Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00129
Mariella Farella, M. Arrigo, G. Chiazzese, C. Tosto, L. Seta, D. Taibi
The spread of new technologies like Augmented Reality and recent technological developments, provide innovative techniques and tools that show increasing potential in education. In this paper we will showcase the work implemented within the Horizon 2020 European project ARETE (Augmented Reality Interactive Educational System). One of the pilots of this project aims to investigate for the first time the introduction of AR to support a behavioral lesson in schools where Positive Behaviour Intervention and Support (PBIS) methodology is adopted. In particular, we present the study conducted to track user interactions with augmented reality objects through the use of the Experience API standard.
{"title":"Integrating xAPI in AR applications for Positive Behaviour Intervention and Support","authors":"Mariella Farella, M. Arrigo, G. Chiazzese, C. Tosto, L. Seta, D. Taibi","doi":"10.1109/ICALT52272.2021.00129","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00129","url":null,"abstract":"The spread of new technologies like Augmented Reality and recent technological developments, provide innovative techniques and tools that show increasing potential in education. In this paper we will showcase the work implemented within the Horizon 2020 European project ARETE (Augmented Reality Interactive Educational System). One of the pilots of this project aims to investigate for the first time the introduction of AR to support a behavioral lesson in schools where Positive Behaviour Intervention and Support (PBIS) methodology is adopted. In particular, we present the study conducted to track user interactions with augmented reality objects through the use of the Experience API standard.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133836910","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}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00051
Yueh-hui Vanessa Chiang, Ying-Zu Lin, N. Chen
This study conducted a cross-classified multilevel analysis of undergraduate students’ peer-/self-assessment scores in a collaborative learning environment. The analysis intended to investigate group, rater and ratee effects on the peer-/self-assessment scores. The findings showed that group, rater and ratee effects were all statistically significant on peer-/self-assessment scores. The raters’ and ratees’ gender as well as the diversity in group members’ majors influence peer-/self-assessment scores significantly. In addition, there was a statistically significant difference in students’ self and peer ratings. The instructional implications of using cross-classified random effects model to analyze peer-/self-assessment ratings were also discussed in the paper.
{"title":"An investigation of group, rater and ratee effects on peer-/self-assessments in a collaborative learning environment in higher education: a cross-classified multilevel analysis","authors":"Yueh-hui Vanessa Chiang, Ying-Zu Lin, N. Chen","doi":"10.1109/ICALT52272.2021.00051","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00051","url":null,"abstract":"This study conducted a cross-classified multilevel analysis of undergraduate students’ peer-/self-assessment scores in a collaborative learning environment. The analysis intended to investigate group, rater and ratee effects on the peer-/self-assessment scores. The findings showed that group, rater and ratee effects were all statistically significant on peer-/self-assessment scores. The raters’ and ratees’ gender as well as the diversity in group members’ majors influence peer-/self-assessment scores significantly. In addition, there was a statistically significant difference in students’ self and peer ratings. The instructional implications of using cross-classified random effects model to analyze peer-/self-assessment ratings were also discussed in the paper.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"182 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122579353","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}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00035
P. Gamper, B. Heinemann, Matthias Ehlenz, U. Schroeder
First steps in programming often take place in a self-regulated learning process, online and without supervision or assistance of a teacher. When problems occur, novices depend on automated feedback from the programming learning environment or sample solutions, which do not necessarily fit the approach of the learners. Our goal is to identify and classify the problem-solving strategies of programming novices. In the long term, these insights might help with adaptive feedback fitting to the current trial of the individual player and to learn from strategies of successful learners. Using self-created visualization tools we found complex indicators for small-scale strategy patterns. These patterns, along with interaction data from the user interface, allow clustering the learners by their behaviour. Those insights should form a future basis for automatic recognition of strategies.
{"title":"Identifying problem solving strategies of programming novices in a serious game","authors":"P. Gamper, B. Heinemann, Matthias Ehlenz, U. Schroeder","doi":"10.1109/ICALT52272.2021.00035","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00035","url":null,"abstract":"First steps in programming often take place in a self-regulated learning process, online and without supervision or assistance of a teacher. When problems occur, novices depend on automated feedback from the programming learning environment or sample solutions, which do not necessarily fit the approach of the learners. Our goal is to identify and classify the problem-solving strategies of programming novices. In the long term, these insights might help with adaptive feedback fitting to the current trial of the individual player and to learn from strategies of successful learners. Using self-created visualization tools we found complex indicators for small-scale strategy patterns. These patterns, along with interaction data from the user interface, allow clustering the learners by their behaviour. Those insights should form a future basis for automatic recognition of strategies.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128984239","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}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00040
Anika Saxena
The COVID-19 pandemic has seriously affected early childhood education (ECE) systems worldwide and in Hong Kong, requiring the curriculum to be transitioned into an accessible version of the distance learning format, which is a challenge for all participants in the education process. The current study discusses distance learning in early years education amid the COVID-19 pandemic in Hong Kong. It investigates the difficulties experienced by ECE teachers in defining their readiness for online education during this period. Researchers used mixed methods and collected data through surveys, interviews and case studies. The review of participants’ responses helped to identify the critical challenges faced by ECE teachers. The findings have provided valuable guidelines for educators, policy-makers, designers, developers, and researchers to enhance their ability to effectively continue delivering pedagogically sound education for young learners, even in emergency distance-learning situations.
{"title":"Challenges and Factors Influencing Early Childhood Education in Hong Kong during COVID-19: Teachers’ Perspective","authors":"Anika Saxena","doi":"10.1109/ICALT52272.2021.00040","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00040","url":null,"abstract":"The COVID-19 pandemic has seriously affected early childhood education (ECE) systems worldwide and in Hong Kong, requiring the curriculum to be transitioned into an accessible version of the distance learning format, which is a challenge for all participants in the education process. The current study discusses distance learning in early years education amid the COVID-19 pandemic in Hong Kong. It investigates the difficulties experienced by ECE teachers in defining their readiness for online education during this period. Researchers used mixed methods and collected data through surveys, interviews and case studies. The review of participants’ responses helped to identify the critical challenges faced by ECE teachers. The findings have provided valuable guidelines for educators, policy-makers, designers, developers, and researchers to enhance their ability to effectively continue delivering pedagogically sound education for young learners, even in emergency distance-learning situations.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116906737","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}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00024
Sylvio Rüdian, Niels Pinkwart
The adaption of online courses according to the user knowledge is not new, but its application is limited. The major problem is the lack of missing open-source technology to personalize online courses with individual learning paths on a large scale. In this paper, we introduce our open-source framework that allows us to generate adaptive online courses in Moodle. We focus on language learning as an example implementation. Courses are generated based on a knowledge base and several XML templates that allow the generation of interactive tasks using H5P. The novelty of our approach is the application and combination of existing Moodle libraries to generate individual online courses, although they were not designed for that purpose. It is the first working example that supports individual learning paths on a large scale in Moodle. Besides, we provide technical details on how to overcome limiting problems by using Moodle as an LMS.
{"title":"Generating adaptive and personalized language learning online courses in Moodle with individual learning paths using templates","authors":"Sylvio Rüdian, Niels Pinkwart","doi":"10.1109/ICALT52272.2021.00024","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00024","url":null,"abstract":"The adaption of online courses according to the user knowledge is not new, but its application is limited. The major problem is the lack of missing open-source technology to personalize online courses with individual learning paths on a large scale. In this paper, we introduce our open-source framework that allows us to generate adaptive online courses in Moodle. We focus on language learning as an example implementation. Courses are generated based on a knowledge base and several XML templates that allow the generation of interactive tasks using H5P. The novelty of our approach is the application and combination of existing Moodle libraries to generate individual online courses, although they were not designed for that purpose. It is the first working example that supports individual learning paths on a large scale in Moodle. Besides, we provide technical details on how to overcome limiting problems by using Moodle as an LMS.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"145 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116305270","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}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00036
Gabriel Guebarra Conejo, Marcos Vinnicius Martins, M. Hounsell, Isabela Gasparini
This work aims to map the scenario on how gamification and service design are being addressed together. Literature shows that both methodologies have advantages that can be used to improve solutions and products to support services. Through a systematic literature mapping, 406 papers were found from a search in 5 academic search engines. Among the 8 selected papers that passed a filtering step, 7 of them proposed some sort of methodology but only 6 of them mixed the approaches and only 4 papers applied these methodologies. None of the papers addressed the complete service design or gamification processes. The results indicate that a combination of both methodologies has not been fully explored in the literature.
{"title":"Integrating Service Design and Gamification: A Systematic Literature Mapping","authors":"Gabriel Guebarra Conejo, Marcos Vinnicius Martins, M. Hounsell, Isabela Gasparini","doi":"10.1109/ICALT52272.2021.00036","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00036","url":null,"abstract":"This work aims to map the scenario on how gamification and service design are being addressed together. Literature shows that both methodologies have advantages that can be used to improve solutions and products to support services. Through a systematic literature mapping, 406 papers were found from a search in 5 academic search engines. Among the 8 selected papers that passed a filtering step, 7 of them proposed some sort of methodology but only 6 of them mixed the approaches and only 4 papers applied these methodologies. None of the papers addressed the complete service design or gamification processes. The results indicate that a combination of both methodologies has not been fully explored in the literature.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127368380","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}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00026
M. Fuad, Monika Akbar, Clay S. Gloster, Nathan Aun, Lynn Zubov
It is a well-documented challenge to keep students engaged and motivated in out-of-class activities. More students now have part- or full-time jobs and less time to study. Supporting their academic growth and success requires acknowledging the higher commitments to the jobs while providing appropriate mechanisms to make the best use of their available times. This paper presents a mobile educational platform, Dysgu, that aims to engage students in out-of-class activities. An initial study completed on this platform investigates the role of peer influence to increase student engagement in an early college class. Data indicates students prefer Dysgu for out-of-class activities compared to traditional pen- and paper-based activities. Students noted that peer influence, in the form of scores compared to the rest of the class, was highly motivating. We also observed more on-time submissions when using Dysgu.
{"title":"A mobile educational platform based on peer influence and instructional scaffolding for engaging students in out-of-class activities","authors":"M. Fuad, Monika Akbar, Clay S. Gloster, Nathan Aun, Lynn Zubov","doi":"10.1109/ICALT52272.2021.00026","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00026","url":null,"abstract":"It is a well-documented challenge to keep students engaged and motivated in out-of-class activities. More students now have part- or full-time jobs and less time to study. Supporting their academic growth and success requires acknowledging the higher commitments to the jobs while providing appropriate mechanisms to make the best use of their available times. This paper presents a mobile educational platform, Dysgu, that aims to engage students in out-of-class activities. An initial study completed on this platform investigates the role of peer influence to increase student engagement in an early college class. Data indicates students prefer Dysgu for out-of-class activities compared to traditional pen- and paper-based activities. Students noted that peer influence, in the form of scores compared to the rest of the class, was highly motivating. We also observed more on-time submissions when using Dysgu.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127585540","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}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00137
S. Nikou
Web-based videoconferencing systems have become very popular means of online teaching during the educational shift from face-to-face to online due to the COVID-19 pandemic. Students around the world have been attending online classes through different web-based videoconferencing platforms instead of face-to-face lectures and seminars. The current study aims to investigate University students’ intentions to continue use web-based videoconferencing systems for their learning, when social distancing render unnecessary and Universities re-open after the pandemic is over. This study is part of our wider investigation on the impact of the COVID-19 pandemic on students’ experiences about different e-learning technologies and related pedagogies. The current study proposes a model based on the Technology Acceptance Model (TAM) and the Expectancy Confirmation Model (ECM) in order to explain and predict continuance intention to use videoconferencing systems in the post-COVID-19 era. Sixty-one students from a School of Education in a UK University completed an online survey. Structural equation modelling was used to analyze the data. The model explains and predicts 53% of the total variance in continuance intention to use videoconferencing systems for learning online in terms of perceived usefulness, social influence, satisfaction and confirmation. Satisfaction and perceived usefulness were found to be the most significant predictors of continuance intention to use. Implications for the use of web-based videoconferencing systems for online teaching and learning in the post-COVID 19 landscape are discussed.
{"title":"Web-based videoconferencing in online teaching during the COVID-19 pandemic: University students’ perspectives","authors":"S. Nikou","doi":"10.1109/ICALT52272.2021.00137","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00137","url":null,"abstract":"Web-based videoconferencing systems have become very popular means of online teaching during the educational shift from face-to-face to online due to the COVID-19 pandemic. Students around the world have been attending online classes through different web-based videoconferencing platforms instead of face-to-face lectures and seminars. The current study aims to investigate University students’ intentions to continue use web-based videoconferencing systems for their learning, when social distancing render unnecessary and Universities re-open after the pandemic is over. This study is part of our wider investigation on the impact of the COVID-19 pandemic on students’ experiences about different e-learning technologies and related pedagogies. The current study proposes a model based on the Technology Acceptance Model (TAM) and the Expectancy Confirmation Model (ECM) in order to explain and predict continuance intention to use videoconferencing systems in the post-COVID-19 era. Sixty-one students from a School of Education in a UK University completed an online survey. Structural equation modelling was used to analyze the data. The model explains and predicts 53% of the total variance in continuance intention to use videoconferencing systems for learning online in terms of perceived usefulness, social influence, satisfaction and confirmation. Satisfaction and perceived usefulness were found to be the most significant predictors of continuance intention to use. Implications for the use of web-based videoconferencing systems for online teaching and learning in the post-COVID 19 landscape are discussed.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126189120","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}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00105
A. Carbonaro
Knowledge modelling techniques based on knowledge graphs can be used in the context of building customized and flexible e-learning systems to provide learning resources that are accessible to anyone, including learners with special needs and accessibility preferences. The paper describes how a personalized educational resource system that considers the needs of learners, especially when it comes to learners with accessibility needs, can benefit from knowledge graph-based technologies used as resource representation formalism. Knowledge graphs can be used to provide learners with suitable learning objects, learning activities, and teaching methods based on their different preferences and needs and to perform domain knowledge reasoning through modelled domain knowledge.
{"title":"Support educational resource accessibility requirements in a knowledge graph modelling framework","authors":"A. Carbonaro","doi":"10.1109/ICALT52272.2021.00105","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00105","url":null,"abstract":"Knowledge modelling techniques based on knowledge graphs can be used in the context of building customized and flexible e-learning systems to provide learning resources that are accessible to anyone, including learners with special needs and accessibility preferences. The paper describes how a personalized educational resource system that considers the needs of learners, especially when it comes to learners with accessibility needs, can benefit from knowledge graph-based technologies used as resource representation formalism. Knowledge graphs can be used to provide learners with suitable learning objects, learning activities, and teaching methods based on their different preferences and needs and to perform domain knowledge reasoning through modelled domain knowledge.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128156021","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}
Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00083
Ana Raquel Carvalho, Carlos Santos
English as a foreign language (EFL) instruction strongly benefits from the authenticity, immediacy, and innovativeness brought by technology-enhanced learning (TELL) to more traditional educational settings. TELL promotion of peer interaction, collaboration and relationship building also facilitates the incorporation of innovative instructional methods within the scope of peer learning, with potential to foster learners’ language and soft skills. However, excessive use of TELL from a teacher-centred perspective is still an issue, demanding reflection on the pedagogical potential and purpose of technology-assisted language learning. Within the framework of Educational Design Research, this study reports findings from the implementation of a technology-enhanced peer learning program involving EFL upper and lower secondary students from three Portuguese basic and secondary schools. It aims at finding evidence of ICT tools’ contributions for the promotion of criteria "practicality" and "effectiveness" of the developed educational solution through teachers, peer teacher students, and peer learners’ perceptions. Data were collected by means of surveys and analysed with the support of descriptive statistics and content analysis. Findings suggest ICT tools’ effective role in promoting the criteria under analysis, despite the technical and logistical problems identified.
{"title":"ICT tools’ contributions in a technology-enhanced peer learning program involving EFL learners","authors":"Ana Raquel Carvalho, Carlos Santos","doi":"10.1109/ICALT52272.2021.00083","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00083","url":null,"abstract":"English as a foreign language (EFL) instruction strongly benefits from the authenticity, immediacy, and innovativeness brought by technology-enhanced learning (TELL) to more traditional educational settings. TELL promotion of peer interaction, collaboration and relationship building also facilitates the incorporation of innovative instructional methods within the scope of peer learning, with potential to foster learners’ language and soft skills. However, excessive use of TELL from a teacher-centred perspective is still an issue, demanding reflection on the pedagogical potential and purpose of technology-assisted language learning. Within the framework of Educational Design Research, this study reports findings from the implementation of a technology-enhanced peer learning program involving EFL upper and lower secondary students from three Portuguese basic and secondary schools. It aims at finding evidence of ICT tools’ contributions for the promotion of criteria \"practicality\" and \"effectiveness\" of the developed educational solution through teachers, peer teacher students, and peer learners’ perceptions. Data were collected by means of surveys and analysed with the support of descriptive statistics and content analysis. Findings suggest ICT tools’ effective role in promoting the criteria under analysis, despite the technical and logistical problems identified.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122644876","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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