scholarly journals Engagement Evaluation in a Virtual Learning Environment via Facial Expression Recognition and Self-Reports: A Preliminary Approach

2019 ◽  
Vol 10 (1) ◽  
pp. 314 ◽  
Author(s):  
Elena Carlotta Olivetti ◽  
Maria Grazia Violante ◽  
Enrico Vezzetti ◽  
Federica Marcolin ◽  
Benoit Eynard
Keyword(s):  
Learning Environment ◽  
Facial Expression ◽  
Facial Expression Recognition ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Self Report ◽  
User Engagement ◽  
Expression Recognition ◽  
Virtual Technology ◽  
Positive Effects

Due to its versatility, virtual technology is being widely employed in different domains, from industry to amusement. The possibility to adopt this technology in early product/service design is going to bring positive effects such as the reduction of costs associated with the production of physical prototypes and the generation of a more effective knowledge of users’ feedback. This study proposes a preliminary methodology to evaluate users’ engagement in interacting with a virtual environment that consists of the integration between a self-report method (the user engagement scale questionnaire) and a method based on facial expression recognition. Results reported in this paper show that the two methodologies generate different types of knowledge which can be used to fit users’ needs and expectations. Even if focused on a specific case study, i.e., the evaluation of the engagement in a virtual learning environment, this paper aims to propose a methodology that can be applied to all kinds of virtual products.

scholarly journals The Acceptance and Use of the Virtual Learning Environment (VLE) in Higher Education: A Contextual Study of Royal University of Bhutan

2021 ◽  
pp. 20-36
Author(s):  
Khem Prasad Gautam ◽  
Dhanapati Sharma ◽  
Kinga Wangpo ◽  
Sonam Dema
Keyword(s):  
Learning Environment ◽  
Behavioral Intention ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Perceived Usefulness ◽  
Self Report ◽  
Actual System ◽  
Tam Model ◽  
System Use ◽  
Positive Effect

Aims: The study was conducted to explore the factors that influence the acceptance of Moodle (VLE) among students and to study the behavioral intention of students to use VLE in Royal University of Bhutan (RUB) based on modified technology acceptance model (TAM). Study Design: This exploratory research incorporated a quantitative approach. Place and Duration of Study: The study was conducted in nine constituent colleges under Royal University of Bhutan (RUB) in the period of one year (2019-2020). Sample: A total of 384 samples were drawn from population size of 9590 students under RUB colleges proportionately by using Yamane (1967) formula of sample determination.  Methodology: The research used the modified TAM model to study the factors that influence the acceptance of virtual learning environment (VLE) and the behavioral intention of students to use VLE. This study mainly used primary data collected through a self-report online questionnaire adopted from context-based literature. Results: The study observed that while the facilitating condition (FC) has a weak positive effect on perceived usefulness (PU) of VLE, the users’ experience (E) has a very strong positive influence over it. However, self-efficacy (SE) and subjective norms (SN) do not affect PU. Similarly, SE, E and SN have a positive effect on perceived ease of use (PEU), but the effect of SE is observed to be very strong. However, FC does not affect PEU. PEU has a very strong positive effect on PU, and both PEU and PU strongly affect the behavioral intention (BI) to use VLE. BI also has a strong positive affect on actual system use (SU). The study also observed that students in RUB demonstrate a high degree of behavioral intention to use VLE which appears to be a strong indicator of actual system use. Conclusion: The study concludes that the students’ experience in using VLE is comparatively more important determinant of perceived usefulness than the technical and infrastructural support that enables them to use VLE; the better the experience of using VLE the more useful it appears. Similarly, students’ ability and the perceive social pressure to use VLE do not influence the students’ perception about the usefulness of it. However, if students are confident in their ability to use VLE, it appears easy to them, and if they perceive VLE to be user friendly, they consider it very useful. Students intend to use VLE when they are convinced that the system is useful and easy to use.

Effective Virtual Learning Environment through the Use of Web 2.0 Tools

2014 ◽  
pp. 143-153
Author(s):  
Huseyin Bicen
Keyword(s):  
Learning Environment ◽  
Web 2.0 ◽  
Social Networking ◽  
Social Networking Sites ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Web 2.0 Tools ◽  
Effective Learning ◽  
Positive Effects ◽  
The Web

The use of social networking sites and Web 2.0 tools is increasing. Research shows that education via Web 2.0 tools increases students' motivation and their interest in the learning. Therefore, a teaching environment can be created using social networking sites in which Web 2.0 tools allow effective learning. In this chapter, some of the Web 2.0 tools available for effective virtual learning environment creation are examined. Suggestions are provided regarding possible uses of tools such as Classmint, Pinterest, Voki, Screenleap, Pageflip-flap, Youtube, Prezi, Secondlife, Animoto, Sketchfu, and Quizrevolution, and their positive effects on students.

scholarly journals Investigating the interplay between social presence, motivation, and knowledge sharing behaviour in virtual learning environment

2021 ◽  
Vol 10 (6) ◽  
pp. 317-328
Author(s):  
Putra Endi Catyanadika
Keyword(s):  
Learning Environment ◽  
Intrinsic Motivation ◽  
Knowledge Sharing ◽  
Social Presence ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Partial Least Square ◽  
Least Square ◽  
Positive Effects ◽  
The Relationship

This study investigates the interplay between social presence, motivation, and knowledge sharing behaviour in the virtual learning environment. Sample for this research were 150 university students participated in online class sessions. A quantitative analysis was conducted by Structural Equation Modelling (SEM) with Partial Least Square (PLS) methods. The result showed that (1) there are positive effects between social presence on intrinsic motivation and knowledge sharing behaviour, (2) there is a positive effect between intrinsic motivation and knowledge sharing behaviour, (3) intrinsic motivation partially mediated the relationship between social presence and knowledge sharing behaviour, and (4) extrinsic motivation acts as predictor moderator on the relationship between social presence, intrinsic motivation, and knowledge sharing behaviour. These results implied the importance of students’ motivation and social presence perception to foster knowledge sharing in the mediated learning environment.

Proposal of an instrument to evaluate interaction spaces in a VLE

2019 ◽  
pp. 1-13
Author(s):  
Rubí Estela Morales-Salas ◽  
Daniel Montes-Ponce
Keyword(s):  
Learning Environment ◽  
Design Space ◽  
Collaborative Work ◽  
Virtual Learning ◽  
Interaction Space ◽  
Learning Objects ◽  
Traditional Education ◽  
Virtual Learning Environment ◽  
Discussion Forums ◽  
Exhibition Space

A virtual learning environment is conceived as an interaction space that ease the realization of mediated activities by technology, in this case the internet; besides using multimedia materials, learning objects, social networks, among others; which have changed imminently the traditional education. In this article an instrument is proposed in a checklist format, to evaluate any platform that has interaction spaces such as a Virtual Learning Environment, in this case responding to four spaces or general indicators: information Space, Mediation / Interaction Space, Instructional Design Space and Exhibition Space. Criteria are used according to the interactions and activities carried out by the consultant and virtual student. These, in turn, come up from the analysis and interaction of the advisers achieved in the discussion forums and portfolio activities through collaborative work. It was situated as a qualitative research, with a descriptive nature since it is not limited to data collection only, but also it refers and analyzes the interaction of the advisers achieved in the discussion forums and portfolio activities through the collaborative work of the workshop course "Virtual Learning Environments" developed in a virtual learning environment.

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