Pub Date : 2023-05-09DOI: 10.36427/cejntrep.5.1.5041
Kovan Mzwri, M. Turcsányi-Szabó
In recent years, chatbot technologies have evolved into modern information and communication technology applications that perform many virtual tasks, including learning. One of the challenges in improving the chatbot is the insufficient knowledge base of chatbots, including education-oriented conversational agents, the challenges in connecting the chatbot with course content on Massive Open Online Course platforms. In this study, a chatbot was developed to answer questions using publicly available technologies, specifically Application Program Interfaces (APIs) that promise convenient user accessibility via APIs, such as the Facebook Messenger platform along with wit.ai API, Canvas MOOC API, and Wikipedia API. API technologies were used to connect the chatbot to selected course content on the MOOC platform as well as to large knowledge bases such as Wikipedia to expand the knowledge base of the Conversational Agent. The course selected for the chatbot integration was on general informatics topics. Most course participants interacted with the chatbot via the Facebook Messenger platform using their handheld devices. Thus, integrating the chatbot into a widely used platform such as Facebook Messenger is a convenient and effective way for reaching learners. The API technology enabled an efficient connection between the chatbot and third-party apps, including the Messenger app, wit.ai, Canvas MOOC, and Wikipedia. This was due to the variety, richness, manipulation capabilities, and format of data that an API can transfer. In addition, the Wikipedia API seemed to be a vast source of information for expanding the chatbot's knowledge base. Not all of the queries posed to the chatbot were part of the course content. Some participants questioned the personality of the chatbot and were curious about the persona of the conversational agent. This suggests that a chatbot that has been endowed with some personality traits is stimulating and more likely to be accepted by learners.
{"title":"Chatbot Development using APIs and Integration into the MOOC","authors":"Kovan Mzwri, M. Turcsányi-Szabó","doi":"10.36427/cejntrep.5.1.5041","DOIUrl":"https://doi.org/10.36427/cejntrep.5.1.5041","url":null,"abstract":"\u0000In recent years, chatbot technologies have evolved into modern information and communication technology applications that perform many virtual tasks, including learning. One of the challenges in improving the chatbot is the insufficient knowledge base of chatbots, including education-oriented conversational agents, the challenges in connecting the chatbot with course content on Massive Open Online Course platforms. In this study, a chatbot was developed to answer questions using publicly available technologies, specifically Application Program Interfaces (APIs) that promise convenient user accessibility via APIs, such as the Facebook Messenger platform along with wit.ai API, Canvas MOOC API, and Wikipedia API. API technologies were used to connect the chatbot to selected course content on the MOOC platform as well as to large knowledge bases such as Wikipedia to expand the knowledge base of the Conversational Agent. The course selected for the chatbot integration was on general informatics topics. Most course participants interacted with the chatbot via the Facebook Messenger platform using their handheld devices. Thus, integrating the chatbot into a widely used platform such as Facebook Messenger is a convenient and effective way for reaching learners. The API technology enabled an efficient connection between the chatbot and third-party apps, including the Messenger app, wit.ai, Canvas MOOC, and Wikipedia. This was due to the variety, richness, manipulation capabilities, and format of data that an API can transfer. In addition, the Wikipedia API seemed to be a vast source of information for expanding the chatbot's knowledge base. Not all of the queries posed to the chatbot were part of the course content. Some participants questioned the personality of the chatbot and were curious about the persona of the conversational agent. This suggests that a chatbot that has been endowed with some personality traits is stimulating and more likely to be accepted by learners. \u0000","PeriodicalId":355843,"journal":{"name":"Central-European Journal of New Technologies in Research, Education and Practice","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123893708","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 : 2023-05-09DOI: 10.36427/cejntrep.5.1.5051
Ferenc Koczka, C. Prantner, C. Biró
The development of quantum computers is bringing major changes to the IT sector. These computers, based on completely new principles, can provide effective solutions to previously unsolvable problems. Regulations have already been introduced in the European Union and Hungarian law to confirm that we are getting closer to the era of quantum computers. Therefore, we believe that education and teachers should follow the development of these machines so that future students in the field of information technology, whether they are IT teachers, physicists, or programmers, are not caught unawares. In this article, we present some examples from abroad where quantum computing topics are already included at certain levels of education.
{"title":"Educational Issues Raised by the Availability of the Quantum Computer","authors":"Ferenc Koczka, C. Prantner, C. Biró","doi":"10.36427/cejntrep.5.1.5051","DOIUrl":"https://doi.org/10.36427/cejntrep.5.1.5051","url":null,"abstract":"The development of quantum computers is bringing major changes to the IT sector. These computers, based on completely new principles, can provide effective solutions to previously unsolvable problems. Regulations have already been introduced in the European Union and Hungarian law to confirm that we are getting closer to the era of quantum computers. Therefore, we believe that education and teachers should follow the development of these machines so that future students in the field of information technology, whether they are IT teachers, physicists, or programmers, are not caught unawares. In this article, we present some examples from abroad where quantum computing topics are already included at certain levels of education.","PeriodicalId":355843,"journal":{"name":"Central-European Journal of New Technologies in Research, Education and Practice","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125655216","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 : 2023-05-09DOI: 10.36427/cejntrep.5.1.5112
P. Sarmasági
All students have the right to an education that is appropriate to their ability, but this is not the case in practice, either at home or internationally. Public education focuses on the middle of the Gaussian curve, and deviating from it in either direction is unfortunate, especially for students with a talent for computer science. The first step in providing the right level of education and talent management is to identify the students concerned. To support this aim, the article presents a complex approach used in business. The identification of the target group, its dynamic management, and the organization of the necessary measurements into a coherent concept form the theoretical background of an ongoing experiment.
{"title":"Talent Targeting at secondary school – Pilot Study","authors":"P. Sarmasági","doi":"10.36427/cejntrep.5.1.5112","DOIUrl":"https://doi.org/10.36427/cejntrep.5.1.5112","url":null,"abstract":"All students have the right to an education that is appropriate to their ability, but this is not the case in practice, either at home or internationally. Public education focuses on the middle of the Gaussian curve, and deviating from it in either direction is unfortunate, especially for students with a talent for computer science. The first step in providing the right level of education and talent management is to identify the students concerned. To support this aim, the article presents a complex approach used in business. The identification of the target group, its dynamic management, and the organization of the necessary measurements into a coherent concept form the theoretical background of an ongoing experiment.","PeriodicalId":355843,"journal":{"name":"Central-European Journal of New Technologies in Research, Education and Practice","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131845071","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 : 2021-08-15DOI: 10.36427/CEJNTREP.3.2.1355
P. Sarmasági
Talent management is important part of human resource management in business world. There are two frequently used tools that supports talent management. DISC assessment is the leading personality assessment tool in the business world that helps improve work efficiency, team work, and workplace communication. This knowledge can aid teacher to find the best possible way to communicate with students. SWOT analysis is a popular marketing tool that often use as personal develop tool. These can be particularly useful in talent development at secondary school. This research presents a possible application of the DISC and SWOT tools in secondary education.
{"title":"SWOT Assessment Usage in School Talent Management","authors":"P. Sarmasági","doi":"10.36427/CEJNTREP.3.2.1355","DOIUrl":"https://doi.org/10.36427/CEJNTREP.3.2.1355","url":null,"abstract":"Talent management is important part of human resource management in business world. There are two frequently used tools that supports talent management. DISC assessment is the leading personality assessment tool in the business world that helps improve work efficiency, team work, and workplace communication. This knowledge can aid teacher to find the best possible way to communicate with students. SWOT analysis is a popular marketing tool that often use as personal develop tool. These can be particularly useful in talent development at secondary school. This research presents a possible application of the DISC and SWOT tools in secondary education.","PeriodicalId":355843,"journal":{"name":"Central-European Journal of New Technologies in Research, Education and Practice","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121599708","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 : 2021-08-15DOI: 10.36427/CEJNTREP.3.2.1436
Gábor Törley, László Zsakó
One of the hardest notions to define in programming is the variable and the related command of assignment. In our opinion, it is exactly these difficulties that are responsible for the reluctance towards programming. The reason for this, according to us and others [7], is the multifunctional nature of the variable: it can be used for various purposes. Its concept “in our heads” and in the programming languages is markedly different in this respect.
{"title":"The Role of Variable in Programming: Examples and Methodology","authors":"Gábor Törley, László Zsakó","doi":"10.36427/CEJNTREP.3.2.1436","DOIUrl":"https://doi.org/10.36427/CEJNTREP.3.2.1436","url":null,"abstract":"One of the hardest notions to define in programming is the variable and the related command of assignment. In our opinion, it is exactly these difficulties that are responsible for the reluctance towards programming. The reason for this, according to us and others [7], is the multifunctional nature of the variable: it can be used for various purposes. Its concept “in our heads” and in the programming languages is markedly different in this respect.","PeriodicalId":355843,"journal":{"name":"Central-European Journal of New Technologies in Research, Education and Practice","volume":"178 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133501109","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 : 2021-08-15DOI: 10.36427/CEJNTREP.3.2.2378
Eniko Ilyés
Agile methodologies are the most commonly used software development methodologies nowadays. For this reason, education of software engineering should include this topic at universities. However, the educational method of this topic has still open questions. Higher education lacks traditional curricula and methods in teaching agile software development. Agile methodologies are based on collaboration and interaction. For this reason, high level teaching of agile methodologies requires not only teaching of theory and practice, but also development of soft skills and of an appropriate set of values. We need to find teaching methods that can develop students in all four aspects: theory, practice, skills, values. This article presents methods for developing all four aspects of agile methodologies. In addition, by describing five different course curricula, it proves these methods can be effectively incorporated into classic university courses.
{"title":"Curricula and methods on teaching different aspects of agile software development","authors":"Eniko Ilyés","doi":"10.36427/CEJNTREP.3.2.2378","DOIUrl":"https://doi.org/10.36427/CEJNTREP.3.2.2378","url":null,"abstract":"Agile methodologies are the most commonly used software development methodologies nowadays. For this reason, education of software engineering should include this topic at universities. However, the educational method of this topic has still open questions. Higher education lacks traditional curricula and methods in teaching agile software development. \u0000Agile methodologies are based on collaboration and interaction. For this reason, high level teaching of agile methodologies requires not only teaching of theory and practice, but also development of soft skills and of an appropriate set of values. We need to find teaching methods that can develop students in all four aspects: theory, practice, skills, values. This article presents methods for developing all four aspects of agile methodologies. In addition, by describing five different course curricula, it proves these methods can be effectively incorporated into classic university courses.","PeriodicalId":355843,"journal":{"name":"Central-European Journal of New Technologies in Research, Education and Practice","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122346829","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 : 2021-08-15DOI: 10.36427/CEJNTREP.3.2.1469
Andor Abonyi-Tóth
An important part of teaching robotics is describing different robot generations, which represent the characteristic stages of technological development. These generations are also identifiable in case of educational robots. The categories refer to the tasks and problems which can be solved with a given robot. However, the development of robot generations can also be presented to students with the help of algorithmization and coding tasks which simulate the behaviour of robots in a programming environment. These activities can prepare students to work with real educational robots or complement the activities they do with them. This article summarizes the opportunities and advantages of the simulation of robot generations, and shows a concrete example of their implementation.
{"title":"Possibilities of SimulatingRobot Generationsin Public Education","authors":"Andor Abonyi-Tóth","doi":"10.36427/CEJNTREP.3.2.1469","DOIUrl":"https://doi.org/10.36427/CEJNTREP.3.2.1469","url":null,"abstract":"An important part of teaching robotics is describing different robot generations, which represent the characteristic stages of technological development. These generations are also identifiable in case of educational robots. The categories refer to the tasks and problems which can be solved with a given robot. However, the development of robot generations can also be presented to students with the help of algorithmization and coding tasks which simulate the behaviour of robots in a programming environment. These activities can prepare students to work with real educational robots or complement the activities they do with them. This article summarizes the opportunities and advantages of the simulation of robot generations, and shows a concrete example of their implementation.","PeriodicalId":355843,"journal":{"name":"Central-European Journal of New Technologies in Research, Education and Practice","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127948060","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 : 2021-03-08DOI: 10.36427/CEJNTREP.3.1.1192
M. Misut, Maria Misutova
The presented research had two primary goals. The first goal was to find out what is the attitude of students to lectures and exercises conducted through the MS Teams application. Students’ attitudes to online teaching were identified by the students’ activity within the subject Modeling of Business Processes and by students’ opinions on the usability and applicability of the acquired knowledge. Another goal of the research was to find out whether gender influences the perception of online teaching by students. The obtained results indicate that the lectures through the MS TEAMS application are more acceptable for students than face-to-face lectures. Also, in such a lecture, students are more active, more often asking the teacher questions. Surprisingly, MS TEAMS exercises are not considered more useful by students than face-to-face exercises. The results further showed that women assigned lower values to most factors than men. The results of the research predict the influence of gender on students’ attitudes to online teaching. It would be necessary to determine further whether the difference between the average values in the group of men and women is statistically significant. This difference can be verified in a larger group of respondents. Therefore, we plan to continue the research.
{"title":"How Students Perceive Online Teaching IT Subjects within the MS Teams Environment","authors":"M. Misut, Maria Misutova","doi":"10.36427/CEJNTREP.3.1.1192","DOIUrl":"https://doi.org/10.36427/CEJNTREP.3.1.1192","url":null,"abstract":"The presented research had two primary goals. The first goal was to find out what is the attitude of students to lectures and exercises conducted through the MS Teams application. Students’ attitudes to online teaching were identified by the students’ activity within the subject Modeling of Business Processes and by students’ opinions on the usability and applicability of the acquired knowledge. Another goal of the research was to find out whether gender influences the perception of online teaching by students. \u0000The obtained results indicate that the lectures through the MS TEAMS application are more acceptable for students than face-to-face lectures. Also, in such a lecture, students are more active, more often asking the teacher questions. Surprisingly, MS TEAMS exercises are not considered more useful by students than face-to-face exercises. The results further showed that women assigned lower values to most factors than men. The results of the research predict the influence of gender on students’ attitudes to online teaching. It would be necessary to determine further whether the difference between the average values in the group of men and women is statistically significant. This difference can be verified in a larger group of respondents. Therefore, we plan to continue the research.","PeriodicalId":355843,"journal":{"name":"Central-European Journal of New Technologies in Research, Education and Practice","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114343344","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 : 2020-04-28DOI: 10.36427/cejntrep.2.1.470
Péter Bereczky, István Donkó, Dániel Horpácsi, A. Kaposi, D. J. Németh
Teaching of programming language theory has a long track record at ELTE Faculty of Informatics. Traditionally, formal semantics and type systems of programming languages, similarly to other theory-oriented subjects, were taught with the pen and paper method. However, modern proof assistants call for replacing this old-fashioned way of teaching with novel and interactive methods that bring deeper understanding, provide better learning experience and build technical skills in applying formal methods. The authors have launched practice classes for two programming language theory subjects and carefully developed course material based on executable and verifiable definitions formalised in the Coq proof assistant. In this paper, we share our experiences regarding the design and implementation of the new material, we outline the pros and cons of using a proof assistant in the courses, and we describe how the presented method may be adapted to other courses.
{"title":"Interactive Teaching of Programming Language Theory with a Proof Assistant","authors":"Péter Bereczky, István Donkó, Dániel Horpácsi, A. Kaposi, D. J. Németh","doi":"10.36427/cejntrep.2.1.470","DOIUrl":"https://doi.org/10.36427/cejntrep.2.1.470","url":null,"abstract":"Teaching of programming language theory has a long track record at ELTE Faculty of Informatics. Traditionally, formal semantics and type systems of programming languages, similarly to other theory-oriented subjects, were taught with the pen and paper method. However, modern proof assistants call for replacing this old-fashioned way of teaching with novel and interactive methods that bring deeper understanding, provide better learning experience and build technical skills in applying formal methods. The authors have launched practice classes for two programming language theory subjects and carefully developed course material based on executable and verifiable definitions formalised in the Coq proof assistant. In this paper, we share our experiences regarding the design and implementation of the new material, we outline the pros and cons of using a proof assistant in the courses, and we describe how the presented method may be adapted to other courses.","PeriodicalId":355843,"journal":{"name":"Central-European Journal of New Technologies in Research, Education and Practice","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128267897","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 : 2019-08-26DOI: 10.36427/cejntrep.1.1.385
Győző Horváth
In the introductory programming education, during coding input and output management often suppresses in proportion the essential parts of the code. A novice programmer is essentially given three tasks with the solution of the original problem: reading the input, processing the data and writing the output. This article attempts to explore the role of input and output in the code, and in some cases, how to make them easier to implement.
{"title":"The Role of Input-Output Management in Programming Education","authors":"Győző Horváth","doi":"10.36427/cejntrep.1.1.385","DOIUrl":"https://doi.org/10.36427/cejntrep.1.1.385","url":null,"abstract":"In the introductory programming education, during coding input and output management often suppresses in proportion the essential parts of the code. A novice programmer is essentially given three tasks with the solution of the original problem: reading the input, processing the data and writing the output. This article attempts to explore the role of input and output in the code, and in some cases, how to make them easier to implement.","PeriodicalId":355843,"journal":{"name":"Central-European Journal of New Technologies in Research, Education and Practice","volume":"202 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133914539","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：