Zacharias Lekkas, N. Tsianos, Panagiotis Germanakos, C. Mourlas, G. Samaras
Research on modelling affect and on interfaces adaptation based on affective factors has matured considerably over the past several years, so that designers of educational products are now considering the inclusion of components that take affect into account. Emotions are considered to play a central role in guiding and regulating behaviour by modulating numerous cognitive and physiological activities. This paper introduces a new model in the field of adaptive hypermedia, which integrates cognitive and emotional parameters and attempts to apply them on a web-based learning environment. Our purpose is to improve learning performance and, most importantly, to personalize web-content to userspsila needs and preferences, eradicating known difficulties that occur in traditional approaches. The specific article emphasizes on the emotional aspect of our model, since it presents results of our efforts to measure and include emotional processing parameters, by constructing a theory that addresses emotion and is feasible in Web-learning environments.
{"title":"The Role of Emotions in the Design of Personalized Educational Systems","authors":"Zacharias Lekkas, N. Tsianos, Panagiotis Germanakos, C. Mourlas, G. Samaras","doi":"10.1109/ICALT.2008.278","DOIUrl":"https://doi.org/10.1109/ICALT.2008.278","url":null,"abstract":"Research on modelling affect and on interfaces adaptation based on affective factors has matured considerably over the past several years, so that designers of educational products are now considering the inclusion of components that take affect into account. Emotions are considered to play a central role in guiding and regulating behaviour by modulating numerous cognitive and physiological activities. This paper introduces a new model in the field of adaptive hypermedia, which integrates cognitive and emotional parameters and attempts to apply them on a web-based learning environment. Our purpose is to improve learning performance and, most importantly, to personalize web-content to userspsila needs and preferences, eradicating known difficulties that occur in traditional approaches. The specific article emphasizes on the emotional aspect of our model, since it presents results of our efforts to measure and include emotional processing parameters, by constructing a theory that addresses emotion and is feasible in Web-learning environments.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131945445","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}
The theory of communication and information has fundamental applications in our daily life activities. Examples of such applications are: lossless data compression (e.g. ZIP files), lossy data compression (e.g. MP3s), and channel coding (e.g. DSL lines). In this paper we introduce an interactive communication model simulator to facilitate teaching and learning of the basic concepts of the theory of information and communication and related topics.
{"title":"Communication Model Simulator: Tools for Active Learners","authors":"Mohamed Hamada","doi":"10.1109/ICALT.2008.176","DOIUrl":"https://doi.org/10.1109/ICALT.2008.176","url":null,"abstract":"The theory of communication and information has fundamental applications in our daily life activities. Examples of such applications are: lossless data compression (e.g. ZIP files), lossy data compression (e.g. MP3s), and channel coding (e.g. DSL lines). In this paper we introduce an interactive communication model simulator to facilitate teaching and learning of the basic concepts of the theory of information and communication and related topics.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132064963","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}
Our goal in this study was to compare the effectiveness of displaying the open student model as a set of skillometers versus concept maps. The data suggests that concept maps are significantly more effective than a set of skillometers when answering questions that require synthesizing an overview of the topic.
{"title":"The Effect of Student Model on Learning","authors":"A. Maries, Amruth N. Kumar","doi":"10.1109/ICALT.2008.212","DOIUrl":"https://doi.org/10.1109/ICALT.2008.212","url":null,"abstract":"Our goal in this study was to compare the effectiveness of displaying the open student model as a set of skillometers versus concept maps. The data suggests that concept maps are significantly more effective than a set of skillometers when answering questions that require synthesizing an overview of the topic.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130426076","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}
The aim of this study is to understand how learners with different personality respond to an e-learning content structure, by which it will help to build an instance of personality traits in the design of an effective adaptive e-learning system. An experiment performed to explore the relationship between the learnerpsilas personality type and the learning sequence design. It revealed that a different personality type (i.e., extraverted vs. introverted) had a markedly different effect on learning performance.
{"title":"A Study on Personality in Designing Adaptive e-Learning Systems","authors":"A. Al-Dujaily, H. Ryu","doi":"10.1109/ICALT.2008.114","DOIUrl":"https://doi.org/10.1109/ICALT.2008.114","url":null,"abstract":"The aim of this study is to understand how learners with different personality respond to an e-learning content structure, by which it will help to build an instance of personality traits in the design of an effective adaptive e-learning system. An experiment performed to explore the relationship between the learnerpsilas personality type and the learning sequence design. It revealed that a different personality type (i.e., extraverted vs. introverted) had a markedly different effect on learning performance.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127936335","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}
Martín López Nores, J. Pazos-Arias, Y. Blanco-Fernández, J. G. Duque, R. Tubio-Pardavila, Esther Casquero-Villacorta
The development of digital television for mobile devices brings in new possibilities for informal learning, by means of interactive educational services linked to the TV programs. Some systems exist in the m-learning literature that may automatically discover the most valuable services for each viewer at any time, matching information about his/her interests, context and needs, about the services available and about the TV programs that those services may be linked to. Most commonly, however, the reasoning process is performed by remote servers, which implies that the personalization features become unavailable in the frequent cases of sporadic or null access to a bidirectional communication channel. The alternative exists to do local reasoning in the mobile devices, but their limited computational power results in low personalization quality. In this paper, we solve these problems with a scalable approach to perform semantic reasoning in mobile devices, backed up by the bandwidth and robustness of the same broadcast networks that deliver the TV programs.
{"title":"MiSPOT: Enhanced Availability and Quality in Delivering Personalized M-Learning Linked to TV Programs","authors":"Martín López Nores, J. Pazos-Arias, Y. Blanco-Fernández, J. G. Duque, R. Tubio-Pardavila, Esther Casquero-Villacorta","doi":"10.1109/ICALT.2008.12","DOIUrl":"https://doi.org/10.1109/ICALT.2008.12","url":null,"abstract":"The development of digital television for mobile devices brings in new possibilities for informal learning, by means of interactive educational services linked to the TV programs. Some systems exist in the m-learning literature that may automatically discover the most valuable services for each viewer at any time, matching information about his/her interests, context and needs, about the services available and about the TV programs that those services may be linked to. Most commonly, however, the reasoning process is performed by remote servers, which implies that the personalization features become unavailable in the frequent cases of sporadic or null access to a bidirectional communication channel. The alternative exists to do local reasoning in the mobile devices, but their limited computational power results in low personalization quality. In this paper, we solve these problems with a scalable approach to perform semantic reasoning in mobile devices, backed up by the bandwidth and robustness of the same broadcast networks that deliver the TV programs.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129172404","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}
John Wagster, Henry Kwong, Gautam Biswas, Daniel L. Schwartz
This paper discusses the Bettypsilas Brain system and our ongoing work on developing a suite of tools that assist students and teachers in classroom learning in science domains. We describe the design and implementation of the system using a client/server architecture, and the initial responses of the teachers to the tools we have developed. Future enhancements and additions to the suite of tools are discussed.
{"title":"Bringing CBLEs into Classrooms: Experiences with the Betty's Brain System","authors":"John Wagster, Henry Kwong, Gautam Biswas, Daniel L. Schwartz","doi":"10.1109/ICALT.2008.211","DOIUrl":"https://doi.org/10.1109/ICALT.2008.211","url":null,"abstract":"This paper discusses the Bettypsilas Brain system and our ongoing work on developing a suite of tools that assist students and teachers in classroom learning in science domains. We describe the design and implementation of the system using a client/server architecture, and the initial responses of the teachers to the tools we have developed. Future enhancements and additions to the suite of tools are discussed.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"2004 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125604259","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}
This paper presents a framework for improving the legitimacy of learning technology standards by focussing on a better process and product. It is suggested that there is a need for a change in the standardisation paradigm, moving from monolithic to more modular standards.
{"title":"Learning Technology Standards Development Planning for an Improved Process and Product","authors":"T. Hoel, J. Pawlowski, P. Hollins","doi":"10.1109/ICALT.2008.262","DOIUrl":"https://doi.org/10.1109/ICALT.2008.262","url":null,"abstract":"This paper presents a framework for improving the legitimacy of learning technology standards by focussing on a better process and product. It is suggested that there is a need for a change in the standardisation paradigm, moving from monolithic to more modular standards.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126674853","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}
Virtual learning environments, or VLEs, can offer a number of unique affordances for learning computational concepts. This paper offers three design principles for VLEs: adoption safety, immersion identity, and constructability; as well as a discussion of their implementation in one potential VLE: Second Life.
{"title":"Immersion Adoption: Design Principles for Self-Guided Learning in Virtual Learning Environments","authors":"M. Peters, M. Rosson","doi":"10.1109/ICALT.2008.318","DOIUrl":"https://doi.org/10.1109/ICALT.2008.318","url":null,"abstract":"Virtual learning environments, or VLEs, can offer a number of unique affordances for learning computational concepts. This paper offers three design principles for VLEs: adoption safety, immersion identity, and constructability; as well as a discussion of their implementation in one potential VLE: Second Life.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126217232","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}
The Virtual Conductor is an artificial conducting system for tutoring purposes that uses real-time audio analysis of music played by musicians and uses this analysis to animate a virtual human that acts as a conductor. The analysis detects the tempo and the dynamics of the music, compares the results with the score and the intentions of the conductor and modifies the conducting behavior when the musicians deviate from the desired performance.
{"title":"The Virtual Conductor: Learning and Teaching about Music, Performing, and Conducting","authors":"A. Nijholt, D. Reidsma, R. Ebbers, M. Maat","doi":"10.1109/ICALT.2008.43","DOIUrl":"https://doi.org/10.1109/ICALT.2008.43","url":null,"abstract":"The Virtual Conductor is an artificial conducting system for tutoring purposes that uses real-time audio analysis of music played by musicians and uses this analysis to animate a virtual human that acts as a conductor. The analysis detects the tempo and the dynamics of the music, compares the results with the score and the intentions of the conductor and modifies the conducting behavior when the musicians deviate from the desired performance.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122351700","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}
G. Tambouratzis, K. Perifanos, Iro Voulgari, A. Askenfelt, S. Granqvist, K. Hansen, Y. Orlarey, D. Fober, S. Letz
In this paper, the VEMUS platform is presented, as a novel approach for music tuition that focuses on beginner and intermediate students, typically aged from 9 to 15 years. This platform is characterized by an open, highly interactive and networked multilingual music tuition framework that covers a selection of popular wind instruments. The VEMUS environment integrates innovative, pedagogically-motivated e-learning components to augment traditional music teaching in three distinct learning settings, namely self-practicing, classroom and distance learning. In the present article, the current stage of development of VEMUS is presented, and the areas where it might be of most use towards supporting the educational activities associated with music tuition are identified.
{"title":"VEMUS: An Integrated Platform to Support Music Tuition Tasks","authors":"G. Tambouratzis, K. Perifanos, Iro Voulgari, A. Askenfelt, S. Granqvist, K. Hansen, Y. Orlarey, D. Fober, S. Letz","doi":"10.1109/ICALT.2008.223","DOIUrl":"https://doi.org/10.1109/ICALT.2008.223","url":null,"abstract":"In this paper, the VEMUS platform is presented, as a novel approach for music tuition that focuses on beginner and intermediate students, typically aged from 9 to 15 years. This platform is characterized by an open, highly interactive and networked multilingual music tuition framework that covers a selection of popular wind instruments. The VEMUS environment integrates innovative, pedagogically-motivated e-learning components to augment traditional music teaching in three distinct learning settings, namely self-practicing, classroom and distance learning. In the present article, the current stage of development of VEMUS is presented, and the areas where it might be of most use towards supporting the educational activities associated with music tuition are identified.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121744148","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}
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