In this sense, it is possible to involve teachers and students in the production of their own games, thus contributing both to the development of computational thinking and to acquiring knowledge related to the different disciplines involved in this process. Despite the benefits, the production of games is a complex task that requires knowledge of a specific domain and presents a significant learning curve for students and teachers. The choice of using effective strategies such as Model-Driven Engineering (MDE) practices supported by a Controlled Natural Language (CNL) to promote the production of games in the educational context is decisive and can favor the adoption of game-based learning. This work proposes a strategy for the specification of game design for digital games by students and teachers in the classroom, that can promote the development of computational thinking, as well as reading and writing skills.","PeriodicalId":356549,"journal":{"name":"2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127833183","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
Playing a Computational Thinking Game using Hand Gestures 用手势玩计算思维游戏
2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2019-07-01 DOI: 10.1109/ICALT.2019.00029
E. Castro, T. Sakata, L. Zaina
{"title":"Playing a Computational Thinking Game using Hand Gestures","authors":"E. Castro, T. Sakata, L. Zaina","doi":"10.1109/ICALT.2019.00029","DOIUrl":"https://doi.org/10.1109/ICALT.2019.00029","url":null,"abstract":"The concern on promoting the development of Computational Thinking (CT) in children has increased over the years. Games are recognized as a good strategy for presenting CT and for engaging children to the learning of its concepts. Hand gestures are a form of interaction widely used in video-games. However, few studies have been conducted to investigate how children feel and interact when using hand gestures in the context of learning tools. And this number decrease in studies about CT learning. In this paper, we explore the feedback of 29 children about their interaction by using hand gestures in a game to stimulate the CT which we called CT game. We also compare this type of interaction to touch. Additionally, we examine how both, hand gestures and touch, can impact on accomplishing of the goals of the game phases. Our findings revealed the children kept more engaged when using hand gestures, and consequently, this affected their concentration on the game purpose.","PeriodicalId":356549,"journal":{"name":"2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT)","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127980702","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
E-DUB-A: A Tangible Educational Resource Editor in Inclusive Classes E-DUB-A:全纳课堂的有形教育资源编辑器
2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2019-07-01 DOI: 10.1109/ICALT.2019.00095
Eva Preuss, L. Passerino, S. Baldassarri, Vinicius R. Camargo, Lana Kober de Almeida
{"title":"E-DUB-A: A Tangible Educational Resource Editor in Inclusive Classes","authors":"Eva Preuss, L. Passerino, S. Baldassarri, Vinicius R. Camargo, Lana Kober de Almeida","doi":"10.1109/ICALT.2019.00095","DOIUrl":"https://doi.org/10.1109/ICALT.2019.00095","url":null,"abstract":"Using tangible interfaces for educational purposes presents considerable advantages and can provide an increase in student engagement and motivation, and showed particularly suitable in inclusive education. One of the main problems encountered in the use of tangible tabletop in the educational environment is the lack of software for programming and use that meets educational needs and is easy to use, especially for teachers who don't master programming logic. This work presents an editor of pedagogical activities developed for tangible tabletop to teachers develop pedagogical activities in inclusive context, intuitively and easily. The new editor was designed from a research with a group of undergraduate education course students, which used an available editor and evaluated its usability. After that, was carried out the new editor requirements elicitation, with the modeling and implementation of the same one. A new group of students of the same course used the new developed editor (E-dub-a) and evaluated its usability.","PeriodicalId":356549,"journal":{"name":"2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT)","volume":"62 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114017833","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
The Dynamics of Motivational and Emotional Challenges and Regulation Strategies in Customer-Driven Project-Based Learning 客户驱动的基于项目的学习中动机和情感挑战的动态及调节策略
2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2019-07-01 DOI: 10.1109/ICALT.2019.00113
Katerina Mangaroska, M. L. Jaccheri, B. Vesin, M. Giannakos
{"title":"The Dynamics of Motivational and Emotional Challenges and Regulation Strategies in Customer-Driven Project-Based Learning","authors":"Katerina Mangaroska, M. L. Jaccheri, B. Vesin, M. Giannakos","doi":"10.1109/ICALT.2019.00113","DOIUrl":"https://doi.org/10.1109/ICALT.2019.00113","url":null,"abstract":"Project-based learning has been introduced in many university courses as a dynamic classroom approach that motivates active exploration of real-world problems. It is also proven as one of the most effective ways for students to acquire practical skills and deeper knowledge. However, while learning with technologies in project-based blended environments, students are expected to know how to cope with real-world complex issues. Hence, students from two universities participated in an exploratory study with a focus in motivational and emotional challenges as part of collaborative learning. In particular, the study explored what regulation strategies students practiced as an answer to the challenges they encountered in customer-driven project-based learning activities. Nonetheless, the broad idea is to understand in what ways collaborative learning can be beneficial or debilitating for students' progress, and how technology can support or influence positive outcomes.","PeriodicalId":356549,"journal":{"name":"2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT)","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131680647","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
Stimuli-Based Gaze Analytics to Enhance Motivation and Learning in MOOCs 基于刺激的注视分析增强mooc中的动机和学习
2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2019-07-01 DOI: 10.1109/ICALT.2019.00052
K. Sharma, P. Dillenbourg, M. Giannakos
{"title":"Stimuli-Based Gaze Analytics to Enhance Motivation and Learning in MOOCs","authors":"K. Sharma, P. Dillenbourg, M. Giannakos","doi":"10.1109/ICALT.2019.00052","DOIUrl":"https://doi.org/10.1109/ICALT.2019.00052","url":null,"abstract":"The interaction with the various learners in a Massive Open Online Course (MOOC) is often complex. Contemporary MOOC learning analytics relate with click-streams, keystrokes and other user-input variables. Such variables however, do not always capture learners' learning and behavior (e.g., passive video watching). In this paper, we present a study with 40 students who watched a MOOC lecture while their eye-movements were being recorded. We then proposed a method to define stimuli-based gaze variables that can be used for any kind of stimulus. The proposed stimuli-based gaze variables indicate students' attention (i.e., with-me-ness), at the perceptual (following teacher's deictic acts) and conceptual levels (following teacher discourse). In our experiment, we identified a significant mediation effect of the two levels of with-me-ness on the relation between students' motivation and their learning performance. Such variables enable common measurements for the different kind of stimuli present in distinct MOOCs. Our long-term goal is to create student profiles based on their performance and learning strategy using stimuli-based gaze variables and to provide students gaze-aware feedback to improve overall learning process.","PeriodicalId":356549,"journal":{"name":"2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT)","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126493323","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
A Teacher Experience Report with LEGO Robotics 乐高机器人教师体验报告
2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2019-07-01 DOI: 10.1109/ICALT.2019.00092
Thiciany Matsudo Iwano, J. Vieira, Davis Matias de Oliveira, Daniel Scherer
{"title":"A Teacher Experience Report with LEGO Robotics","authors":"Thiciany Matsudo Iwano, J. Vieira, Davis Matias de Oliveira, Daniel Scherer","doi":"10.1109/ICALT.2019.00092","DOIUrl":"https://doi.org/10.1109/ICALT.2019.00092","url":null,"abstract":"Educational robotics is one of the ways that educational institutions use to expose that they have curriculum with technological approaches and innovation. Most of the studies that deal with the use of robotics in the classroom approach the student's point of view or even the associated didactics, but without exposing how or even what materials were used. In this work is exposed the report of experience of a teacher in the use of the LEGO EV3 kit, its difficulties in understanding the materials available, assembly and programming of the robot.","PeriodicalId":356549,"journal":{"name":"2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134637834","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
Accessibility Evaluation of Web Content that Support the Mathematics, Geometry and Physics's Teaching And Learning 支持数学、几何和物理教学的网络内容的可访问性评价
2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2019-07-01 DOI: 10.1109/ICALT.2019.00094
S. Baldiris, Laura Mancera, David Vargas, Gloria Liliana Velez Saldarriaga
{"title":"Accessibility Evaluation of Web Content that Support the Mathematics, Geometry and Physics's Teaching And Learning","authors":"S. Baldiris, Laura Mancera, David Vargas, Gloria Liliana Velez Saldarriaga","doi":"10.1109/ICALT.2019.00094","DOIUrl":"https://doi.org/10.1109/ICALT.2019.00094","url":null,"abstract":"The use of ICT in the classroom has allowed new teaching strategies, including the use of interactive software. However, during the design and implementation of this type of software, existing standards or recommendations for the creation of accessible Web content are not taken into account. This is why the accessibility in Web content, specifically in educational context, has been the subject of much discussion regarding the need to make Web educational content accessible to all students, regardless of their abilities or disabilities. The present study makes a literature review to identify those Authoring Tools that are being used by teachers in the areas of exact sciences, emphasizing mathematics, physics and geometry. Subsequently, the Web content generated by the identified Authoring Tools is evaluated in compliance with WCAG 2.1 recommendations, with the purpose of enunciating some conclusions and next issues to research.","PeriodicalId":356549,"journal":{"name":"2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT)","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114860323","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
Chatbot and Conversational Analysis to Promote Collaborative Learning in Distance Education 聊天机器人和会话分析促进远程教育中的协作学习
2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2019-07-01 DOI: 10.1109/ICALT.2019.00102
A. J. Neto, M. A. Fernandes
{"title":"Chatbot and Conversational Analysis to Promote Collaborative Learning in Distance Education","authors":"A. J. Neto, M. A. Fernandes","doi":"10.1109/ICALT.2019.00102","DOIUrl":"https://doi.org/10.1109/ICALT.2019.00102","url":null,"abstract":"Collaboration is a factor that influences students' learning, allowing them to adopt more active posture in knowledge construction. Learning Management Systems have been used to promote collaboration at a distance. However, characterizing and identifying relevant aspects of Learning Management System collaboration in order to continuously encourage learning remains a challenging problem. This paper addresses this relevant issue and proposes a Conversational Agent, also known as Chatbot, that adopts the Conversational Analysis, currently used to identify the appropriation of social networks, to recognize Distance Education context. The goal of this recognizing is for making proper interventions in the design and monitoring of online collaborative activities, and for encourage discussion among students from the use of Academically Productive Talk structure. In order to promote effective collaboration among students, and support teachers to act on it, the Computer-Supported Collaborative Learning precepts are also considered to propose and implement this educational technology.","PeriodicalId":356549,"journal":{"name":"2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115347696","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: 18
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