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Table of Contents IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-12-18
Presents the table of contents for this issue of the publication.
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Knowledge Tracing Within Single Programming Practice Using Problem-Solving Process Data IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-10-22 Bo Jiang; Simin Wu; Chengjiu Yin; Haifeng Zhang
Accurately tracing the state of learner knowledge contributes to providing high-quality intelligent support for computer-supported programming learning. However, knowledge tracing is difficult when learners have only had a few practice opportunities, which is often common in block-based programming. This article proposed two knowledge tracing models that can exploit the problem-solving process data
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To Add or Not to Add Game Elements? Exploring the Effects of Different Cognitive Task Designs Using Eye Tracking IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-10-21 Manuel Ninaus; Kristian Kiili; Guilherme Wood; Korbinian Moeller; Silvia Erika Kober
Research on instructional design provides inconsistent results on the use of game elements in cognitive tasks or learning. Cognitive load theory suggests that game elements increase extraneous cognitive load and, thus, may distract the users. In contrast, from an emotional design perspective, the use of game elements is argued to increase performance by providing a more interesting and motivating task
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An Actionable Orchestration Dashboard to Enhance Collaboration in the Classroom IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-10-08 Ishari Amarasinghe; Davinia Hernández-Leo; Konstantinos Michos; Milica Vujovic
The orchestration of collaborative learning activities in technology-enhanced classrooms has become a nontrivial endeavor for educators. Depending on the behaviors and needs of students that emerge in real educational situations, educators may need to orchestrate activity adaptations on the fly. These adaptations may range from the provision of additional scaffolding by the educator (e.g., the educator's
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Learning UI Functional Design Principles Through Simulation With Feedback IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-10-08 Jenny Ruiz; Estefanía Serral Asensio; Monique Snoeck
The user interface (UI) is a key component of an interactive software application; therefore, it is important to provide software developers with basic UI design skills. However, teaching UI design is challenging, even at a basic level, and there is little teaching support. In this article, we investigate the benefits of the feedback-enriched simulation environment (FENIkS) for learning fundamental
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A Classification Framework for Practice Exercises in Adaptive Learning Systems IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-10-01 Radek Pelánek
Learning systems can utilize many practice exercises, ranging from simple multiple-choice questions to complex problem-solving activities. In this article, we propose a classification framework for such exercises. The framework classifies exercises in three main aspects: 1) the primary type of interaction; 2) the presentation mode; and 3) the integration in the learning system. For each of these aspects
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Trace-SRL: A Framework for Analysis of Microlevel Processes of Self-Regulated Learning From Trace Data IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-09-29 John Saint; Alexander Whitelock-Wainwright; Dragan Gašević; Abelardo Pardo
The recent focus on learning analytics (LA) to analyze temporal dimensions of learning holds the promise of providing insights into latent constructs, such as learning strategy, self-regulated learning (SRL), and metacognition. These methods seek to provide an enriched view of learner behaviors beyond the scope of commonly used correlational or cross-sectional methods. In this article, we present a
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What Do Linguistic Expressions Tell Us about Learners’ Confusion? A Domain-Independent Analysis in MOOCs IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-09-29 Thushari Atapattu; Katrina Falkner; Menasha Thilakaratne; Lavendini Sivaneasharajah; Rangana Jayashanka
The substantial growth of online learning, and in particular, through massively open online courses (MOOCs), supports research into nontraditional learning contexts. Learners’ confusion is one of the identified aspects which impact the overall learning process, and ultimately, course attrition. Confusion for a learner is an individual state of bewilderment and uncertainty as to how to move forward
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Context-Based Data Model for Effective Real-Time Learning Analytics IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-09-28 Kai Liu; Sivanagaraja Tatinati; Andy W. H. Khong
Activity-centric data gather feedback on students’ learning to enhance learning effectiveness. The heterogeneity and multigranularity of such data require existing data models to perform complex on-the-fly computation when responding to queries of specific granularity. This, in turn, results in latency. In addition, existing data models are inefficient in storing computed results, which are often required
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Assessing the Effectiveness of a Gamified Social Network for Applying Privacy Concepts: An Empirical Study With Teens IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-09-24 Jose Alemany; Elena Del Val; Ana Garcia-Fornes
The concept of privacy in online social networks (OSNs) is a challenge, especially for teenagers. Previous works deal with teaching about privacy using educational online content, and media literacy. However, these tools do not necessarily promote less risky behaviors, and do not allow the assessment of users’ behavior after the learning period. Moreover, few research studies about the effects of social
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Cyberspace Odyssey: A Competitive Team-Oriented Serious Game in Computer Networking IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-07-10 Kendra Graham; James Anderson; Conrad Rife; Bryce Heitmeyer; Pranav R. Patel; Scott Nykl; Alan C. Lin; Laurence D. Merkle
Cyberspace odyssey (CSO) is a novel serious game supporting computer networking education by engaging students in a race to successfully perform various cybersecurity tasks in order to collect clues and solve a puzzle in virtual near-Earth three-dimensional space. Each team interacts with the game server through a dedicated client presenting a multimodal interface, using a game controller for navigation
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Utilizing Multimodal Data Through fsQCA to Explain Engagement in Adaptive Learning IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-08-31 Zacharoula Papamitsiou; Ilias O. Pappas; Kshitij Sharma; Michail N. Giannakos
Investigating and explaining the patterns of learners’ engagement in adaptive learning conditions is a core issue towards improving the quality of personalized learning services. This article collects learner data from multiple sources during an adaptive learning activity, and employs a fuzzy set qualitative comparative analysis (fsQCA) approach to shed light to learners’ engagement patterns, with
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Automatic Method to Identify E-Learner Emotions Using Behavioral Cues IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-08-31 Zahra Karamimehr; Mohammad Mehdi Sepehri; Soheil Sibdari
In this article, we offer and test a nonsurvey-based method to characterize learner emotions. Our method, instead of using surveys, uses logs of learner behaviors in learning management systems (LMS) to reason about the emotional state of the e-learner. We use the control value theory (CVT) as the theoretical base of measuring emotions. Using this theory, learner emotions are directly tied to their
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A Scoping Review of Immersive Virtual Reality in STEM Education IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-08-25 Nikolaos Pellas; Andreas Dengel; Athanasios Christopoulos
Although virtual reality (VR) simulation training has gained prominence, review studies to inform instructors and educators on the use of this technology in science, technology, engineering, and mathematics (STEM) are still scarce. This article presents various VR-supported instructional design practices in K-12 (primary and secondary) and higher education in terms of participants’ characteristics
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Designing Engaging Games for Education: A Systematic Literature Review on Game Motivators and Design Principles IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-08-21 Teemu H. Laine; Renny S. N. Lindberg
Effective educational interventions require sufficient learner engagement, which can be difficult to achieve if the learner is inadequately motivated. Games have been shown to possess powerful motivators that fuel a person's desire to engage in unattractive activities, such as learning theoretical material. However, to design an educational game that is capable of providing motivated engagement is
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A Generic IoT Architecture for Ubiquitous Context-Aware Learning IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-07-07 Salsabeel Y. Shapsough; Imran A. Zualkernan
Ubiquitous learning environments move learners out of a classroom and into the real world where learners engage in experiential and tangible learning involving instrumented physical things. Learners use peer-to-peer networks connecting learners, teachers, and a host of learning “things,” such as instrumented pieces of art, flower pots, and even buildings. A key component of such systems is wireless-enabled
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Table of Contents IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-06-18
Presents the table of contents for this issue of the publication.
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IEEE EDUCATION SOCIETY IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-06-18
Presents a listing of the editorial board, board of governors, current staff, committee members, and/or society editors for this issue of the publication.
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Characterizing Learners’ Engagement in MOOCs: An Observational Case Study Using the NoteMyProgress Tool for Supporting Self-Regulation IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-06-17 Ronald Antonio Pérez-Álvarez; Jorge Maldonado-Mahauad; Kshitij Sharma; Diego Sapunar-Opazo; Mar Pérez-Sanagustín
Recent research shows that learners who are able to self-regulate their learning show greater levels of engagement with massive open online course (MOOC) content. To improve support for learners in their self-regulatory processes, researchers have proposed technological solutions to transform recorded MOOC data into actionable knowledge. However, studies providing empirical evidence on how these solutions
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Where is the Learning in Learning Analytics? A Systematic Literature Review on the Operationalization of Learning-Related Constructs in the Evaluation of Learning Analytics Interventions IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-06-04 Justian Knobbout; Esther Van Der Stappen
Learning technologies enable interventions in the learning process aiming to improve learning. Learning analytics provides such interventions based on analysis of learner data, which are believed to have beneficial effects on both learning and the learning environment. Literature reporting on the effects of learning analytics interventions on learning allows us to assess in what way learning analytics
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Data Capture and Multimodal Learning Analytics Focused on Engagement With a New Wearable IoT Approach IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-06-03 Vicente López Camacho; Elena de la Guía; Teresa Olivares; M. Julia Flores; Luis Orozco-Barbosa
Increasing school dropout rates are a problem in many educational systems, with student disengagement being one significant factor. Learning analytics is a new field with a key role in educational institutions in the coming years. It may help make strategic decisions to reduce student disengagement. The use of technology in educational environments has grown significantly and, with it, awareness of
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Instruction, Student Engagement, and Learning Outcomes: A Case Study Using Anonymous Social Media in a Face-to-Face Classroom IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-05-18 María Jesús Rodríguez-Triana; Luis P. Prieto; Adrian Holzer; Denis Gillet
With the wide availability of mobile devices and the growing interest in social media, numerous applications have emerged to support student engagement in the classroom. There is conflicting evidence, however, on whether the engagement benefits of such applications outweigh their potential cost as a source of disaffection. To investigate these issues, this article presents a case study on the usage
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The Human Muscular Arm Avatar as an Interactive Visualization Tool in Learning Anatomy: Medical Students’ Perspectives IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-05-18 Yusuf Ozgur Cakmak; Ben Kei Daniel; Niels Hammer; Onur Yilmaz; Erdem Can Irmak; Prashanna Khwaounjoo
The perception of body ownership creates a sense of embodiment, which can be a powerful learning tool. Embodied learning can occur by watching an individual's body movement and also via human–computer interactions, such as virtual reality (VR) and augmented reality (AR). In this article, we designed and implemented a novel virtual body-ownership AR/VR tool for human anatomy—the human muscular arm avatar
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Tagging Reading Comprehension Materials With Document Extraction Attention Networks IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-04-27 Bo Sun; Yunzong Zhu; Zeng Yao; Rong Xiao; Yongkang Xiao; Yungang Wei
Reading comprehension tasks are commonly used for developing students’ reading ability. In order to adaptively recommend reading comprehension materials to students engaged in computerized testing, the information in an item bank (a collection of test items stored in a dataset) must be effectively indexed. Familiarity with the topics present in the documents influences students’ reading performance
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Toward Personalized Scaffolding and Fading of Motivational Support in L2 Learner–Dialogue Agent Interactions: An Exploratory Study IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-04-23 Emmanuel Ayedoun; Yuki Hayashi; Kazuhisa Seta
This article proposes a computer-based approach to effectively enhance second language learners’ willingness to communicate in the target language. To do so, we implemented a conversational agent embedding a dialogue management model based on two conversational strategies (i.e., communication strategies and affective backchannels), serving as scaffolds for enhancing learners’ willingness to communicate
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Enhancing Learners’ Experience Through Extending Learning Systems IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-04-22 Tich Phuoc Tran; David Meacheam
The use of learning management systems (LMSs) for learning and knowledge sharing has accelerated quickly both in education and corporate worlds. Despite the benefits brought by LMSs, the current systems still face significant challenges, including the lack of automation in generating quiz questions and managing courses. Over the past decade, more attention has been accorded to analyzing the rich learning
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An Experiential Learning Approach to Learning Manual Communication Through a Virtual Reality Environment IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-04-20 Edison Rho; Kenney Chan; Elliot John Varoy; Nasser Giacaman
There is a pressing need for effective pedagogical methods of manual languages, as evident in the decline of manual languages, such as New Zealand Sign Language (NZSL). Despite being recognized as one of New Zealand's official languages, recent censuses have shown that fluent NZSL signers have been steadily decreasing. There is a cultural responsibility to preserve such languages, yet the combination
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Using Convolutional Neural Network to Recognize Learning Images for Early Warning of At-Risk Students IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-04-20 Zongkai Yang; Juan Yang; Kerry Rice; Jui-Long Hung; Xu Du
This article proposes two innovative approaches, the one-channel learning image recognition and the three-channel learning image recognition, to convert student's course involvements into images for early warning predictive analysis. Multiple experiments with 5235 students and 576 absolute/1728 relative input variables were conducted to verify their effectiveness. The results indicate that both methods
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Supporting the Process of Learning and Teaching Process Models IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-03-30 Josep Sànchez-Ferreres; Luis Delicado; Amine Abbab Andaloussi; Andrea Burattin; Guillermo Calderón-Ruiz; Barbara Weber; Josep Carmona; Lluís Padró
The creation of a process model is primarily a formalization task that faces the challenge of constructing a syntactically correct entity, which accurately reflects the semantics of reality, and is understandable to the model reader. This article proposes a framework called Model Judge , focused toward the two main actors in the process of learning process model creation: novice modelers and instructors
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Characterizing Curriculum Prerequisite Networks by a Student Flow Approach IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-03-17 Roland Molontay; Noémi Horváth; Júlia Bergmann; Dóra Szekrényes; Mihály Szabó
Curriculum prerequisite networks have a central role in shaping the course of university programs. The analysis of prerequisite networks has attracted a lot of research interest recently since designing an appropriate network is of great importance both academically and economically. It determines the learning goals of the program and also has a huge impact on completion time and dropping out. In this
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Assessing Pronunciation Improvement in Students of English Using a Controlled Computer-Assisted Pronunciation Tool IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-03-12 Cristian Tejedor-García; David Escudero-Mancebo; Enrique Cámara-Arenas; César González-Ferreras; Valentín Cardeñoso-Payo
Over the last few years, we have witnessed a growing interest in computer-assisted pronunciation training (CAPT) tools and the commercial success of foreign language teaching applications that incorporate speech synthesis and automatic speech recognition technologies. However, empirical evidence supporting the pedagogical effectiveness of these systems remains scarce. In this article, a minimal-pair-based
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There are Open Learner Models About! IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-03-06 Susan Bull
This overview outlines key issues in learning with an open learner model (OLM). Originally, learner models remained hidden, as their primary role was to enable a system to personalize the educational interaction. Opening the model in an understandable form provides additional methods of prompting reflection, planning, and other metacognitive activities that are important in learning. Learner-system
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MEUS: A Mobile E-Learning Platform for Ultrasound Image Education IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-03-02 Wan-Ching Lien; Phone Lin; Hong-Wun Chen; Herman Chih-Heng Chang; Chia-Peng Lee
Recently, ultrasound has been increasingly used in emergency departments (EDs) due to its promising noninvasive and portable characteristics. Traditional ultrasound training is a complex process that requires knowledge gain, development of psychomotor skills, and visual perception. However, it usually takes a long time for a novice sonographer to finish an ultrasound training program, and the training
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The Effects of Dispersion and Reciprocity on Assessment Fidelity in Peer-Review Systems: A Simulation Study IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-02-04 Dmytro Babik; Scott P. Stevens; Andrew Waters; David Tinapple
Over the last 20 years, online peer review and assessment have become widely used and well-researched practices in education. Their use increased, especially with the proliferation of nonconventional large-scale and online modes of teaching and learning, such as Massive Open Online Courses (MOOCs). A well-designed peer-review system is expected to produce valid and reliable assessments of the artifacts
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Patterns of Engagement in an Educational Massively Multiplayer Online Game: A Multidimensional View IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2020-01-21 José A. Ruipérez-Valiente; Matthew Gaydos; Louisa Rosenheck; Yoon Jeon Kim; Eric Klopfer
Learning games have great potential to become an integral part of new classrooms of the future. One of the key reported benefits is the capacity to keep students deeply engaged during their learning process. Therefore, it is necessary to develop models that can measure quantitatively how learners are engaging with learning games to inform game designers and educators, and to find ways to maximize learner
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Decentralized Learning Infrastructures for Community Knowledge Building IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2019-12-31 Peter de Lange; Bernhard Göschlberger; Tracie Farrell; Alexander Tobias Neumann; Ralf Klamma
Learning in communities of practice (CoPs) makes up a significant portion of today's knowledge gain. However, only little technological support is tailored specifically toward CoPs and their particular strengths and challenges. Even worse, CoPs often do not possess the resources to host or develop a software ecosystem to support their activities. In this contribution, we describe a decentralized learning
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Self-Organized Laboratories for Smart Campus IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2019-09-10 Alberto Huertas Celdrán; Félix J. García Clemente; Jacobo Saenz; Luis De La Torre; Christophe Salzmann; Denis Gillet
A smart campus provides students who are geographically scattered with online tools to get access to learning resources and laboratories. Although these remote laboratories have the potential and capabilities to implement different learning experiments, most of them are configured in a static fashion, being able to serve only one experiment for a given period of time. This lack of adaptability and
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Augmented Immersive Reality (AIR) for Improved Learning Performance: A Quantitative Evaluation IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2019-08-26 Ling Cen; Dymitr Ruta; Lamees Mahmoud Mohd Said Al Qassem; Jason Ng
Technology-enhanced learning has attracted increasing attention of educational community focused on improvement of traditional classroom learning. Augmented immersive reality (AIR) technologies enhance users’ perception of reality by augmenting it with computer-generated components such as audio, video, 2/3-D graphics, GPS data, etc. The AIR introduces new dimensions of learning experience that ensure
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Automatic Syllabus-Oriented Remixing of Open Educational Resources Using Agent-Based Modeling IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2019-08-26 Maedeh Mosharraf; Fattaneh Taghiyareh
Rapid development of open educational resources (OER) is often motivated by a new educational paradigm. This paradigm tends to address current challenges such as reusing, goal-oriented remixing, revising, and redistributing OER. This paper proposes a system to automatically remix, which is a step towards automatic course generation. This system uses an agent-based modeling (ABM) approach to profile
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Effect of Ubiquitous Fraction App on Mathematics Learning Achievements and Learning Behaviors of Taiwanese Students in Authentic Contexts IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2019-07-23 Wu-Yuin Hwang; Ika Qutsiati Utami; Siska Wati Dewi Purba; Holly S. L. Chen
This paper aimed to investigate the effect of a mobile app on mathematics learning in authentic contexts. Authentic contexts contain rich resources wherein students can use authentic objects as aid in advanced educational technology-assisted mathematics learning. We designed Ubiquitous-Fraction (U-Fraction), a mobile application that helps students to learn fraction in authentic contexts and that integrates
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An Enhanced Genetic Algorithm for Heterogeneous Group Formation Based on Multi-Characteristics in Social-Networking-Based Learning IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2019-07-10 Akrivi Krouska; Maria Virvou
Social networking-based learning (SN-learning) is one of the most promising innovations to promote learning via a social network, and thus, providing a more interactive, student-centered, cooperative, and on-demand environment. In such an environment, group formation plays an important role to the effectiveness of learning process. Adequate groups foster student interactions and increase learning outcomes
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An Augmented Paper Game With Socio-Cognitive Support IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2019-06-24 Yun Wen
This paper presents an augmented reality-based Chinese character composition game (ARC) that employs augmented papers to engage lower primary school students in collaborative Chinese character learning. A design research approach was used to gain a holistic view of designing, enacting, and evaluating the ARC. The participants included four teachers and five classes of students from two primary schools
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DeepStealth: Game-Based Learning Stealth Assessment With Deep Neural Networks IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2019-06-12 Wookhee Min; Megan H. Frankosky; Bradford W. Mott; Jonathan P. Rowe; Andy Smith; Eric Wiebe; Kristy Elizabeth Boyer; James C. Lester
A distinctive feature of game-based learning environments is their capacity for enabling stealth assessment. Stealth assessment analyzes a stream of fine-grained student interaction data from a game-based learning environment to dynamically draw inferences about students’ competencies through evidence-centered design. In evidence-centered design, evidence models have been traditionally designed using
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A Systematic Review of Empirical Studies on Learning Analytics Dashboards: A Self-Regulated Learning Perspective IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2019-05-14 Wannisa Matcha; Nora'ayu Ahmad Uzir; Dragan Gašević; Abelardo Pardo
This paper presents a systematic literature review of learning analytics dashboards (LADs) research that reports empirical findings to assess the impact on learning and teaching. Several previous literature reviews identified self-regulated learning as a primary focus of LADs. However, there has been much less understanding how learning analytics are grounded in the literature on self-regulated learning
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Fidelity in Simulation-Based Serious Games IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2019-04-26 Xiaozhen Ye; Per Backlund; Jianguo Ding; Huansheng Ning
The extensive use of simulation-based serious games (SSGs) has made a revolution in educational techniques. As a potentially significant feature for SSG design and evaluation, the term fidelity (the similarity between an SSG and its real reference) emerges and attracts increasing attention. The study of fidelity not only benefits the design, development, and analysis of an SSG with the consideration
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Supporting the Learning of Evolution Theory Using an Educational Simulator IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2019-04-16 Josué Cardoso; Diego Caetano; Raphael Abreu; João Quadros; Joel dos Santos; Eduardo Ogasawara; Leonardo Lignani
This paper analyzes Sim-Evolution, an educational simulator designed to help teachers presenting three basic principles of the theory of evolution by natural selection (TENS): the trait variation within a population, the heritability of trait variation, and the selective survival based on heritable traits. Sim-Evolution focuses on high school students, so its interface was designed to be joyful, helping
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An Agent-Based Simulator Applied to Teaching-Learning Process to Predict Sociometric Indices in Higher Education IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2019-04-11 Iván García-Magariño; Inmaculada Plaza; Raúl Igual; Andrés S. Lombas; Hana Jamali
Most novice teachers and even some experienced teachers can lack appropriate tools for designing teaching strategies that ensure the quality of education. The ability of working in teams is crucial in educating professionals. The literature proves that social relations influence the performance of teams. For instance, the team cohesion is directly related with its performance. In this paper, we have
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Design Tradeoffs of Interactive Visualization Tools for Educational Technologies IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2019-03-04 Martina Angela Rau; Will Keesler; Ying Zhang; Sally Wu
Instruction in most STEM domains uses visuals to illustrate complex problems. During problem solving, students often manipulate and construct visuals. Traditionally, students draw visuals on paper and receive delayed feedback from an instructor. Educational technologies have the advantage that they can provide immediate feedback on students’ visuals. This feedback allows students to learn visualization
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Recommender Systems and Scratch: An Integrated Approach for Enhancing Computer Programming Learning IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2019-02-25 Jesennia Cárdenas-Cobo; Amilkar Puris; Pavel Novoa-Hernández; José Angel Galindo; David Benavides
Learning computer programming is a challenging process. Among the current approaches for overcoming this challenge, visual programming languages (VPLs), such as Scratch, have shown very promising results for beginners. Interestingly, some higher education institutions have started to use VPLs to introduce basic programming concepts, mainly in CS1 courses. However, an important issue regarding Scratchs
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Measuring Similarity of Educational Items: An Overview IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2019-01-30 Radek Pelánek
A measure of similarity of educational items has many applications in adaptive learning systems and can be useful also for teachers and content creators. We provide a thorough overview of approaches for measuring item similarity. We document the computation pipeline, explicitly highlighting many choices that have to be made in order to quantify item similarity. We also discuss methods for the analysis
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Motivating Students in Collaborative Activities With Game-Theoretic Group Recommendations IEEE Trans. Learning Technol. (IF 2.714) Pub Date : 2018-09-10 Zacharoula Papamitsiou; Anastasios A. Economides
Recommending educational resources to groups of students is a common task in collaborative learning contexts. However, differences in within-group motivational factors might lead to conflicts in students’ intention to use the resources. Previous methods fail to achieve high goodness of recommendation for the majority of students in heterogeneous groups. This study demonstrates a game-theoretic solution