Definition of Learner Choices from Learner-Driven Learning for Ubiquitous e-Learning Systems and its Application in the AdaptWeb Platform

In this paper, we review the definition of the learner choices from the Learner-driven Learning paradigm for e-learning systems. After this, we analyze how different categories of e-learning systems enable the user to make these choices, such as Serious Games. We present in detail how AdaptWeb platform makes available these choices to learner users. Additionally, we present a satisfaction survey performed after an online course on AdaptWeb platform. The survey questions were about making choices during learning and about the way AdaptWeb makes the choices available to learner-users. Summarizing the results, students enjoyed being able to make choices about their own learning and felt that this possibility was beneficial to their learning. Moreover, they liked the way AdaptWeb makes the choices available to students. Most of the students found the system easy to use, intuitive, and the student's choices were explicit and easy to take.

Download Full-text

Models in E-Learning Systems

Encyclopedia of Information Science and Technology, Second Edition ◽

10.4018/978-1-60566-026-4.ch426 ◽

2011 ◽

pp. 2671-2675

Author(s):

Alke Martens

Keyword(s):

Computer Science ◽

Future Trend ◽

Learning Systems ◽

Historical Background ◽

Learning Models ◽

Everyday Language ◽

Term Model ◽

E Learning ◽

Definition Of ◽

Scientific Fields

Models are everywhere. Terms like “modeling” and “model” are part of everyday language. Even in research, no overall valid definition of what a model is exists. Different scientific fields work with different models. Usually, the term “model” is used intuitively to describe something which is sort of “abstract”. This is a rather vague concept, but all models have in common that they are abstractions in a broad sense and that they are developed for a certain purpose, for example, for testing and investigating parts of reality, theories or hypotheses, for communication, or for reuse. In e-learning the notion of models is frequently used in a rather naive and uncritical way. The main purpose of developing models seems to be lost in the overwhelming amount of available models. A situation has emerged where the development of a new special purpose model often seems to be much easier than the reuse, validation, or revision of existing ones. In the following section approaches to define the term “model” will be sketched to provide a (historical) background in relation with computer science. Afterwards, an overview over existing models and different approaches to categorize e-learning models will be given. A future trend suggests a new categorization of e-learning models. The chapter closes with a conclusion.

Download Full-text

User-Centered Gamification for E-Learning Systems: A Quantitative and Qualitative Analysis of its Application

Interacting with Computers ◽

10.1093/iwc/iwz028 ◽

2019 ◽

Vol 31 (5) ◽

pp. 425-445 ◽

Cited By ~ 1

Author(s):

Ana Carolina Tomé Klock ◽

Isabela Gasparini ◽

Marcelo Soares Pimenta

Keyword(s):

Qualitative Analysis ◽

Learning Systems ◽

Controlled Experiment ◽

Learning System ◽

Online Course ◽

Educational Context ◽

E Learning ◽

Definition Of ◽

Game Elements ◽

User Centered

Abstract Gamification applies game elements in non-game contexts to improve users’ experience. One of the contexts that have mostly taken advantage of gamification is the educational one. However, the students’ experience is unique, since it varies according to their profile. Therefore, the individualities of each student must be considered to improve the students’ experience. This paper aims to explore the gamification properties and analyze the results of the user-centered application. For this, we proposed a framework focused on the user-centered gamification in the educational context, taking into account personal, functional, psychological, temporal, playful, implementable and evaluative properties. After applying the framework in the e-learning system, the controlled experiment with 139 students revealed an increase in students’ interaction, engagement and satisfaction. Thus, our main contributions are the improvement of the students’ experience with the user-centered gamification and the definition of a framework to assist in its application. RESEARCH HIGHLIGHTS This paper proposes a user-centered gamification framework for educational context It has been applied in an e-learning system and a controlled experiment was conducted A total of 139 students enrolled for an online course, and half of them used the gamified version Results indicate an increase in the students’ interaction, engagement and satisfaction

Download Full-text

Learners' Value Index of Satisfaction (LeVIS)

Assessing the Value of E-Learning Systems ◽

10.4018/978-1-59140-726-3.ch006 ◽

2006 ◽

pp. 123-130

Author(s):

Yair Levy

Keyword(s):

Perceived Value ◽

Learning Systems ◽

Clear Understanding ◽

Perceived Effectiveness ◽

The Third ◽

Perceived Satisfaction ◽

E Learning ◽

Definition Of ◽

Specific Score

The previous chapter provided a review of the first tool (Value-Satisfaction grid of e-learning systems) to assess the effectiveness of e-learning systems using learners’ perceived value of e-learning systems and learners’ perceived satisfaction with such systems. The second tool, which is proposed in this chapter, is the Learners’ Value Index of Satisfaction (LeVIS) that is developed in order to provide a precise numeric score for the learners’ perceived effectiveness of e-learning systems. The Value-Satisfaction grid proposed in the previous chapter provides a key tool to indicate action and improvement priorities for e-learning systems as well as an overall map to indicate the learners’ perceived effectiveness of e-learning systems. However, the Value-Satisfaction grid cannot provide a precise indication of the level or specific score of the learners’ perceived effectiveness of such systems. Consequently, an index (i.e., the LeVIS index) would be useful to provide a measure of the magnitude of the learners’ perceived effectiveness of e-learning systems utilizing the aggregated value and satisfaction scores. By the definition of the LeVIS index, it provides the ability to look at constant levels of the learners’ perceived effectiveness within the Value-Satisfaction grid that are called effectiveness curves. The combination of such effectiveness curves and the Value-Satisfaction grid yields the development of the third tool suggested by this framework. The third tool is called the effectiveness grid which will be defined and proposed in this chapter. The effectiveness grid provides an overall map and an indication of the specific effectiveness level under one tool; in essence, it combines both the Value-Satisfaction grid as well as the LeVIS index into one tool. The four quadrants of the Value-Satisfaction grid proposed in the previous chapter are divided by the effectiveness curves resulting in two segments per quadrant or a total of eight segments indicating various levels of effectiveness proposed in the effectiveness grid. Clearly, prior to the review of the effectiveness grid, a clear understanding of the LeVIS index is needed in conjunction with the understanding of the Value-Satisfaction grid proposed in the previous chapter.

Download Full-text

Platform for Analysing and Encouraging Student Activity on Contest and E-learning Systems

OLYMPIADS IN INFORMATICS ◽

10.15388/ioi.2018.07 ◽

2018 ◽

Vol 12 ◽

pp. 85-98

Author(s):

Bojan Kostadinov ◽

Mile Jovanov ◽

Emil STANKOV

Keyword(s):

Machine Learning ◽

Data Collection ◽

Educational Policy ◽

Learning Systems ◽

Data Sources ◽

Or Education ◽

Student Activity ◽

The World ◽

E Learning ◽

Analyse Data

Data collection and machine learning are changing the world. Whether it is medicine, sports or education, companies and institutions are investing a lot of time and money in systems that gather, process and analyse data. Likewise, to improve competitiveness, a lot of countries are making changes to their educational policy by supporting STEM disciplines. Therefore, it’s important to put effort into using various data sources to help students succeed in STEM. In this paper, we present a platform that can analyse student’s activity on various contest and e-learning systems, combine and process the data, and then present it in various ways that are easy to understand. This in turn enables teachers and organizers to recognize talented and hardworking students, identify issues, and/or motivate students to practice and work on areas where they’re weaker.

Download Full-text

PENGEMBANGAN PEMBELAJARAN TARI LENGGOK MAK INANG MELALUI MULTIMEDIA INTERAKTIF BERBASIS E-LEARNING

Gesture Jurnal Seni Tari ◽

10.24114/senitari.v8i1.13193 ◽

2019 ◽

Vol 8 (1) ◽

pp. 49

Author(s):

Ronni Lirahman ◽

Yusnizar Heniwaty Heniwaty

Keyword(s):

Field Trial ◽

Interactive Multimedia ◽

Multimedia Learning ◽

Learning Material ◽

Main Field ◽

Initial Field ◽

E Learning ◽

Definition Of

ABSTRACT This research produced a product of the development of Lenggok Mak Inang dance learning through interactive multimedia which included appreciation learning material (Basic Competence 3) and expression (Basic Competence 4) in class X of SMK / SMA. The appreciation material contains the definition of dance, accompaniment music, clothing, patterns, while the expression material contains terms, variety and arrangement of motion in the Lenggok Mak Inang dance. From the test media experts got a score of 4,42 (Very Good), media experts got a score of 4 (Good), user trials which included an initial field trial of 4,08 (Good), main field trial 4,22 ( Very Good) and an operational field trial of 4,53 (Very Good). The results obtained indicate that the development of interactive multimedia learning Lenggok Mak Inang dance is very feasible to use or be used as a learning media for dance. Keywords: Interactive Multimedia, E-Learning, Lenggok Mak Inang Dance. ABSTRAKPenelitian ini menghasilkan produk pengembangan pembelajaran tari Lenggok Mak Inang melalui multimedia interaktif yang didalamnya terdapat materi pembelajaran apresiasi (Kompetensi Dasar 3) dan ekspresi (Kompetensi Dasar 4) kelas X SMK/SMA. Materi apresiasi berisikan definisi tari, musik pengiring, busana, pola/ garis, sedangkan materi ekspresi berisikan istilah, ragam dan susunan gerak pada tari Lenggok Mak Inang. Dari uji ahli media mendapatkan skor 4,42 (Sangat Baik), ahli media mendapatkan skor 4 (Baik), uji coba pengguna yang meliputi uji coba lapangan awal 4,08 (Baik), uji coba lapangan utama 4,22 (Sangat Baik) dan uji coba lapangan operasional 4,53 (Sangat Baik). Hasil yang diperoleh menunjukkan bahwa pengembangan multimedia interaktif pembelajaran tari Lenggok Mak Inang ini Sangat Layak digunakan atau dijadikan media pembelajaran tari. Kata kunci: Multimedia Interaktif, E-Learning, Tari Lenggok Mak Inang.

Download Full-text