Ari Nugraha, Tomoo Inoue, Tamara Adriani Salim, Muhammad Hanif Inamullah
Video is the most widely used format to deliver a lecture by the tutor/lecturer in electronic distance learning. One of the video presentation styles is a dialogue style where the learning material is presented with a dialogue between a tutor/teacher and a tutee student. The presence of the tutee and dialogues provide cues that enable the observer student to pay more attention to the video. However, most video lectures available are in a monologue style. The authors developed a system that transforms a monologue-style lecture video into a dialogue-like video style by adding a synthetic tutee agent. They conducted a within-subject design experiment involving first-year undergraduate students comparing this dialogue-like video style with other two traditional video lecture styles, the monologue, and dialogue styles. The evaluation found that students perceived the dialogues in the dialogue and dialogue-like style supported them to have a better learning experience. The finding indicates that this dialogue-like video style has a comparable effect on the traditional dialogue video.
{"title":"A Dialogue-Like Video Created From a Monologue Lecture Video Provides Better Learning Experience","authors":"Ari Nugraha, Tomoo Inoue, Tamara Adriani Salim, Muhammad Hanif Inamullah","doi":"10.4018/ijdet.334012","DOIUrl":"https://doi.org/10.4018/ijdet.334012","url":null,"abstract":"Video is the most widely used format to deliver a lecture by the tutor/lecturer in electronic distance learning. One of the video presentation styles is a dialogue style where the learning material is presented with a dialogue between a tutor/teacher and a tutee student. The presence of the tutee and dialogues provide cues that enable the observer student to pay more attention to the video. However, most video lectures available are in a monologue style. The authors developed a system that transforms a monologue-style lecture video into a dialogue-like video style by adding a synthetic tutee agent. They conducted a within-subject design experiment involving first-year undergraduate students comparing this dialogue-like video style with other two traditional video lecture styles, the monologue, and dialogue styles. The evaluation found that students perceived the dialogues in the dialogue and dialogue-like style supported them to have a better learning experience. The finding indicates that this dialogue-like video style has a comparable effect on the traditional dialogue video.","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"63 2","pages":"1-21"},"PeriodicalIF":0.0,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139252971","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 arrival of big data poses a challenge to foreign language teachers in colleges and universities. Based on the background of big data, this study verifies the impact of information literacy on creativity of foreign language teachers in colleges and universities. By collecting 205 foreign language teachers from colleges and universities in central and western China, the hypothesis was verified by descriptive statistics, testing of validity and reliability, correlation analysis, and regression analysis. The results show that information literacy has a significant positive impact on creativity, among which information knowledge, information awareness, and information ability have a significant positive impact on creativity to varying degrees, while information morality has no significant impact on creativity.
{"title":"Research on the Impact of Information Literacy on the Creativity of Foreign Language Teachers in Chinese Universities Under the Background of Big Data","authors":"Guoxiang Zhou, Mambetova Elnura, Guihua Wang","doi":"10.4018/ijdet.323920","DOIUrl":"https://doi.org/10.4018/ijdet.323920","url":null,"abstract":"The arrival of big data poses a challenge to foreign language teachers in colleges and universities. Based on the background of big data, this study verifies the impact of information literacy on creativity of foreign language teachers in colleges and universities. By collecting 205 foreign language teachers from colleges and universities in central and western China, the hypothesis was verified by descriptive statistics, testing of validity and reliability, correlation analysis, and regression analysis. The results show that information literacy has a significant positive impact on creativity, among which information knowledge, information awareness, and information ability have a significant positive impact on creativity to varying degrees, while information morality has no significant impact on creativity.","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129787762","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}
Aimed to adapt the experimental teaching to keeping up with the actual application of the experimental scene, an experimental teaching based on virtual-real combination for mobile communication was proposed in this article, which realized the collaborative mode of combining online virtual operations and real operations. The virtual experiments were complementary to real experiment operation and on-the-spot experience through sharing virtual software, instruments and equipment and remote equipment control with automatic logging for experimenter's data contained knowledge learning, experimental operation process and experimental results so as to evaluate the experiment. Compared with regular sessions, the degree of curriculum achievement in experimental class has improved significantly and the distribution of scores was more reasonable according to tracking the whole process of students. The system with virtual-real combination enriches the practical strategies and improves the quality of mobile communication experiment studying effectively.
{"title":"Exploration on Construction of Mobile Communication Experimental Teaching Based on Virtual-Real Combination","authors":"Fahong Yu, Meijia Chen, Qian Zhu, Bolin Yu, Jianhua Liu, Zhaoquan Cai","doi":"10.4018/ijdet.323565","DOIUrl":"https://doi.org/10.4018/ijdet.323565","url":null,"abstract":"Aimed to adapt the experimental teaching to keeping up with the actual application of the experimental scene, an experimental teaching based on virtual-real combination for mobile communication was proposed in this article, which realized the collaborative mode of combining online virtual operations and real operations. The virtual experiments were complementary to real experiment operation and on-the-spot experience through sharing virtual software, instruments and equipment and remote equipment control with automatic logging for experimenter's data contained knowledge learning, experimental operation process and experimental results so as to evaluate the experiment. Compared with regular sessions, the degree of curriculum achievement in experimental class has improved significantly and the distribution of scores was more reasonable according to tracking the whole process of students. The system with virtual-real combination enriches the practical strategies and improves the quality of mobile communication experiment studying effectively.","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129832528","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}
COVID-19 boosted online teaching and yielded a significant amount of valuable data, yet utilizing it for education is a challenge. This study employed the K-means clustering method to analyze the online teaching behavior data of 1147 courses from a local university in East China. As a result, five types of courses with distinct teaching behaviors were identified: resource preparation (4.1%), online classroom interaction (3.6%), task evaluation (9.2%), active interaction (15.5%), and inactive interaction (67.6%). By examining the relationship between these course types and academic performance, the authors discovered no significant difference in the academic performance of students in the three course groups (i.e., resource preparation, online classroom interaction, and task evaluation) and students in the inactive interaction course group. However, there was a significant disparity in academic performance between students in active interaction courses and students in inactive interaction courses. These findings can assist teachers in planning online teaching activities more effectively and improving teaching outcomes.
{"title":"A Research on Online Teaching Behavior of Chinese Local University Teachers Based on Cluster Analysis","authors":"Bing Liu, Xiaobing Luo, Shuixia Lu","doi":"10.4018/ijdet.320801","DOIUrl":"https://doi.org/10.4018/ijdet.320801","url":null,"abstract":"COVID-19 boosted online teaching and yielded a significant amount of valuable data, yet utilizing it for education is a challenge. This study employed the K-means clustering method to analyze the online teaching behavior data of 1147 courses from a local university in East China. As a result, five types of courses with distinct teaching behaviors were identified: resource preparation (4.1%), online classroom interaction (3.6%), task evaluation (9.2%), active interaction (15.5%), and inactive interaction (67.6%). By examining the relationship between these course types and academic performance, the authors discovered no significant difference in the academic performance of students in the three course groups (i.e., resource preparation, online classroom interaction, and task evaluation) and students in the inactive interaction course group. However, there was a significant disparity in academic performance between students in active interaction courses and students in inactive interaction courses. These findings can assist teachers in planning online teaching activities more effectively and improving teaching outcomes.","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125912266","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}
It is imperative to bridge the disparity between college students' practical capabilities and professional expectations. To help facilitate such a progression, an electronic engineering course oriented around the Creative Innovation Practice project has been designed with the objectives of student-centric instruction, integration of both theoretical and practical components, and application of knowledge through project case studies. Adopting the open engineering education approach, there has been an initiation of project-driven blended teaching centered on “constructivism,” constituting a model that joins online and offline instruction, in-class and out-of-class tasks, activities inside and outside the laboratory, coursework, and contests. This amalgamated mode of learning has had a beneficial outcome in enhancing learners' self-learning capabilities, hands-on practice, as well as their inventive aptitude. According to an analytic hierarchy process (AHP) evaluation and assessment, blended teaching could effectively augment participants' eagerness to learn and motivation.
{"title":"Effectiveness and Evaluation of Online and Offline Blended Learning for an Electronic Design Practical Training Course","authors":"Jinxue Sui, Li Yang","doi":"10.4018/ijdet.318652","DOIUrl":"https://doi.org/10.4018/ijdet.318652","url":null,"abstract":"It is imperative to bridge the disparity between college students' practical capabilities and professional expectations. To help facilitate such a progression, an electronic engineering course oriented around the Creative Innovation Practice project has been designed with the objectives of student-centric instruction, integration of both theoretical and practical components, and application of knowledge through project case studies. Adopting the open engineering education approach, there has been an initiation of project-driven blended teaching centered on “constructivism,” constituting a model that joins online and offline instruction, in-class and out-of-class tasks, activities inside and outside the laboratory, coursework, and contests. This amalgamated mode of learning has had a beneficial outcome in enhancing learners' self-learning capabilities, hands-on practice, as well as their inventive aptitude. According to an analytic hierarchy process (AHP) evaluation and assessment, blended teaching could effectively augment participants' eagerness to learn and motivation.","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123905982","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}
Gesulla Cavanaugh, Helen M. Condry, Clarissa Frances Afable, M. Morris, Santanu De, H. Madison, Jacqueline S. Marshall, C. Victor, Marsha Weiner
Guided by constructivist theory, this study examines health professions student learning and engagement in the virtual classroom (VC) setting. Students (N=52) participated in a one-week VC prior to and during the COVID-19 pandemic. After participation, students were surveyed to discern their impressions of the experience, including the administration of a presence questionnaire, a key indicator of virtual environment (VE) efficacy. High student presence scores were significantly correlated with the perception that the VC facilitated learning (r = .573, p = .001). Conversely, students who perceived the course content as challenging were less likely to recommend the VC as a viable alternative learning platform. Furthermore, in terms of presence, undergraduate and graduate students were not significantly different. In summary, health professions students view immersive technologies favorably and may benefit from using such platforms as alternative or supplemental learning tools regardless of their academic level.
本研究以建构主义理论为指导，探讨卫生专业学生在虚拟课堂环境下的学习与投入。学生(N=52)在COVID-19大流行之前和期间参加了为期一周的VC。参与后，学生们接受了调查，以辨别他们对体验的印象，包括参与问卷的管理，这是虚拟环境(VE)功效的关键指标。高学生在场得分与VC促进学习的感知显著相关(r = 0.573, p = 0.001)。相反，认为课程内容具有挑战性的学生不太可能推荐VC作为可行的替代学习平台。此外，在存在感方面，本科生和研究生没有显著差异。总之，卫生专业的学生看好沉浸式技术，无论他们的学术水平如何，都可能从使用这些平台作为替代或补充学习工具中受益。
{"title":"Immersive Learning and Participatory Engagement: Connecting in the Online Classroom Through Virtual Reality","authors":"Gesulla Cavanaugh, Helen M. Condry, Clarissa Frances Afable, M. Morris, Santanu De, H. Madison, Jacqueline S. Marshall, C. Victor, Marsha Weiner","doi":"10.4018/ijdet.317364","DOIUrl":"https://doi.org/10.4018/ijdet.317364","url":null,"abstract":"Guided by constructivist theory, this study examines health professions student learning and engagement in the virtual classroom (VC) setting. Students (N=52) participated in a one-week VC prior to and during the COVID-19 pandemic. After participation, students were surveyed to discern their impressions of the experience, including the administration of a presence questionnaire, a key indicator of virtual environment (VE) efficacy. High student presence scores were significantly correlated with the perception that the VC facilitated learning (r = .573, p = .001). Conversely, students who perceived the course content as challenging were less likely to recommend the VC as a viable alternative learning platform. Furthermore, in terms of presence, undergraduate and graduate students were not significantly different. In summary, health professions students view immersive technologies favorably and may benefit from using such platforms as alternative or supplemental learning tools regardless of their academic level.","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"207 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123326966","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}
Digital education has recently become a mainstream education model. Despite digital education's increasing popularity, there remain issues when it comes to teacher-student interactions in digital space, which have made it impossible for this model to achieve the same teaching quality as traditional in-person education. Compared with other academic subjects, online courses in design practice have even more severe problems with teacher-student interaction. This study proposes a new teaching interaction assistance model in online design practice courses. The model uses the TAPs method to establish evaluation codes based on students' design thinking as well as through feedback-thinking related codes. This teaching interaction assistance model is established by combining these thinking codes and the LSTM model. This study takes an online design practice course as a case study, and the results have shown that this model can help teachers and students communicate more effectively and improve the teaching quality of online design practice courses.
{"title":"Development and Application of Interactive Teaching Systems for Online Design Courses","authors":"Chun-Heng Ho, Hang-qin Zhang, Juan Li, M. Zhang","doi":"10.4018/ijdet.317365","DOIUrl":"https://doi.org/10.4018/ijdet.317365","url":null,"abstract":"Digital education has recently become a mainstream education model. Despite digital education's increasing popularity, there remain issues when it comes to teacher-student interactions in digital space, which have made it impossible for this model to achieve the same teaching quality as traditional in-person education. Compared with other academic subjects, online courses in design practice have even more severe problems with teacher-student interaction. This study proposes a new teaching interaction assistance model in online design practice courses. The model uses the TAPs method to establish evaluation codes based on students' design thinking as well as through feedback-thinking related codes. This teaching interaction assistance model is established by combining these thinking codes and the LSTM model. This study takes an online design practice course as a case study, and the results have shown that this model can help teachers and students communicate more effectively and improve the teaching quality of online design practice courses.","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130212444","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}
Luciana P. Assis, Ana Carolina Rodrigues, Alessandro Vivas, C. Pitangui, C. M. Silva, F. Dorça
The automation of learning object recommendation and learning styles detection processes has attracted the interest of many researchers. Some works consider Learning Styles to recommend Learning Objects. On the other hand, other works automatically detect Learning Styles, analyzing the behavior of students in Intelligent Tutorial Systems in relation to the use of Learning Objects. Taking into account that advances in this field of research have been constantly presented in recent years, this paper analyzes the results of works discovered through a Systematic Literature Review. The main objective was to discover and document the relationships between Learning Styles and Learning Objects considered by researchers, in order to provide accurate content recommendations. The results show inconsistencies in the process, indicating that more and more in-depth research is still needed to allow a more accurate understanding of how to consider Learning Styles in the Learning Object recommendation process.
{"title":"Relationship Between Learning Styles and Learning Objects: A Systematic Literature Review","authors":"Luciana P. Assis, Ana Carolina Rodrigues, Alessandro Vivas, C. Pitangui, C. M. Silva, F. Dorça","doi":"10.4018/ijdet.296698","DOIUrl":"https://doi.org/10.4018/ijdet.296698","url":null,"abstract":"The automation of learning object recommendation and learning styles detection processes has attracted the interest of many researchers. Some works consider Learning Styles to recommend Learning Objects. On the other hand, other works automatically detect Learning Styles, analyzing the behavior of students in Intelligent Tutorial Systems in relation to the use of Learning Objects. Taking into account that advances in this field of research have been constantly presented in recent years, this paper analyzes the results of works discovered through a Systematic Literature Review. The main objective was to discover and document the relationships between Learning Styles and Learning Objects considered by researchers, in order to provide accurate content recommendations. The results show inconsistencies in the process, indicating that more and more in-depth research is still needed to allow a more accurate understanding of how to consider Learning Styles in the Learning Object recommendation process.","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121529677","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 investigates undergraduate students’ perception and acceptance of e-learning systems at Jordanian universities. The framework of this study is guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) and, DeLone and McLean Information System Success Model. The online questionnaire is used to collect data from 411 undergraduate students at Jordanian public and private universities. Partial Least Squares Structural Equation Modeling (PLS-SEM) is used to analyze the data. The findings suggest that (i) performance expectancy, facilitating conditions, and information quality have a significant, positive effect on the actual usage of e-learning systems, whereas system quality did not, (ii) the usage of e-learning systems positively influenced educational performance and students' satisfaction, (iii) the impact of COVID-19 moderate the relationship between the use of e-learning systems and educational performance and (iv) face to face is the most favorable educational-learning approach, followed by blended, and e-learning.
{"title":"Students' Perceptions of E-Learning Systems at the Jordanian Universities Through the Lens of E-Business Booming During the Coronavirus Pandemic","authors":"Y. M. Al-Harazneh, F. L. Alobeytha, T. Alodwan","doi":"10.4018/ijdet.295981","DOIUrl":"https://doi.org/10.4018/ijdet.295981","url":null,"abstract":"This paper investigates undergraduate students’ perception and acceptance of e-learning systems at Jordanian universities. The framework of this study is guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) and, DeLone and McLean Information System Success Model. The online questionnaire is used to collect data from 411 undergraduate students at Jordanian public and private universities. Partial Least Squares Structural Equation Modeling (PLS-SEM) is used to analyze the data. The findings suggest that (i) performance expectancy, facilitating conditions, and information quality have a significant, positive effect on the actual usage of e-learning systems, whereas system quality did not, (ii) the usage of e-learning systems positively influenced educational performance and students' satisfaction, (iii) the impact of COVID-19 moderate the relationship between the use of e-learning systems and educational performance and (iv) face to face is the most favorable educational-learning approach, followed by blended, and e-learning.","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125631175","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}
Míria L. D. R. Bóbó, Fernanda Campos, Victor Stroele, José Maria N. David, R. Braga, Tiago Timponi Torrent
Dropping out of school comes from a long-term disengagement process with social and economic consequences. Being able to predict students' behavior earlier can minimize their failures and disengagement. This article presents the SASys architecture, based on a lexical approach and a polarized frame network. Its main goal is to define the author's sentiment in texts and increase the assertiveness of detecting the sentence's emotional state by adding authors' information and preferences. The author's emotional state begins with the phrase extraction from Virtual Learning Environments; then, pre-processing techniques are applied in the text, which is submitted to the complex frame network to identify words with polarity and the author's text sentiment. The flow ends with the identification of the author's emotional state. The proposal was evaluated by a case study, applying the Sentiment Analysis approach to the students' school dropout problem. The results point to the feasibility of the proposal for asserting the student's emotional state and detection of students' risks of dropout.
{"title":"Using Sentiment Analysis to Identify Student Emotional State to Avoid Dropout in E-Learning","authors":"Míria L. D. R. Bóbó, Fernanda Campos, Victor Stroele, José Maria N. David, R. Braga, Tiago Timponi Torrent","doi":"10.4018/ijdet.305237","DOIUrl":"https://doi.org/10.4018/ijdet.305237","url":null,"abstract":"Dropping out of school comes from a long-term disengagement process with social and economic consequences. Being able to predict students' behavior earlier can minimize their failures and disengagement. This article presents the SASys architecture, based on a lexical approach and a polarized frame network. Its main goal is to define the author's sentiment in texts and increase the assertiveness of detecting the sentence's emotional state by adding authors' information and preferences. The author's emotional state begins with the phrase extraction from Virtual Learning Environments; then, pre-processing techniques are applied in the text, which is submitted to the complex frame network to identify words with polarity and the author's text sentiment. The flow ends with the identification of the author's emotional state. The proposal was evaluated by a case study, applying the Sentiment Analysis approach to the students' school dropout problem. The results point to the feasibility of the proposal for asserting the student's emotional state and detection of students' risks of dropout.","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131883870","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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