2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT)最新文献_第9页

An Adaptive E-Learning Environment Architecture Based on Agents and Artifacts Metamodel 基于agent和工件元模型的自适应电子学习环境体系结构

2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2018-07-01 DOI: 10.1109/ICALT.2018.00024

Birol Ciloglugil, M. M. Inceoglu

{"title":"An Adaptive E-Learning Environment Architecture Based on Agents and Artifacts Metamodel","authors":"Birol Ciloglugil, M. M. Inceoglu","doi":"10.1109/ICALT.2018.00024","DOIUrl":"https://doi.org/10.1109/ICALT.2018.00024","url":null,"abstract":"In this paper, we proposed an adaptive e-learning environment architecture that supports personalization by utilizing Agents and Artifacts (A&A) Metamodel. A&A Metamodel focuses on environment modeling in multi agent system (MAS) design and models entities in agents' environments with artifacts as first class entities like the agents. From the perspective of MAS based e-learning systems, learner models and learning resources are part of the environment of the agents and agents interact with them constantly. Thus, we proposed an e-learning architecture that focuses on environment abstraction and models access to different learner models and learning resources with artifacts to support personalization. In MAS based e-learning systems with the same functionality, specific agents are responsible for modeling learner information and retrieving learning resources. However, in the proposed approach, by exploiting A&A Metamodel, this operations are performed by artifacts to provide a more flexible and scalable solution. The proposed adaptive e-learning environment architecture is developed as a prototype with CArtAgO framework. A MAS based e-learning system is also implemented with Jason agent framework as a case study exploiting the developed environment. To evaluate the proposed approach, learning objects (LOs) for Logic Design course are developed and learners are modeled according to their learning styles by using a learner ontology. Finally, we presented results of the evaluation and discussed current limitations and future work directions.","PeriodicalId":361110,"journal":{"name":"2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT)","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128207155","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

Learning Objects in Instructional Serious Game Design 教学严肃游戏设计中的学习对象

2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2018-07-01 DOI: 10.1109/ICALT.2018.00035

Ilenius Ildephonce, E. Mugisa, Claudine A. Allen

引用次数: 2

An Evaluation of Different Types of Blended Learning Activities in Higher Education 高等教育中不同类型混合式学习活动的评价

2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2018-07-01 DOI: 10.1109/ICALT.2018.00017

T. Weerasinghe

引用次数: 6

Modeling Exploratory Search as a Knowledge-Intensive Process 探索性搜索作为知识密集型过程的建模

2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2018-07-01 DOI: 10.1109/ICALT.2018.00015

Marcelo Tibau, S. Siqueira, B. Nunes, M. Bortoluzzi, I. Marenzi

引用次数: 9

Lecture Instrumentation Based on Synchronous Speech Transcription 基于同步语音转录的演讲仪器

2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2018-07-01 DOI: 10.1109/ICALT.2018.00009

Vincent Bettenfeld, Christophe Choquet, Claudine Toffolon

引用次数: 3

Assessing Learning Analytics Systems Impact by Summative Measures 通过总结性措施评估学习分析系统的影响

2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2018-07-01 DOI: 10.1109/ICALT.2018.00051

Rébecca Guillot, Jeremie Seanosky, Isabelle Guillot, David Boulanger, Claudia Guillot, Vivekanandan S. Kumar, Shawn N. Fraser, Kinshuk

引用次数: 3

A Comparative Study of In-Game and Out-Game Assessment for Storyline-Based Games 基于故事情节的游戏的游戏内和游戏外评估的比较研究

2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2018-07-01 DOI: 10.1109/ICALT.2018.00040

A. Molnar, Jose Garcia Estrada

引用次数: 1

Supporting Dyadic Chat Communication with Eye Tracking Based Reading Awareness 支持基于眼动追踪的双元聊天交流

2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2018-07-01 DOI: 10.1109/ICALT.2018.00042

C. Schlösser, A. Harrer, Andrea Kienle

{"title":"Supporting Dyadic Chat Communication with Eye Tracking Based Reading Awareness","authors":"C. Schlösser, A. Harrer, Andrea Kienle","doi":"10.1109/ICALT.2018.00042","DOIUrl":"https://doi.org/10.1109/ICALT.2018.00042","url":null,"abstract":"Synchronous text-based communication has been used in CSCL scenarios and workplace learning quite extensively, e.g. in Virtual Math Teams (VMT). Yet, this type of communication suffers from inherent problems often referred to as chat confusion. Macro-level problems such as managing multiple chats, private messages, notifications and presence awareness have been solved. Micro-level tensions at a conversational level still exist, despite several potential solutions proposed by research and industry. The only features that are widely accepted are is-typing and a simulated has-been-read notification. Their adoption is presumably related to not requiring any user effort. However, incoherent chat logs and parallel utterance composition still lead to re-reading, revisions and withdrawal of incomplete messages. In a qualitative study, we evaluate the use of interactive eye tracking techniques to add a set of awareness features with the goal of exploring its impact on users' behavior and acceptance. Results show that awareness cues like message-seen, (re-)reading and read are supportive, as communication feels more direct and helps to predict context.","PeriodicalId":361110,"journal":{"name":"2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128142488","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: 3

A Time Series Classification Method for Behaviour-Based Dropout Prediction 基于行为的辍学预测的时间序列分类方法

2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2018-07-01 DOI: 10.1109/ICALT.2018.00052

Haiyang Liu, Zhihai Wang, Phillip Benachour, Philip Tubman

引用次数: 34

GeoSolvAR: Augmented Reality Based Solution for Visualizing 3D Solids GeoSolvAR:基于增强现实的3D立体可视化解决方案

2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2018-07-01 DOI: 10.1109/ICALT.2018.00093

Navneet Kaur, Rumana Pathan, Ulfa Khwaja, S. Murthy

{"title":"GeoSolvAR: Augmented Reality Based Solution for Visualizing 3D Solids","authors":"Navneet Kaur, Rumana Pathan, Ulfa Khwaja, S. Murthy","doi":"10.1109/ICALT.2018.00093","DOIUrl":"https://doi.org/10.1109/ICALT.2018.00093","url":null,"abstract":"Visualization is an important skill required to understand 3-Dimensional (3D) geometry concepts involving solids. However, 3D visualization is fairly difficult as it involves complex tasks like mental rotation and spatial transformations. Traditional methods of teaching 3D solids concepts such as static 2D images and physical models are not adequate to build these abilities in students. Also, existing geometry software packages restricts the user to interact and manipulate objects on the computer screens and not in real 3D space. In this paper, we have designed and developed an Augmented Reality (AR) based application-GeoSolvAR, that targets middle school students for improving their visualization skills. Learning activities in GeoSolvAR build on theoretical foundations of Predict-Observe-Explain (POE) strategy to teach the concepts of 3D views like the top, the side and the front view. This paper also reports results and observations obtained from a qualitative pilot study conducted on four 7th grade students. Purpose of the study was to know students' perception of GeoSolvAR's role in helping them visualize 3D solids and to encounter challenges faced by them while interacting with GeoSolvAR.","PeriodicalId":361110,"journal":{"name":"2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT)","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123128559","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