Pub Date : 2020-07-07DOI: 10.21125/edulearn.2020.1864
D. Farid, A. Sekhari, Ouzrout Yacine
{"title":"BIG DATA MINING IN SKILLS 4.0 FOR AMELIORATING I4.0","authors":"D. Farid, A. Sekhari, Ouzrout Yacine","doi":"10.21125/edulearn.2020.1864","DOIUrl":"https://doi.org/10.21125/edulearn.2020.1864","url":null,"abstract":"","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123670834","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 : 2020-07-06DOI: 10.21125/edulearn.2020.1477
Martine Gadille, Valérie Caraguel
The objective of this article is to highlight the interest and the limits of virtual reality technology borrowed from online multiplayer environments, and transposed at university into the design of a project management course in a Master degree. In this purpose, we discuss more particularly the contributions of that techno-pedagogical innovation achieved in this master using virtual worlds, to enhance skills development in terms of creativity, collaboration and reflexivity in project management. This innovation is based on the instructional design of a scenario in an immersive virtual environment, where students are supposed to be engaged in collaborative design and organization of project through both their avatars and 3D artefacts (3D mind mapping, interactive board, virtual 3D objects). The contributions of this techno-pedagogy are analysed from an enactive conception of competence acquiring, at the intersection of two complementary theoretical concepts: embodied learning and creative scaffolding. We use an abductive approach where collected data are various: students and teachers’ videos in situation in the virtual world, chat messages exchanges in world between students and with their teacher, and elucidation interviews with the teacher. The results highlight that the technology of virtual world through the combination of a creative scaffolding from the teacher and students’ processes constitute as knowledge in the body—e.g. particular ways of moving, via the avatar, would allow the commitment of the whole person in an enactive construction of the competence, difficult to implement in a physical space at university.
{"title":"BUILDING THE NEW MILLENNIUM SKILLS FOR PROJECT MANAGEMENT IN HIGHER EDUCATION: HOW VIRTUAL WORLDS CAN HELP TEACHERS AND STUDENTS?","authors":"Martine Gadille, Valérie Caraguel","doi":"10.21125/edulearn.2020.1477","DOIUrl":"https://doi.org/10.21125/edulearn.2020.1477","url":null,"abstract":"The objective of this article is to highlight the interest and the limits of virtual reality technology borrowed from online multiplayer environments, and transposed at university into the design of a project management course in a Master degree. In this purpose, we discuss more particularly the contributions of that techno-pedagogical innovation achieved in this master using virtual worlds, to enhance skills development in terms of creativity, collaboration and reflexivity in project management. This innovation is based on the instructional design of a scenario in an immersive virtual environment, where students are supposed to be engaged in collaborative design and organization of project through both their avatars and 3D artefacts (3D mind mapping, interactive board, virtual 3D objects). The contributions of this techno-pedagogy are analysed from an enactive conception of competence acquiring, at the intersection of two complementary theoretical concepts: embodied learning and creative scaffolding. We use an abductive approach where collected data are various: students and teachers’ videos in situation in the virtual world, chat messages exchanges in world between students and with their teacher, and elucidation interviews with the teacher. The results highlight that the technology of virtual world through the combination of a creative scaffolding from the teacher and students’ processes constitute as knowledge in the body—e.g. particular ways of moving, via the avatar, would allow the commitment of the whole person in an enactive construction of the competence, difficult to implement in a physical space at university.","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129320737","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 : 2020-07-01DOI: 10.21125/edulearn.2020.1617
Anna Dillon, Geraldine Chell
In the UAE, although Arabic is the first and official language (L1), English has become the medium of instruction and the language of discourse in higher education in most subject domains. The pedagogical implications of English Medium Instruction (EMI) in the specific context of higher education in the UAE are not well understood, and research is needed to establish what kinds of support speakers of English as a second or additional language (L2) might need to fully access content knowledge in English without burdening learning. Our empirical work hypothesizes that learning content through L2 may lead to more favourable results if the L1 is explicitly drawn upon as a resource in addition to the L2. This study provided undergraduate students with learning materials in three experimental conditions (Arabic-only, English-only, and dual language). Students’ performance was then assessed in three areas of linguistic competence, namely translation into Arabic of a list of English words and phrases, comprehension of an English written text, and translation into Arabic of English words and phrases in context. A series of one way ANOVAs and post-hoc comparisons were carried out to determine differences between the three conditions. The study confirms that overall, for students with an intermediate language level, the presentation of dual language reading materials has a greater impact on their outcomes in comparison with the presentation of reading materials in the L1 or L2 only. This highlights the critical need for raising awareness of translanguaging practices in EMI contexts.
{"title":"ENGLISH MEDIUM INSTRUCTION AND THE POTENTIAL OF TRANSLANGUAGING PRACTICES IN HIGHER EDUCATION","authors":"Anna Dillon, Geraldine Chell","doi":"10.21125/edulearn.2020.1617","DOIUrl":"https://doi.org/10.21125/edulearn.2020.1617","url":null,"abstract":"\u0000 In the UAE, although Arabic is the first and official language (L1), English has become the medium of instruction\u0000 and the language of discourse in higher education in most subject domains. The pedagogical implications of English Medium\u0000 Instruction (EMI) in the specific context of higher education in the UAE are not well understood, and research is needed to\u0000 establish what kinds of support speakers of English as a second or additional language (L2) might need to fully access content\u0000 knowledge in English without burdening learning. Our empirical work hypothesizes that learning content through L2 may lead to more\u0000 favourable results if the L1 is explicitly drawn upon as a resource in addition to the L2. This study provided undergraduate\u0000 students with learning materials in three experimental conditions (Arabic-only, English-only, and dual language). Students’\u0000 performance was then assessed in three areas of linguistic competence, namely translation into Arabic of a list of English words\u0000 and phrases, comprehension of an English written text, and translation into Arabic of English words and phrases in context. A\u0000 series of one way ANOVAs and post-hoc comparisons were carried out to determine differences between the three conditions. The\u0000 study confirms that overall, for students with an intermediate language level, the presentation of dual language reading materials\u0000 has a greater impact on their outcomes in comparison with the presentation of reading materials in the L1 or L2 only. This\u0000 highlights the critical need for raising awareness of translanguaging practices in EMI contexts.","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115524288","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 : 2020-07-01DOI: 10.21125/edulearn.2020.0275
Irena Peteva, I. Trenchev, M. Traykov, R. Mavrevski
{"title":"THE APPLICATION OF OBJECT-ORIENTED PROGRAMMING AND GAME ENGINE TO PROMOTE CULTURAL AND HISTORICAL HERITAGE","authors":"Irena Peteva, I. Trenchev, M. Traykov, R. Mavrevski","doi":"10.21125/edulearn.2020.0275","DOIUrl":"https://doi.org/10.21125/edulearn.2020.0275","url":null,"abstract":"","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117107284","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 : 2020-07-01DOI: 10.21125/edulearn.2020.0368
Ben Mollov, Chaim Lavie
This paper will report on the methodology and results of two case studies aimed at Jewish-Arab relationship building and transformation in the higher educational setting in Israel. The first case study was a pioneering course in Jewish-Arab Inter-religious Dialogue involving both Jewish and Arab students undertaken at Bar-Ilan University. Based on qualitative and quantitative results the efficacy of the intercultural approach for promoting perception change, transformation and relationship building was affirmed. The second case study evaluates the impact of current joint study of Jewish and Arab students in two courses in the health management program at the Shaar Mishpat Academic College. Data available also points to the positive outcome of these educational encounters which have been conducted against the background of the Corona crisis which has required classes to be held virtually and has also brought about the mobilization of healthcare personnel.
{"title":"THE IMPACT OF JEWISH-ARAB INTERCULTURAL AND EDUCATIONAL ENCOUNTERS: QUALITATIVE AND QUANTITATIVE PERSPECTIVES","authors":"Ben Mollov, Chaim Lavie","doi":"10.21125/edulearn.2020.0368","DOIUrl":"https://doi.org/10.21125/edulearn.2020.0368","url":null,"abstract":"This paper will report on the methodology and results of two case studies aimed at Jewish-Arab relationship building and transformation in the higher educational setting in Israel. The first case study was a pioneering course in Jewish-Arab Inter-religious Dialogue involving both Jewish and Arab students undertaken at Bar-Ilan University. Based on qualitative and quantitative results the efficacy of the intercultural approach for promoting perception change, transformation and relationship building was affirmed. The second case study evaluates the impact of current joint study of Jewish and Arab students in two courses in the health management program at the Shaar Mishpat Academic College. Data available also points to the positive outcome of these educational encounters which have been conducted against the background of the Corona crisis which has required classes to be held virtually and has also brought about the mobilization of healthcare personnel.","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129290363","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 : 2020-07-01DOI: 10.21125/edulearn.2020.0195
Natércia Carrachás, F. Seabra, M. Abelha
The present communication is focused on the curriculum of preschools in Portugal (ages 3 to 6) and how preschool educators and 1st cycle (ages 6 to 10) teachers, as well as preschool children’s parents perceive it. Firstly, preschool education is contextualized in order to better frame the need for an active investment in the valuing of this educational level. Given its short existence, accompanied by advancements and setbacks, the idea often perceived in social discourse about preschool education in Portugal is often not one of an activity aimed at the global development of children, as assistentialist conceptions persist. However, while there isn’t a structured curriculum for preschool, there are Curricular Guidelines for Preschool Education (CGPE), a set of general principles which contribute to the childhood educators’ decisions about their educational practice and the educational intentionality of the activities developed with children. This document is a referential for the national network of preschool education for the construction of curriculum, which retains a wide margin of decision for the contextualization and differentiation of curriculum, acknowledging the childhood educators’ role as a curriculum decision maker. The aim of this study was to understand the conception that preschool teachers, 1st cycle teachers and some parents have about this level of education as well as to understand if they recognize the importance of developing personal and social skills together with other content areas which might be a facilitating scafold for the entrance in the following cycle. This study, using a mixed methodology, included semi-structured interviews to preschool educators (eight interviewees), and questionnaires to 1st cyle teachers (fourty nine) and parents (seventy-eight) of four schools in a region of inner Portugal, the district of Beja. The research followed the ethical norms for research in the social sciences, namely informed consent by participants and preservation of anonymity. Data gathering instruments were approved by the Ministry of Education as well as by the pedagogical councils and directors of the four school clusters involved. The main results show that all the preschool educators surveyed base their curriculum building process on the CGPE, some referring to this document as their «Bible» and also as the foundation of their planning and assessment practices. However important the document is deemed, it is not the sole foundation for their curricular decision-making, as children themselves and schools’ other internal documents and projects are also taken into account. Although primary school teachers know about the existence of the CGPE, they don’t demonstrate a broad understanding about its content, although they identify practices of coordination with preschool educators to prepare the students’ transition between educational cycles. They also recognize that the work carried out in preschool aims to facilitate future le
{"title":"PERSPECTIVES ON PRESCHOOL CURRICULUM IN PORTUGAL","authors":"Natércia Carrachás, F. Seabra, M. Abelha","doi":"10.21125/edulearn.2020.0195","DOIUrl":"https://doi.org/10.21125/edulearn.2020.0195","url":null,"abstract":"The present communication is focused on the curriculum of preschools in Portugal (ages 3 to 6) and how preschool educators and 1st cycle (ages 6 to 10) teachers, as well as preschool children’s parents perceive it. Firstly, preschool education is contextualized in order to better frame the need for an active investment in the valuing of this educational level. Given its short existence, accompanied by advancements and setbacks, the idea often perceived in social discourse about preschool education in Portugal is often not one of an activity aimed at the global development of children, as assistentialist conceptions persist. However, while there isn’t a structured curriculum for preschool, there are Curricular Guidelines for Preschool Education (CGPE), a set of general principles which contribute to the childhood educators’ decisions about their educational practice and the educational intentionality of the activities developed with children. This document is a referential for the national network of preschool education for the construction of curriculum, which retains a wide margin of decision for the contextualization and differentiation of curriculum, acknowledging the childhood educators’ role as a curriculum decision maker. The aim of this study was to understand the conception that preschool teachers, 1st cycle teachers and some parents have about this level of education as well as to understand if they recognize the importance of developing personal and social skills together with other content areas which might be a facilitating scafold for the entrance in the following cycle. This study, using a mixed methodology, included semi-structured interviews to preschool educators (eight interviewees), and questionnaires to 1st cyle teachers (fourty nine) and parents (seventy-eight) of four schools in a region of inner Portugal, the district of Beja. The research followed the ethical norms for research in the social sciences, namely informed consent by participants and preservation of anonymity. Data gathering instruments were approved by the Ministry of Education as well as by the pedagogical councils and directors of the four school clusters involved. The main results show that all the preschool educators surveyed base their curriculum building process on the CGPE, some referring to this document as their «Bible» and also as the foundation of their planning and assessment practices. However important the document is deemed, it is not the sole foundation for their curricular decision-making, as children themselves and schools’ other internal documents and projects are also taken into account. Although primary school teachers know about the existence of the CGPE, they don’t demonstrate a broad understanding about its content, although they identify practices of coordination with preschool educators to prepare the students’ transition between educational cycles. They also recognize that the work carried out in preschool aims to facilitate future le","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126900155","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 : 2020-07-01DOI: 10.21125/edulearn.2020.0750
G. Faure
{"title":"CONTENT CURATION AS A TOOL FOR TEACHING AND LEARNING IN HIGH EDUCATION AND CORPORATE SETTINGS","authors":"G. Faure","doi":"10.21125/edulearn.2020.0750","DOIUrl":"https://doi.org/10.21125/edulearn.2020.0750","url":null,"abstract":"","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134603598","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 : 2020-07-01DOI: 10.21125/edulearn.2020.1045
Miguel Pineda Becerril, Omar García León, A. Aguilar Márquez, Frida León Rodríguez
{"title":"ELABORATION OF A MULTIMEDIA BOOK ON THE IMPORTANCE OF STATISTICS AND PRESENTATION OF THE INFORMATION FOR THE STATISTICAL SUBJECTS TAUGHT AT THE FESC","authors":"Miguel Pineda Becerril, Omar García León, A. Aguilar Márquez, Frida León Rodríguez","doi":"10.21125/edulearn.2020.1045","DOIUrl":"https://doi.org/10.21125/edulearn.2020.1045","url":null,"abstract":"","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114772583","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 : 2020-07-01DOI: 10.21125/edulearn.2020.0926
Alan R. Belcher, J. Robinson, Kelly Olson-Stewart, Allison Rief
{"title":"DEVELOPING A VIRTUAL PROFESSIONAL LEARNING COMMUNITY FOR ONLINE FACULTY","authors":"Alan R. Belcher, J. Robinson, Kelly Olson-Stewart, Allison Rief","doi":"10.21125/edulearn.2020.0926","DOIUrl":"https://doi.org/10.21125/edulearn.2020.0926","url":null,"abstract":"","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"420 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123050149","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 : 2020-07-01DOI: 10.21125/edulearn.2020.1246
S. Mystakidis, M. Fragkaki, I. Hatzilygeroudis
An object of immeasurable value is stored in an ancient ascetic community. Equipped with the relic “Panagia Paramythea Code”, an old map, you are invited to dress as a pilgrim, explore the monastery and communicate with virtual monks and workers in a quest to uncover the hidden treasure. To reach your goal, you are invited to explore four cardinal virtues; love, faith, patience and repentance through the lives of respective saints. In the process you will encounter unanticipated expressions of applied spirituality to reach your goal. In this paper we present the instructional design process of an interactive serious game in a 3D virtual reality environment developed for religious education. Its purpose is to help participants experience and learn about essential aspects of the Eastern Orthodox Christian faith and spirituality in an entertaining and engaging way that increases their curiosity. There have been calls for a paradigm shift in religious education from a closed, narrow, and unreflective practice pattern towards new, open, progressive approaches that take modern educational methods into account. Eastern Orthodox Christian theology addresses not just the mind but also the heart or nous, the existential centre of man. According to the Orthodox spirituality, the way humans can approach, know and meet God is only through personal experience. This makes immersive experiential learning a suitable medium for Orthodox Christian religious education. In the design of the game we took into account the fact that the structure of the game itself carries a fundamental ethical message and so it should reflect the values that are to be demonstrated in the game. Moreover, in this paper we describe how we addressed the main challenge of this project; the creative alignment synthesis required during the game design process. More specific, the learning experience merges and aligns harmonically multiple layers: philosophical theological (ethical values, behavior paradigms), pedagogical instructional, game mechanics, dynamics and aesthetics in a 3D virtual immersive environment.
{"title":"STAIRWAY TO HEAVEN: INSTRUCTIONAL DESIGN ALIGNMENT IN A SERIOUS GAME FOR EXPERIENTIAL RELIGIOUS EDUCATION IN VIRTUAL REALITY","authors":"S. Mystakidis, M. Fragkaki, I. Hatzilygeroudis","doi":"10.21125/edulearn.2020.1246","DOIUrl":"https://doi.org/10.21125/edulearn.2020.1246","url":null,"abstract":"An object of immeasurable value is stored in an ancient ascetic community. Equipped with the relic “Panagia Paramythea Code”, an old map, you are invited to dress as a pilgrim, explore the monastery and communicate with virtual monks and workers in a quest to uncover the hidden treasure. To reach your goal, you are invited to explore four cardinal virtues; love, faith, patience and repentance through the lives of respective saints. In the process you will encounter unanticipated expressions of applied spirituality to reach your goal. In this paper we present the instructional design process of an interactive serious game in a 3D virtual reality environment developed for religious education. Its purpose is to help participants experience and learn about essential aspects of the Eastern Orthodox Christian faith and spirituality in an entertaining and engaging way that increases their curiosity. There have been calls for a paradigm shift in religious education from a closed, narrow, and unreflective practice pattern towards new, open, progressive approaches that take modern educational methods into account. Eastern Orthodox Christian theology addresses not just the mind but also the heart or nous, the existential centre of man. According to the Orthodox spirituality, the way humans can approach, know and meet God is only through personal experience. This makes immersive experiential learning a suitable medium for Orthodox Christian religious education. In the design of the game we took into account the fact that the structure of the game itself carries a fundamental ethical message and so it should reflect the values that are to be demonstrated in the game. Moreover, in this paper we describe how we addressed the main challenge of this project; the creative alignment synthesis required during the game design process. More specific, the learning experience merges and aligns harmonically multiple layers: philosophical theological (ethical values, behavior paradigms), pedagogical instructional, game mechanics, dynamics and aesthetics in a 3D virtual immersive environment.","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121760436","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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