Learning disabilities (LD) are usually referred as hidden disabilities as they are difficult to identify. The kinds and severity of problems vary from learner to learner. Each LD learner has their own unique set of strengths, weaknesses, interests, experiences and special abilities and all these needs must be addressed. These difficulties can be alleviated by providing appropriate learning environment for them. This paper is based on our previous research work [1] in which we had proposed a framework, an Assistive Learning Environment (ALE) to enhance the learning experience of LD students in their academic life. It was capable for recognizing what content has to delivered, variability associated with each LD learner and transformations associated with the content to deliver it to the LD learner. A content repository is developed where the entire course content is stored with a rich set of annotations. It must be rich enough to capture all the requirements of the LD learner at alphabet level, word level, sentence level and paragraph level. So we have created ALEML - an XML based mark up language for this purpose that represents our content repository.
{"title":"Assistive Learning Environment Markup Language (ALEML) for the Learning Disabled","authors":"Zainab Pirani, M. Sasikumar","doi":"10.1109/T4E.2014.11","DOIUrl":"https://doi.org/10.1109/T4E.2014.11","url":null,"abstract":"Learning disabilities (LD) are usually referred as hidden disabilities as they are difficult to identify. The kinds and severity of problems vary from learner to learner. Each LD learner has their own unique set of strengths, weaknesses, interests, experiences and special abilities and all these needs must be addressed. These difficulties can be alleviated by providing appropriate learning environment for them. This paper is based on our previous research work [1] in which we had proposed a framework, an Assistive Learning Environment (ALE) to enhance the learning experience of LD students in their academic life. It was capable for recognizing what content has to delivered, variability associated with each LD learner and transformations associated with the content to deliver it to the LD learner. A content repository is developed where the entire course content is stored with a rich set of annotations. It must be rich enough to capture all the requirements of the LD learner at alphabet level, word level, sentence level and paragraph level. So we have created ALEML - an XML based mark up language for this purpose that represents our content repository.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115900782","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 existing method of teaching software engineering subjects is severely limited by scope, time and exposure to real world settings. As a result of which the significance of Software Development Processes (SDP) is not very well appreciated by students. Technical debt is the debt that the project incurs by missing any process/activity in the SDP. The idea of this paper is to impart the concept of technical debt in a real world setting to students through the board game "Hard Choices". The board game Hard Choices developed by SEI, at Carnegie Mellon University is available under creative commons license. Additionally, this paper evaluates the effectiveness of this board game to communicate the concept of technical debt. During the course of the experiment we observed that students: (i) attached importance to SDP, (ii) understood the consequence of skipping a step in SDP. The above observations stem from the comparison of scores of pre and post test which show that after the conduct of the board game the scores obtained in post-test were significantly higher at 95% confidence levels (t-test paired two sample for means). Additionally a Likert questionnaire analysis also revealed that the students perceived the instruction methodology of using board games to be lucid and engaging.
{"title":"Board Game as a Tool to Teach Software Engineering Concept -- Technical Debt","authors":"Lakshmipathy Ganesh","doi":"10.1109/T4E.2014.28","DOIUrl":"https://doi.org/10.1109/T4E.2014.28","url":null,"abstract":"The existing method of teaching software engineering subjects is severely limited by scope, time and exposure to real world settings. As a result of which the significance of Software Development Processes (SDP) is not very well appreciated by students. Technical debt is the debt that the project incurs by missing any process/activity in the SDP. The idea of this paper is to impart the concept of technical debt in a real world setting to students through the board game \"Hard Choices\". The board game Hard Choices developed by SEI, at Carnegie Mellon University is available under creative commons license. Additionally, this paper evaluates the effectiveness of this board game to communicate the concept of technical debt. During the course of the experiment we observed that students: (i) attached importance to SDP, (ii) understood the consequence of skipping a step in SDP. The above observations stem from the comparison of scores of pre and post test which show that after the conduct of the board game the scores obtained in post-test were significantly higher at 95% confidence levels (t-test paired two sample for means). Additionally a Likert questionnaire analysis also revealed that the students perceived the instruction methodology of using board games to be lucid and engaging.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126083770","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}
A. S. M. L. Hoque, Golam Md. Muradul Bashiry, Md. Rasel Uddin
Problem-based learning (PBL) is a way to learn what is needed to solve a problem, how can a solution be obtained quickly, precisely and professionally. To achieve the goal of problem-based learning, problem design and assign same level of problems among the students are important in engineering classroom environment. SQL is a major part in Database course. In problem based e-Learning of SQL, it is essential to find out the equivalence of an SQL problems to assign the set of problems to a set of students. This is necessary for equal judgment of the performance of individual students. We have developed a complexity model to find out the equivalence of problems for Problem based e-learning of database. In this model, complexity of problems is found by parsing the given solution of the problem in top down approach. We have applied our model to well-known SQL Learning and Evaluation System (SQL-LES). We have compared our calculated complexity value with the complexity value in the question bank of SQL-LES assigned by the SQL experts and found that in most cases our model generate similar complexity value as SQL-LES. Application of our model will reduce the instructor workload in SQL-LES.
{"title":"Equivalence of Problems in Problem Based e-Learning of Database","authors":"A. S. M. L. Hoque, Golam Md. Muradul Bashiry, Md. Rasel Uddin","doi":"10.1109/T4E.2014.23","DOIUrl":"https://doi.org/10.1109/T4E.2014.23","url":null,"abstract":"Problem-based learning (PBL) is a way to learn what is needed to solve a problem, how can a solution be obtained quickly, precisely and professionally. To achieve the goal of problem-based learning, problem design and assign same level of problems among the students are important in engineering classroom environment. SQL is a major part in Database course. In problem based e-Learning of SQL, it is essential to find out the equivalence of an SQL problems to assign the set of problems to a set of students. This is necessary for equal judgment of the performance of individual students. We have developed a complexity model to find out the equivalence of problems for Problem based e-learning of database. In this model, complexity of problems is found by parsing the given solution of the problem in top down approach. We have applied our model to well-known SQL Learning and Evaluation System (SQL-LES). We have compared our calculated complexity value with the complexity value in the question bank of SQL-LES assigned by the SQL experts and found that in most cases our model generate similar complexity value as SQL-LES. Application of our model will reduce the instructor workload in SQL-LES.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"12 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116585250","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}
Sameer Sahasrabudhe, N. Ayer, Pooja Bhawar, Ruchi Chaurasia, Arpana Swarnkar, Himalini Sharma, Medha Srivastava, R. Vijay, Ravikumar Jogu, Sumanth Kumar Mora
Rise in usage of handheld computers, has seen adaptation of existing content to make it usable on tablet computers. However, there is a lack of consideration about the tablet affordances in creating new content. We present a study, of one such application for e-Learning, created using the affordances of the tablet computers. The topic is from biology, explaining the internal structure of human eye. The 3D model is created using Blender and the game logic is added using Unity3D. Specific interactions such as maneuvering the tablet to rotate the eye model are added to this application, in order to find out the usability of this feature. Preliminary user test confirms that the addition of this interaction is found engaging by the students.
{"title":"Netra3D: Android Application with Affordances of Tablet Computers","authors":"Sameer Sahasrabudhe, N. Ayer, Pooja Bhawar, Ruchi Chaurasia, Arpana Swarnkar, Himalini Sharma, Medha Srivastava, R. Vijay, Ravikumar Jogu, Sumanth Kumar Mora","doi":"10.1109/T4E.2014.41","DOIUrl":"https://doi.org/10.1109/T4E.2014.41","url":null,"abstract":"Rise in usage of handheld computers, has seen adaptation of existing content to make it usable on tablet computers. However, there is a lack of consideration about the tablet affordances in creating new content. We present a study, of one such application for e-Learning, created using the affordances of the tablet computers. The topic is from biology, explaining the internal structure of human eye. The 3D model is created using Blender and the game logic is added using Unity3D. Specific interactions such as maneuvering the tablet to rotate the eye model are added to this application, in order to find out the usability of this feature. Preliminary user test confirms that the addition of this interaction is found engaging by the students.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131213179","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}
User profiling is a technique aimed at capturing and exploiting significant characteristics of the users towards the provision of personalized services within adaptive systems such as Recommender Systems (RS). In the context of Technology enhanced Learning (TeL), from a teachers' perspective, the unique ICT competence characteristics of individuals have not been considered when providing Learning Object (LO) recommendations, despite their vital contribution to the level of ICT uptake of teachers. Moreover, there is a lack of mechanisms for automatically eliciting and updating such personal characteristics within Learning Object Repositories (LOR) in order to exploit them for enhanced LO recommendations. Towards tackling this issue, this paper proposes a teacher ICT Competence elicitation mechanism utilizing fuzzy logic for inferring teachers' ICT Competences based on their usage patterns within LOR and presents the results of its preliminary accuracy evaluation. The results indicate that the proposed approach provides high accuracy and can, therefore, construct reliable depictions of the teachers' ICT Competence Profiles.
{"title":"Eliciting Teachers' ICT Competence Profiles Based on Usage Patterns within Learning Object Repositories","authors":"Stylianos Sergis, D. Sampson","doi":"10.1109/T4E.2014.19","DOIUrl":"https://doi.org/10.1109/T4E.2014.19","url":null,"abstract":"User profiling is a technique aimed at capturing and exploiting significant characteristics of the users towards the provision of personalized services within adaptive systems such as Recommender Systems (RS). In the context of Technology enhanced Learning (TeL), from a teachers' perspective, the unique ICT competence characteristics of individuals have not been considered when providing Learning Object (LO) recommendations, despite their vital contribution to the level of ICT uptake of teachers. Moreover, there is a lack of mechanisms for automatically eliciting and updating such personal characteristics within Learning Object Repositories (LOR) in order to exploit them for enhanced LO recommendations. Towards tackling this issue, this paper proposes a teacher ICT Competence elicitation mechanism utilizing fuzzy logic for inferring teachers' ICT Competences based on their usage patterns within LOR and presents the results of its preliminary accuracy evaluation. The results indicate that the proposed approach provides high accuracy and can, therefore, construct reliable depictions of the teachers' ICT Competence Profiles.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133066945","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}
Interactive Stratified Attribute Tracking Diagram (iSAT) is a data visualization and tool to assist interactive visual analytics of multi-attribute learning dataset. The present work reports the evolution of this diagram through a design based research methodology following its three design iterations. There are two output at the current stage i) iSAT and its Web-based interaction. ii) A Learning Analytics method suitable for both researchers and practitioners to trace student attribute value. We received satisfactory user testing score for Pre-test and post-test marks visualization through a two-phase iSAT.
{"title":"Interactive Stratified Attribute Tracking Diagram for Learning Analytics","authors":"Rwitajit Majumdar, Kavya Alse, Sridhar V. Iyer","doi":"10.1109/T4E.2014.2","DOIUrl":"https://doi.org/10.1109/T4E.2014.2","url":null,"abstract":"Interactive Stratified Attribute Tracking Diagram (iSAT) is a data visualization and tool to assist interactive visual analytics of multi-attribute learning dataset. The present work reports the evolution of this diagram through a design based research methodology following its three design iterations. There are two output at the current stage i) iSAT and its Web-based interaction. ii) A Learning Analytics method suitable for both researchers and practitioners to trace student attribute value. We received satisfactory user testing score for Pre-test and post-test marks visualization through a two-phase iSAT.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114309039","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}
A commonly recognised and significant problem faced by those suffering from addiction to drugs and alcohol and other substances (or repetitive patterns of behaviour) is the lack of easily accessed, educational technologies currently available to them. Recovery based material exists but there is no cohesive option which is able to offer a fully multi-media opportunity for: self-reflection, communication with counsellors/therapists and ease of access to therapeutic material specific to particular addictive disorders. This paper presents an enhanced, unique, learning technology for treatment and rehabilitation centres. The technology is designed to bring together, in one self contained area, the use of self reflective space in conjunction with communication options, both through and beyond treatment and for those at every stage of their journey of recovery from addictive disorders. It is hoped that by bringing this interactive learning system to the Addiction Sector, those working their way through addictive issues, either in treatment centres or the community (and in rehabilitation or aftercare), will be given improved and increased opportunities to build on their recovery using a very specific set of novel, learning technologies, significantly, those clinicians working with them will have their practice enhanced by access to, and use of, these technologies.
{"title":"Recovery Spaces: An Enhanced Learning Technology for Treatment and Rehabilitation Centres","authors":"J. Ohene-Djan, Mark Jones","doi":"10.1109/T4E.2014.15","DOIUrl":"https://doi.org/10.1109/T4E.2014.15","url":null,"abstract":"A commonly recognised and significant problem faced by those suffering from addiction to drugs and alcohol and other substances (or repetitive patterns of behaviour) is the lack of easily accessed, educational technologies currently available to them. Recovery based material exists but there is no cohesive option which is able to offer a fully multi-media opportunity for: self-reflection, communication with counsellors/therapists and ease of access to therapeutic material specific to particular addictive disorders. This paper presents an enhanced, unique, learning technology for treatment and rehabilitation centres. The technology is designed to bring together, in one self contained area, the use of self reflective space in conjunction with communication options, both through and beyond treatment and for those at every stage of their journey of recovery from addictive disorders. It is hoped that by bringing this interactive learning system to the Addiction Sector, those working their way through addictive issues, either in treatment centres or the community (and in rehabilitation or aftercare), will be given improved and increased opportunities to build on their recovery using a very specific set of novel, learning technologies, significantly, those clinicians working with them will have their practice enhanced by access to, and use of, these technologies.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131367365","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}
Aastikta Sharma, S. Dhivya, N. Durga, P. A. R. Kumar
Interactive question based learning method is widely used in academic institutions in order to teach effectively in large classrooms and to manage responses from the audience. Clicker is one such software developed by Vanderbilt University suitable for desktops. Another type of clicker, Crick software, is dependent on the operating system and need specific software to run and thus, did not allow the application to run in all systems. But, our proposed Quassi Classe' is web based and is independent of operating system and software. It just requires a browser, from where we can access it through an URL and will be more user-friendly and easier to access and process. Quassi Classe' is used in a classroom to teach the students effectively and to evaluate performance of the students by keeping records of quizzes, generating reports and solving doubts. It provides the facility to the instructor to interact with students by conducting quiz, collecting answers of individual students, and evaluating each student in that session. The application is easy-to-adopt and enhances the learning experience and helps the student to have a better understanding and by virtue of its simplicity, can be of great application in a classroom session and it can be deployed in different colleges.
{"title":"Web Portal for Quassi Classè in Android","authors":"Aastikta Sharma, S. Dhivya, N. Durga, P. A. R. Kumar","doi":"10.1109/T4E.2014.17","DOIUrl":"https://doi.org/10.1109/T4E.2014.17","url":null,"abstract":"Interactive question based learning method is widely used in academic institutions in order to teach effectively in large classrooms and to manage responses from the audience. Clicker is one such software developed by Vanderbilt University suitable for desktops. Another type of clicker, Crick software, is dependent on the operating system and need specific software to run and thus, did not allow the application to run in all systems. But, our proposed Quassi Classe' is web based and is independent of operating system and software. It just requires a browser, from where we can access it through an URL and will be more user-friendly and easier to access and process. Quassi Classe' is used in a classroom to teach the students effectively and to evaluate performance of the students by keeping records of quizzes, generating reports and solving doubts. It provides the facility to the instructor to interact with students by conducting quiz, collecting answers of individual students, and evaluating each student in that session. The application is easy-to-adopt and enhances the learning experience and helps the student to have a better understanding and by virtue of its simplicity, can be of great application in a classroom session and it can be deployed in different colleges.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"494 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134063632","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 explores the effectiveness of various video based learning methods. In recent years the flipped classroom has emerged as an innovative teaching-learning process. In a flipped classroom, study materials are made available to students for self learning before class starts and class hours are utilized for student teacher interaction in a variety of ways. In this research work we experiment with three broad scenarios to facilitate learning: a) delivering the lecture live and providing the entire recorded video of the class to the students, b) delivering the lecture live and providing short videos of the main concepts discussed in that class, c) recording lecture videos and making them available prior to the actual class (flip classroom model). We evaluate the impact of these three scenarios. For that we use observations, questionnaires, and interviews of both instructor and students for a semester course in Digital Image Processing. The results show that recorded videos are useful for students. Among these scenarios the students find the methodology of the delivery of the live lecture followed by short recorded video summary as the most effective way for learning.
{"title":"Pedagogy Experiments with Recorded Video Lectures","authors":"S. Anand, Shiffon Chatterjee, K. Bijlani","doi":"10.1109/T4E.2014.43","DOIUrl":"https://doi.org/10.1109/T4E.2014.43","url":null,"abstract":"This paper explores the effectiveness of various video based learning methods. In recent years the flipped classroom has emerged as an innovative teaching-learning process. In a flipped classroom, study materials are made available to students for self learning before class starts and class hours are utilized for student teacher interaction in a variety of ways. In this research work we experiment with three broad scenarios to facilitate learning: a) delivering the lecture live and providing the entire recorded video of the class to the students, b) delivering the lecture live and providing short videos of the main concepts discussed in that class, c) recording lecture videos and making them available prior to the actual class (flip classroom model). We evaluate the impact of these three scenarios. For that we use observations, questionnaires, and interviews of both instructor and students for a semester course in Digital Image Processing. The results show that recorded videos are useful for students. Among these scenarios the students find the methodology of the delivery of the live lecture followed by short recorded video summary as the most effective way for learning.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132538338","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}
Examination system is the pivotal point around which the whole system of education is based. Examination system comprises of number of laborious and error prone tasks, needing immense resources and time. Numerous electronic examination systems have been designed with the intent of improving the efficiency of current examination system. However, the existing e-examination systems are usually designed with little consideration for security and legal compliance. Providing adequate security services are desired in e-examination system, specially in those examinations which evaluate students for grading. In this paper, we explore the use of security protocols for exchanging question paper and answer-scripts between examination authority and students in a fair and non-repudiable manner without the involvement of trusted third party (TTP). We intend to use PROMELA for formal modelling of such protocols and SPIN tool for checking the validity of the proposed protocol.
{"title":"Fair and Non-repudiable Protocol for Exchange of E-examination Question Paper and Answer-Scripts","authors":"Kissan G. G. Dessai, V. Kamat","doi":"10.1109/T4E.2014.61","DOIUrl":"https://doi.org/10.1109/T4E.2014.61","url":null,"abstract":"Examination system is the pivotal point around which the whole system of education is based. Examination system comprises of number of laborious and error prone tasks, needing immense resources and time. Numerous electronic examination systems have been designed with the intent of improving the efficiency of current examination system. However, the existing e-examination systems are usually designed with little consideration for security and legal compliance. Providing adequate security services are desired in e-examination system, specially in those examinations which evaluate students for grading. In this paper, we explore the use of security protocols for exchanging question paper and answer-scripts between examination authority and students in a fair and non-repudiable manner without the involvement of trusted third party (TTP). We intend to use PROMELA for formal modelling of such protocols and SPIN tool for checking the validity of the proposed protocol.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114197899","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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