In the context of education technology, empathic interaction with the user and feedback by the learning system using multiple inputs such as video, voice and text inputs is an important area of research. In this paper, a non-intrusive, standalone model for intelligent assessment of alertness and emotional state as well as generation of appropriate feedback has been proposed. Using the non-intrusive visual cues, the system classifies emotion and alertness state of the user, and provides appropriate feedback according to the detected cognitive state using facial expressions, ocular parameters, postures, and gestures. Assessment of alertness level using ocular parameters such as PERCLOS and saccadic parameters, emotional state from facial expression analysis, and detection of both relevant cognitive and emotional states from upper body gestures and postures has been proposed. Integration of such a system in e-learning environment is expected to enhance students' performance through interaction, feedback, and positive mood induction.
{"title":"Automated Alertness and Emotion Detection for Empathic Feedback during e-Learning","authors":"S. Happy, A. Dasgupta, P. Patnaik, A. Routray","doi":"10.1109/T4E.2013.19","DOIUrl":"https://doi.org/10.1109/T4E.2013.19","url":null,"abstract":"In the context of education technology, empathic interaction with the user and feedback by the learning system using multiple inputs such as video, voice and text inputs is an important area of research. In this paper, a non-intrusive, standalone model for intelligent assessment of alertness and emotional state as well as generation of appropriate feedback has been proposed. Using the non-intrusive visual cues, the system classifies emotion and alertness state of the user, and provides appropriate feedback according to the detected cognitive state using facial expressions, ocular parameters, postures, and gestures. Assessment of alertness level using ocular parameters such as PERCLOS and saccadic parameters, emotional state from facial expression analysis, and detection of both relevant cognitive and emotional states from upper body gestures and postures has been proposed. Integration of such a system in e-learning environment is expected to enhance students' performance through interaction, feedback, and positive mood induction.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116259859","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}
Visualization tools along with spoken tutorials to build comprehension and debugging skills of novice programmers. And also, evaluates the self-learning approach to teach programming skills to the students. Qualitative and Quantitative studies were conducted using spoken tutorial workshops on Java and C++ courses. Results of the study have shown improvement in programming skills and conceptual understanding when subjected to program visualization along with spoken tutorials.
{"title":"An Integrated Approach to Build Programming Competencies through Spoken Tutorial Workshops","authors":"K. Eranki, K. Moudgalya","doi":"10.1109/T4E.2013.15","DOIUrl":"https://doi.org/10.1109/T4E.2013.15","url":null,"abstract":"Visualization tools along with spoken tutorials to build comprehension and debugging skills of novice programmers. And also, evaluates the self-learning approach to teach programming skills to the students. Qualitative and Quantitative studies were conducted using spoken tutorial workshops on Java and C++ courses. Results of the study have shown improvement in programming skills and conceptual understanding when subjected to program visualization along with spoken tutorials.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129687564","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}
Annie Joyce Vullamparthi, Sarat Chandra Babu Nelaturu, Dakshayani D. Mallaya, S. Chandrasekhar
Innovative computer aided solutions can serve as effective teaching-learning as-well-as assistive aids for children with autism and mild mental retardation. Teaching children with the help of day-to-day real time objects in the environment, by adding parent's voice/narration, associating virtual 3D images and rendering them on mobiles, would enhance the learning process. Augmented Reality (AR) is proving to be a useful technology to achieve this kind of teaching objectives. The implementation presented here, supports creation of teaching content using features of inbuilt camera and speaker of any basic Android device. This application helps in capturing and associating the pictures of surrounding objects like child's photos, videos etc., with AR content and aids in rendering them on to the screens using QR Codes (Quick Response Codes). Using this mobile application, parents/teachers can make paperless, personalized AR lessons on-the-fly. Application supports Functional Reading, Visual Schedulers and Speaking Albums for the children, to learn from real life scenarios.
{"title":"Assistive Learning for Children with Autism Using Augmented Reality","authors":"Annie Joyce Vullamparthi, Sarat Chandra Babu Nelaturu, Dakshayani D. Mallaya, S. Chandrasekhar","doi":"10.1109/T4E.2013.18","DOIUrl":"https://doi.org/10.1109/T4E.2013.18","url":null,"abstract":"Innovative computer aided solutions can serve as effective teaching-learning as-well-as assistive aids for children with autism and mild mental retardation. Teaching children with the help of day-to-day real time objects in the environment, by adding parent's voice/narration, associating virtual 3D images and rendering them on mobiles, would enhance the learning process. Augmented Reality (AR) is proving to be a useful technology to achieve this kind of teaching objectives. The implementation presented here, supports creation of teaching content using features of inbuilt camera and speaker of any basic Android device. This application helps in capturing and associating the pictures of surrounding objects like child's photos, videos etc., with AR content and aids in rendering them on to the screens using QR Codes (Quick Response Codes). Using this mobile application, parents/teachers can make paperless, personalized AR lessons on-the-fly. Application supports Functional Reading, Visual Schedulers and Speaking Albums for the children, to learn from real life scenarios.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132469138","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}
S. R. Chowdhury, H. Wardhan, Surya Kiran Reddy Karri, S. Kode, K. Nagaraju
The paper presents an alternate approach of teaching electronics by hands on activities instead of the conventional approach of classroom lectures and structured lab sessions. The current work applies the notion of Butterfly Model in developing three Learning by Doing (LbD) courses in Electronics viz. Digital System Design Using Verilog, VLSI Architectures, Topics in Embedded Systems. The effectiveness of these courses has been tested in the classroom on a population of 250 students with around 195 people giving positive feedback.
{"title":"Smart Learning Environments for Teaching Electronics to Students","authors":"S. R. Chowdhury, H. Wardhan, Surya Kiran Reddy Karri, S. Kode, K. Nagaraju","doi":"10.1109/T4E.2013.50","DOIUrl":"https://doi.org/10.1109/T4E.2013.50","url":null,"abstract":"The paper presents an alternate approach of teaching electronics by hands on activities instead of the conventional approach of classroom lectures and structured lab sessions. The current work applies the notion of Butterfly Model in developing three Learning by Doing (LbD) courses in Electronics viz. Digital System Design Using Verilog, VLSI Architectures, Topics in Embedded Systems. The effectiveness of these courses has been tested in the classroom on a population of 250 students with around 195 people giving positive feedback.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128584549","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}
While laboratory or practical work is vital to many courses and programs within the sciences, it can also be the most challenging component to deliver effectively at a distance. In addition to the traditional face-to-face chemistry laboratory, Athabasca University has employed many alternative laboratories including virtual, remote and home-study laboratories to give our students the needed access and flexibility. Although the newer educational technologies often do provide viable substitutions to the traditional experience, it appears from initial results that combinations of modes offer even better returns on meaningful student engagement and learning. Therefore the future direction would be to further implement, study and explore alternative modes of laboratory delivery, not in isolation but by combining and blending them to optimize the student experience creating the teaching laboratory for the 21st century.
{"title":"Learning from Blended Chemistry Laboratories","authors":"D. Kennepohl","doi":"10.1109/T4E.2013.40","DOIUrl":"https://doi.org/10.1109/T4E.2013.40","url":null,"abstract":"While laboratory or practical work is vital to many courses and programs within the sciences, it can also be the most challenging component to deliver effectively at a distance. In addition to the traditional face-to-face chemistry laboratory, Athabasca University has employed many alternative laboratories including virtual, remote and home-study laboratories to give our students the needed access and flexibility. Although the newer educational technologies often do provide viable substitutions to the traditional experience, it appears from initial results that combinations of modes offer even better returns on meaningful student engagement and learning. Therefore the future direction would be to further implement, study and explore alternative modes of laboratory delivery, not in isolation but by combining and blending them to optimize the student experience creating the teaching laboratory for the 21st century.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126342999","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}
Gollapudi V. R. J. Sai Prasad, Venkatesh Choppella
Pedagogical literature is generally rich with references to digitally savvy students, operating at twitch speed. This creates pressure on instructors, pedagogies, educational technologies to primarily cater to these digital natives. This paper conducts a descriptive study of students of rural AP to see if indeed Indian tier 2-3 students are of this caliber and description. Should the digital natives model be used for rural Indian student profile as well? Findings from our survey based study reveal that of the (N=372) tier 2, 3 students only 50% own a PC, only 41% surf the web, and of those who surf, it is mostly consumption behavior with social intent. And finally, while the confidence in learning and skills is high, English comprehension skills is poor. We feel that this profile of students is in contrast to the computer savvy image being projected, and should inform emerging educational technology projects aimed for rural India.
{"title":"Descriptive Study of College Bound Rural Youth of AP, India","authors":"Gollapudi V. R. J. Sai Prasad, Venkatesh Choppella","doi":"10.1109/T4E.2013.27","DOIUrl":"https://doi.org/10.1109/T4E.2013.27","url":null,"abstract":"Pedagogical literature is generally rich with references to digitally savvy students, operating at twitch speed. This creates pressure on instructors, pedagogies, educational technologies to primarily cater to these digital natives. This paper conducts a descriptive study of students of rural AP to see if indeed Indian tier 2-3 students are of this caliber and description. Should the digital natives model be used for rural Indian student profile as well? Findings from our survey based study reveal that of the (N=372) tier 2, 3 students only 50% own a PC, only 41% surf the web, and of those who surf, it is mostly consumption behavior with social intent. And finally, while the confidence in learning and skills is high, English comprehension skills is poor. We feel that this profile of students is in contrast to the computer savvy image being projected, and should inform emerging educational technology projects aimed for rural India.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125619157","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 computer networks has several shortcomings -- uninteresting, difficulty in understanding and relating, paucity of time to impart complete knowledge and low interaction levels between students. During the third year Computer Engineering students are introduced to the intricacies of Computer Networks e.g. TCP/IP suite. The students perceive the technical details and jargons to be complex. This perception hinders the learning process. The idea of this paper is to use comic strips, prepared in alignment with the course objective, as a supplementary course material, to facilitate recall of concepts in Computer Networks. The Comic strips gives life to the abstract nature of theoretical concepts. Thus, by the addition of comic book as a supplementary element, we add fun element to the teaching-learning process. This brings in greater involvement of students. During the course of the experiment we observed that: (i) the recall rates of students exposed to comic strips has been better or comparable to the students taught using existing methodology, (ii) the comic strip as a supplement adds fun element to the teaching-learning process.
{"title":"The Effect of Comic Strips as a Supplementary Material to Teach Computer Networks","authors":"Lakshmipathy Ganesh","doi":"10.1109/T4E.2013.63","DOIUrl":"https://doi.org/10.1109/T4E.2013.63","url":null,"abstract":"The existing method of teaching computer networks has several shortcomings -- uninteresting, difficulty in understanding and relating, paucity of time to impart complete knowledge and low interaction levels between students. During the third year Computer Engineering students are introduced to the intricacies of Computer Networks e.g. TCP/IP suite. The students perceive the technical details and jargons to be complex. This perception hinders the learning process. The idea of this paper is to use comic strips, prepared in alignment with the course objective, as a supplementary course material, to facilitate recall of concepts in Computer Networks. The Comic strips gives life to the abstract nature of theoretical concepts. Thus, by the addition of comic book as a supplementary element, we add fun element to the teaching-learning process. This brings in greater involvement of students. During the course of the experiment we observed that: (i) the recall rates of students exposed to comic strips has been better or comparable to the students taught using existing methodology, (ii) the comic strip as a supplement adds fun element to the teaching-learning process.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132451572","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 examines how concept maps can be used to facilitate learning in a flipped classroom. Concept maps are a method for visual knowledge representation. In a flipped classroom, learning materials are made available to students for self-learning before class starts, while in-class time is used for student-teacher interaction. In this paper, we consider the role of concept maps created by the teacher in three different ways: a) as learning materials for students in a flipped classroom, b) as an organizational tool for the knowledge representation, and c) as an assessment method in which the questions are created for each concept so that the teacher is able to identify which concept the student has not grasped properly. This methodology was implemented in a pilot study with final year MCA students. The preliminary findings are extremely positive, further research work is in progress and large-scale experimentation is planned.
{"title":"Concept Maps for Learning in a Flipped Classroom","authors":"K. Bijlani, Shiffon Chatterjee, S. Anand","doi":"10.1109/T4E.2013.22","DOIUrl":"https://doi.org/10.1109/T4E.2013.22","url":null,"abstract":"This paper examines how concept maps can be used to facilitate learning in a flipped classroom. Concept maps are a method for visual knowledge representation. In a flipped classroom, learning materials are made available to students for self-learning before class starts, while in-class time is used for student-teacher interaction. In this paper, we consider the role of concept maps created by the teacher in three different ways: a) as learning materials for students in a flipped classroom, b) as an organizational tool for the knowledge representation, and c) as an assessment method in which the questions are created for each concept so that the teacher is able to identify which concept the student has not grasped properly. This methodology was implemented in a pilot study with final year MCA students. The preliminary findings are extremely positive, further research work is in progress and large-scale experimentation is planned.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"406 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131853358","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 successful computer literacy program designed for rural communities would need to work in a diverse set of conditions such as the lack of electricity, diverse student educational backgrounds, motivation levels, different levels of community engagement, community politics, and beliefs. This paper shares our experience with running computer literacy training camps in rural Andhra Pradesh, India, and how changing elements of the program can change the outcome of a program.
{"title":"Computer Literacy Programs in Rural Communities: Understanding Social Motivators","authors":"Raj Gopal Prasad Kantamneni, Ramanjaneyaraju Chintalapati","doi":"10.1109/T4E.2013.21","DOIUrl":"https://doi.org/10.1109/T4E.2013.21","url":null,"abstract":"A successful computer literacy program designed for rural communities would need to work in a diverse set of conditions such as the lack of electricity, diverse student educational backgrounds, motivation levels, different levels of community engagement, community politics, and beliefs. This paper shares our experience with running computer literacy training camps in rural Andhra Pradesh, India, and how changing elements of the program can change the outcome of a program.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121657577","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}
Even with recent research showing students enrolled in online courses are outperforming those in traditional courses, the need to assess the instructional design of online courses is greater than ever due to increasing enrollments and attrition rates that continue to be significantly higher than traditional courses. Most past research used surveys for course assessment, which measure only perceptions. Recently researchers have proposed more holistic assessments of online courses using Bayesian Belief Networks (BBNs) to integrate multiple assessment instruments. While the advantages of BBNs for educational assessments have been demonstrated, past research used only simulated data. This study furthers past research by testing the suitability of BBN-based methodologies for real-time assessment of online courses using larger data sets with missing and sparse data. Testing used actual course data from two undergraduate online Java programming courses. Past literature identified the creation of the conditional probability tables (CPTs) as the greatest challenge of using BBNs. This research also investigated the automatic population of CPTs via software. Tests revealed excellent performance with large data sets demonstrating the scalability of BBN-based assessment methodologies for online courses with large enrollments. With a well-designed network, most of the CPTs can be populated via software, significantly reducing the time and effort required to design and use the BBN. A number of recommendations to improve usability, performance, and accuracy of BBN-based course assessment methodologies are demonstrated. Future research should provide a comparative analysis between BBNs and other methodologies for the assessment of online course design.
{"title":"Assessing Design of Online Courses Using Bayesian Belief Networks","authors":"Lino Forner, Vivekanandan Kumar, Kinshuk","doi":"10.1109/T4E.2013.17","DOIUrl":"https://doi.org/10.1109/T4E.2013.17","url":null,"abstract":"Even with recent research showing students enrolled in online courses are outperforming those in traditional courses, the need to assess the instructional design of online courses is greater than ever due to increasing enrollments and attrition rates that continue to be significantly higher than traditional courses. Most past research used surveys for course assessment, which measure only perceptions. Recently researchers have proposed more holistic assessments of online courses using Bayesian Belief Networks (BBNs) to integrate multiple assessment instruments. While the advantages of BBNs for educational assessments have been demonstrated, past research used only simulated data. This study furthers past research by testing the suitability of BBN-based methodologies for real-time assessment of online courses using larger data sets with missing and sparse data. Testing used actual course data from two undergraduate online Java programming courses. Past literature identified the creation of the conditional probability tables (CPTs) as the greatest challenge of using BBNs. This research also investigated the automatic population of CPTs via software. Tests revealed excellent performance with large data sets demonstrating the scalability of BBN-based assessment methodologies for online courses with large enrollments. With a well-designed network, most of the CPTs can be populated via software, significantly reducing the time and effort required to design and use the BBN. A number of recommendations to improve usability, performance, and accuracy of BBN-based course assessment methodologies are demonstrated. Future research should provide a comparative analysis between BBNs and other methodologies for the assessment of online course design.","PeriodicalId":299216,"journal":{"name":"2013 IEEE Fifth International Conference on Technology for Education (t4e 2013)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128386785","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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