The learning process of theoretical concepts such as the model of a distributed environment and different distributed algorithms together with their execution and correctness requires time and is often considered by students a hard and non-challenging issue. In this paper we suggest adopting a more practical approach based on real implementations of distributed algorithms with the help of robots. A learning-by-doing approach can, in our opinion, help students acquiring a deeper knowledge of the model and of the algorithms, and can also stimulate them, and let them improve their teamwork skills. In this paper, we present a specific case study of a practical project, run for two consecutive years at the University Ca Foscari of Venice, inside an International Master of Computer Science course of Advanced Algorithms. The students for their final exam had to work in groups and their task was to design and implement a distributed algorithm to solve an assigned problem, using a Lego Mindstorm EV3 robot and a Makeblock mBot robot. In this paper, we discuss the positive effects of such a non-traditional teamwork approach by analyzing the teacher’s perception, the feasible impact on the students’ grades, and the students’ involvement and positive feeling, highlighted by the results of some questionnaires proposed at the beginning and the end of the projects. We finally discuss the limits of such an approach and possible improvements.
{"title":"Learning distributed algorithms by programming robots","authors":"F. Luccio","doi":"10.20368/1971-8829/1625","DOIUrl":"https://doi.org/10.20368/1971-8829/1625","url":null,"abstract":"The learning process of theoretical concepts such as the model of a distributed environment and different distributed algorithms together with their execution and correctness requires time and is often considered by students a hard and non-challenging issue. In this paper we suggest adopting a more practical approach based on real implementations of distributed algorithms with the help of robots. A learning-by-doing approach can, in our opinion, help students acquiring a deeper knowledge of the model and of the algorithms, and can also stimulate them, and let them improve their teamwork skills. In this paper, we present a specific case study of a practical project, run for two consecutive years at the University Ca Foscari of Venice, inside an International Master of Computer Science course of Advanced Algorithms. The students for their final exam had to work in groups and their task was to design and implement a distributed algorithm to solve an assigned problem, using a Lego Mindstorm EV3 robot and a Makeblock mBot robot. In this paper, we discuss the positive effects of such a non-traditional teamwork approach by analyzing the teacher’s perception, the feasible impact on the students’ grades, and the students’ involvement and positive feeling, highlighted by the results of some questionnaires proposed at the beginning and the end of the projects. We finally discuss the limits of such an approach and possible improvements.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80895804","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}
Due to advancements in sensor and actuator technology robots are becoming more and more common in everyday life. Many of the areas in which they are introduced demand close physical and social contact. In the last ten years the use of robots has also increasingly spread to the field of didactics, starting with their use as tools in STEM education. With the advancement of social robotics, the use of robots in didactics has been extended also to tutoring situations in which these “socially aware” robots interact with mainly children in, for example, language learning classes. In this paper we will give a brief overview of how robots have been used in this kind of settings until now. As a result it will become transparent that the majority of applications are not grounded in didactic theory. Recognizing this shortcoming, we propose a theory driven approach to the use of educational robots, centred on the idea that the combination of enactive didactics and social robotics holds great promises for a variety of tutoring activities in educational contexts. After defining our “Enactive Robot Assisted Didactics” approach, we will give an outlook on how the use of humanoid robots can advance it. On this basis, at the end of the paper, we will describe a concrete, currently on-going implementation of this approach, which we are realizing with the use of Softbank Robotics’ Pepper robot during university lectures.
{"title":"Social Robots in Educational Contexts: Developing an Application in Enactive Didactics","authors":"H. Lehmann, P. Rossi","doi":"10.20368/1971-8829/1633","DOIUrl":"https://doi.org/10.20368/1971-8829/1633","url":null,"abstract":"Due to advancements in sensor and actuator technology robots are becoming more and more common in everyday life. Many of the areas in which they are introduced demand close physical and social contact. In the last ten years the use of robots has also increasingly spread to the field of didactics, starting with their use as tools in STEM education. With the advancement of social robotics, the use of robots in didactics has been extended also to tutoring situations in which these “socially aware” robots interact with mainly children in, for example, language learning classes. In this paper we will give a brief overview of how robots have been used in this kind of settings until now. As a result it will become transparent that the majority of applications are not grounded in didactic theory. Recognizing this shortcoming, we propose a theory driven approach to the use of educational robots, centred on the idea that the combination of enactive didactics and social robotics holds great promises for a variety of tutoring activities in educational contexts. After defining our “Enactive Robot Assisted Didactics” approach, we will give an outlook on how the use of humanoid robots can advance it. On this basis, at the end of the paper, we will describe a concrete, currently on-going implementation of this approach, which we are realizing with the use of Softbank Robotics’ Pepper robot during university lectures.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87848440","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}
In the past years, the use of educational robots has steadily increased, in particular due to the ongoing digitalization of modern societies and the new skills that professions require. It has been argued that educational robotics activities have the potential to promote the acquisition of such skills and may increase pupils’ interest in STEM disciplines. Despite these results, only few studies have examined the pupils’ perspective regarding the pedagogical value of educational robotics in formal education. Therefore, in this study with 91 pupils aged between 13 and 15 years, we aimed at investigating how pupils perceive educational robotics as a tool to improve their creativity, collaboration, computer science and computational thinking skills and to foster their interest in STEM disciplines. Over a period of one semester, the pupils worked with the robot Thymio II and evaluated their experience through a questionnaire. The results showed that boys and girls have different perceptions on which competences they could enhance: while boys affirmed more often than girls, that they could improve their computer science and computational thinking skills, the opposite was found for collaboration and creativity. Moreover, the results illustrated that educational robotics activities could increase the interest in coding, computer science and engineering, however, this was predominantly observed in boys.
{"title":"How do pupils perceive educational robotics as a tool to improve their 21st century skills","authors":"Lucio Negrini, Christian Giang","doi":"10.20368/1971-8829/1628","DOIUrl":"https://doi.org/10.20368/1971-8829/1628","url":null,"abstract":"In the past years, the use of educational robots has steadily increased, in particular due to the ongoing digitalization of modern societies and the new skills that professions require. It has been argued that educational robotics activities have the potential to promote the acquisition of such skills and may increase pupils’ interest in STEM disciplines. Despite these results, only few studies have examined the pupils’ perspective regarding the pedagogical value of educational robotics in formal education. Therefore, in this study with 91 pupils aged between 13 and 15 years, we aimed at investigating how pupils perceive educational robotics as a tool to improve their creativity, collaboration, computer science and computational thinking skills and to foster their interest in STEM disciplines. Over a period of one semester, the pupils worked with the robot Thymio II and evaluated their experience through a questionnaire. The results showed that boys and girls have different perceptions on which competences they could enhance: while boys affirmed more often than girls, that they could improve their computer science and computational thinking skills, the opposite was found for collaboration and creativity. Moreover, the results illustrated that educational robotics activities could increase the interest in coding, computer science and engineering, however, this was predominantly observed in boys.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73711171","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 present article will focus on motivation in foreign language learning, digital technologies and creating an effective digital learning environment for supporting the process of learning and reaching desired outcomes. Besides that, the author will make an attempt to summarize personal experience of integrating digital tools and resources in teaching English as a foreign language through English through Literature Approach. A detailed description of the strategies for instruction and the learning modalities used in the 21st century classroom with 11th- grade students from Bulgaria is presented.
{"title":"Designing an effective digital learning environment for teaching English through literature: the learning experience of Bulgarian students","authors":"M. Genova","doi":"10.20368/1971-8829/1592","DOIUrl":"https://doi.org/10.20368/1971-8829/1592","url":null,"abstract":"The present article will focus on motivation in foreign language learning, digital technologies and creating an effective digital learning environment for supporting the process of learning and reaching desired outcomes. Besides that, the author will make an attempt to summarize personal experience of integrating digital tools and resources in teaching English as a foreign language through English through Literature Approach. A detailed description of the strategies for instruction and the learning modalities used in the 21st century classroom with 11th- grade students from Bulgaria is presented.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72406816","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 scientific community of educators has been more and more interested in Tinkering as an informal method to engage students with STEM subjects. Recent research has highlighted that Tinkering could be adopted not only to develop students’ scientific knowledge but also to support thinking processes such as Critical Thinking and Creative Problem Solving. Despite these assumptions, there is still a lack of research concerning the impact of Tinkering on the development of the 21st Century skills. That is why the Centre for Museum Studies - University of Roma Tre investigated the impact of Tinkering activities on Critical and Creative thinking skills enhancement in museum educators and teachers involved in STEM education. The Centre for Museum Studies conducted a pilot study with 30 participants at Citta della Scienza science centre (Naples), where museum educators and STEM teachers participated in a two-day workshop on collaborative Tinkering activities. During the workshop, participants were required to take two kinds of pre and post-tests with the aim of assessing Critical and Creative thinking skills development. On the one hand, in the Creative Thinking post-test participants showed significant improvement. On the other hand, despite there were no statistical differences concerning Critical Thinking assessment, a slight improvement in the post-test could be quantified. Follow up research is required, where it will be necessary to expand the sample of the study and use different measures for Critical and Creative Thinking assessment.
科学界的教育工作者越来越感兴趣的是，修补作为一种非正式的方法，让学生参与到STEM学科中来。最近的研究强调，修修补补不仅可以用来发展学生的科学知识，还可以用来支持批判性思维和创造性解决问题的思维过程。尽管有这些假设，但关于修修补补对21世纪技能发展的影响的研究仍然缺乏。这就是为什么罗马第三大学博物馆研究中心调查了修补活动对参与STEM教育的博物馆教育工作者和教师的批判性和创造性思维技能提高的影响。博物馆研究中心在Citta della Scienza科学中心(那不勒斯)与30名参与者进行了一项试点研究，博物馆教育工作者和STEM教师参加了为期两天的协作修补活动研讨会。在研讨会期间，参与者被要求进行两种测试，目的是评估批判性和创造性思维技能的发展。一方面，在创造性思维测试后，参与者表现出了显著的进步。另一方面，尽管在批判性思维评估方面没有统计学差异，但在后测试中略有改善可以量化。后续研究是必需的，这将是必要的，以扩大研究的样本，并使用不同的措施，批判性和创造性思维的评估。
{"title":"From Tinkering to Thinkering. Tinkering as Critical and Creative Thinking Enhancer","authors":"A. Poce, F. Amenduni, C. D. Medio","doi":"10.20368/1971-8829/1639","DOIUrl":"https://doi.org/10.20368/1971-8829/1639","url":null,"abstract":"The scientific community of educators has been more and more interested in Tinkering as an informal method to engage students with STEM subjects. Recent research has highlighted that Tinkering could be adopted not only to develop students’ scientific knowledge but also to support thinking processes such as Critical Thinking and Creative Problem Solving. Despite these assumptions, there is still a lack of research concerning the impact of Tinkering on the development of the 21st Century skills. That is why the Centre for Museum Studies - University of Roma Tre investigated the impact of Tinkering activities on Critical and Creative thinking skills enhancement in museum educators and teachers involved in STEM education. The Centre for Museum Studies conducted a pilot study with 30 participants at Citta della Scienza science centre (Naples), where museum educators and STEM teachers participated in a two-day workshop on collaborative Tinkering activities. During the workshop, participants were required to take two kinds of pre and post-tests with the aim of assessing Critical and Creative thinking skills development. On the one hand, in the Creative Thinking post-test participants showed significant improvement. On the other hand, despite there were no statistical differences concerning Critical Thinking assessment, a slight improvement in the post-test could be quantified. Follow up research is required, where it will be necessary to expand the sample of the study and use different measures for Critical and Creative Thinking assessment.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86279376","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}
D. Malerba, A. Appice, P. Buono, G. Castellano, B. D. Carolis, M. D. Gemmis, Marco Polignano, Veronica Rossano, L. Rudd
Robotics in education is a promising new area: social robots have started to move into schools as part of educational/learning technologies, playing roles in educational settings that range from tutors, teaching assistants and learners, to learning companions and therapeutic assistants. This paper provides an overview of the main computational methods required to program a social robot and equip it with social intelligence. Some applications of social robots in the field of education are reported to show how the use of educational robots may innovate the learning process at different levels and in various contexts.
{"title":"Advanced Programming of Intelligent Social Robots","authors":"D. Malerba, A. Appice, P. Buono, G. Castellano, B. D. Carolis, M. D. Gemmis, Marco Polignano, Veronica Rossano, L. Rudd","doi":"10.20368/1971-8829/1611","DOIUrl":"https://doi.org/10.20368/1971-8829/1611","url":null,"abstract":"Robotics in education is a promising new area: social robots have started to move into schools as part of educational/learning technologies, playing roles in educational settings that range from tutors, teaching assistants and learners, to learning companions and therapeutic assistants. This paper provides an overview of the main computational methods required to program a social robot and equip it with social intelligence. Some applications of social robots in the field of education are reported to show how the use of educational robots may innovate the learning process at different levels and in various contexts.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89411678","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}
Tim Chen, Rim C. Wanberg, Elizabeth T. Gouioa, Marcia J. S. Brown, J. Chen, Judy J. Kurt Kraiger
Despite historical failure trends and mixed results on the effectiveness of online learning for all students, schools are witnessing the continual emergence of electronic instructional mediums. Research shows that students from educationally underserved homes experience less parent involvement (Hill and Tyson, 2009; Smith, 2006), and less academic gains than students from higher social economic families (Smith 2006). With the rapid infusion of online learning in traditional learning environments, some may perceive less need for parental guidance and intervention, however research shows that online learning may actually require parents to shoulder an increasing instructional role in their child’s learning (Borup, Graham, and Davies, 2013; Liu, Black, Algina, Cavanaugh, and Dawson, 2010). This quantitative study examines the relationships between online learning, socioeconomic status, and parental understanding and involvement in a diverse k – 12 district. Findings show that relationships exist between these variables, calling into question the development, implementation and evaluation of such instruction for populations already at risk.
尽管历史上的失败趋势和在线学习对所有学生的有效性的好坏参半的结果，学校正在见证电子教学媒介的不断出现。研究表明，来自教育服务不足家庭的学生经历了较少的父母参与(Hill和Tyson, 2009;史密斯，2006)，并且比来自较高社会经济家庭的学生学习成绩更少(史密斯，2006)。随着在线学习在传统学习环境中的快速渗透，一些人可能认为不需要父母的指导和干预，然而研究表明，在线学习实际上可能需要父母在孩子的学习中承担越来越多的指导作用(Borup, Graham, and Davies, 2013;Liu, Black, Algina, Cavanaugh, and Dawson, 2010)。本定量研究考察了在线学习、社会经济地位和家长的理解和参与在一个多样化的k - 12学区之间的关系。调查结果表明，这些变量之间存在着关系，这就对为已经处于危险中的人群制定、执行和评价这种指导提出了疑问。
{"title":"Engaging parents Involvement in K – 12 Online Learning Settings: Are We Meeting the Needs of Underserved Students?","authors":"Tim Chen, Rim C. Wanberg, Elizabeth T. Gouioa, Marcia J. S. Brown, J. Chen, Judy J. Kurt Kraiger","doi":"10.20368/1971-8829/1563","DOIUrl":"https://doi.org/10.20368/1971-8829/1563","url":null,"abstract":"Despite historical failure trends and mixed results on the effectiveness of online learning for all students, schools are witnessing the continual emergence of electronic instructional mediums. Research shows that students from educationally underserved homes experience less parent involvement (Hill and Tyson, 2009; Smith, 2006), and less academic gains than students from higher social economic families (Smith 2006). With the rapid infusion of online learning in traditional learning environments, some may perceive less need for parental guidance and intervention, however research shows that online learning may actually require parents to shoulder an increasing instructional role in their child’s learning (Borup, Graham, and Davies, 2013; Liu, Black, Algina, Cavanaugh, and Dawson, 2010). This quantitative study examines the relationships between online learning, socioeconomic status, and parental understanding and involvement in a diverse k – 12 district. Findings show that relationships exist between these variables, calling into question the development, implementation and evaluation of such instruction for populations already at risk.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85653369","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 article proposes an intervention framed under a single-subject research design where robotics and a 3D virtual environment are used jointly to improve the development of Theory of Mind in children with ASD. The project aims at verifying if the use of a humanoid robot, with high interactive abilities and responses, along with a virtual robot in a social virtual world can enable an improved comprehension of emotions and perspective taking. Specifically the planned activities are designed to gradually support the subjects with ASD in interactional settings in order to make them acquire the needed self-confidence to finally interact with a classmate in the virtual environment.
{"title":"A proposal to act on Theory of Mind by applying robotics and virtual worlds with children with ASD","authors":"V. Pennazio, L. Fedeli","doi":"10.20368/1971-8829/1632","DOIUrl":"https://doi.org/10.20368/1971-8829/1632","url":null,"abstract":"The article proposes an intervention framed under a single-subject research design where robotics and a 3D virtual environment are used jointly to improve the development of Theory of Mind in children with ASD. The project aims at verifying if the use of a humanoid robot, with high interactive abilities and responses, along with a virtual robot in a social virtual world can enable an improved comprehension of emotions and perspective taking. Specifically the planned activities are designed to gradually support the subjects with ASD in interactional settings in order to make them acquire the needed self-confidence to finally interact with a classmate in the virtual environment.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84991715","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}
B. D. Carolis, Giuseppe Palestra, Carla Della Penna, Marco Cianciotta, Antonio Cervelione
Social robots are being used successfully as educational technologies, playing roles of tutors and therapeutic assistants. In our research, we wish to explore how social robots can be used to tutor a second language to unaccompanied minor migrants and support their integration in a new culture. These young migrants are among those most at risk in the area of child and youth welfare. In this paper, we focus on a particular aspect of a second language teaching that concerns culture-related gestures that are important for supporting the social inclusion of these children. Since gesture learning relies on the understanding of the social situation, in which interaction and repeated practice are essential, social humanoid robots seem to be an adequate interaction mean since they can provide both examples of gesture executions and explanations about the meaning and the context in which the gesture should be used. Moreover, as in other assistive domains, social robots may be used to attract the children attention and support the social operator in establishing a contact with these children that very often, after the difficulties of the journey, do not trust adults. Results of a preliminary study show the efficacy of the proposed approach in learning gestures.
{"title":"Social Robots supporting the Inclusion of Unaccompanied Migrant Children: Teaching the Meaning of Culture-Related Gestures","authors":"B. D. Carolis, Giuseppe Palestra, Carla Della Penna, Marco Cianciotta, Antonio Cervelione","doi":"10.20368/1971-8829/1636","DOIUrl":"https://doi.org/10.20368/1971-8829/1636","url":null,"abstract":"Social robots are being used successfully as educational technologies, playing roles of tutors and therapeutic assistants. In our research, we wish to explore how social robots can be used to tutor a second language to unaccompanied minor migrants and support their integration in a new culture. These young migrants are among those most at risk in the area of child and youth welfare. In this paper, we focus on a particular aspect of a second language teaching that concerns culture-related gestures that are important for supporting the social inclusion of these children. Since gesture learning relies on the understanding of the social situation, in which interaction and repeated practice are essential, social humanoid robots seem to be an adequate interaction mean since they can provide both examples of gesture executions and explanations about the meaning and the context in which the gesture should be used. Moreover, as in other assistive domains, social robots may be used to attract the children attention and support the social operator in establishing a contact with these children that very often, after the difficulties of the journey, do not trust adults. Results of a preliminary study show the efficacy of the proposed approach in learning gestures.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85691827","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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