A design of a multi-agent recommendation system using ontologies and rule-based reasoning: pandemic context

Learners attend their courses in remote or hybrid systems find it difficult to follow one size fits all courses. These difficulties have increased with the pandemic, lockdown, and the stress they cause. Hence, the role of adaptive systems to recommend personalized learning resources according to the learner's profile. The purpose of this paper is to design a system for recommending learning objects according learner's condition, including his mental state, his COVID-19 history, as well as his social situation and ability to connect to the e-learning system on a regular basis. In this article, we present an architecture of a recommendation system for personalized learning objects based on ontologies and on rule-based reasoning, and we will also describe the inference rules required for the adaptation of the educational content to the needs of the learners, taking into account the learner’s health and mental state, as well as his social situation. The system designed, and validated using the unified modeling language (UML). It additionally allows teachers to have a holistic view of learners’ progress and situations.

Anthropomorphizing malware, bots, and servers with human-like images and dialogues: the emotional design effects in a multimedia learning environment

Emotional design refers to imbuing a multimedia learning environment with design attributes that promote learners’ positive affect and motivation to enhance learning. One such feature is anthropomorphism, in which human-like attributes are infused into learning elements in a multimedia learning environment. This study examines the affective, motivational, and cognitive effects of incorporating cute and funny human-like images and dialogues into learning objects depicting malware, bots, and servers in an animation conveying a lesson on how a distributed denial-of-service attack occurs. A between-subjects online experiment was conducted in which undergraduates from a large Asian university (n = 70) engaged with either the anthropomorphized or non-anthropomorphized multimedia lesson. The findings partially supported the anthropomorphism effects on learners’ affective-motivational states insofar as the anthropomorphized multimedia lesson evoked a significantly greater change of positive affect but did not differently affect intrinsic motivation and learning outcome than the non-anthropomorphized version. Concerning cognitive load, anthropomorphism led to significantly lower perceived difficulty regarding the learning topic (intrinsic load), which conforms with most emotional design findings. There was a marginal trend in which learners engaged longer with the anthropomorphized than the non-anthropomorphized multimedia lesson. This study offers insights on anthropomorphism in multimedia learning that extends to cultural factors unique to Asian learners and information technology subject domain. Theoretical and practical implications are discussed through the lens of cognitive-affective theory of learning with media, integrated cognitive affective model of learning with multimedia, and cognitive load theory. Future directions concerning anthropomorphism research in the multimedia learning context are addressed in this paper.

Open Social-Shared Animated GIFs for Peer-to-Peer Teaching and Learning

In the open-shared teaching and learning space, the complexity of the shared learning contents vary. These range from stand-alone items and digital learning objects to full learning sequences and sets of resources. One humble object is the animated GIF, lightweight motion images used in graphical user interfaces (GUIs), expressive memes and commentary, emoticons, and other applications. Animated GIFs are fairly easy to create; they may be integrated into learning documents (handouts, slideshows, articles) and other objects, and it plays offline (and without the need for any downloadable player). This work involves an analysis of some available animated GIFs for education in social imagery collections. Based on findings, this work explores the viability of animated GIFs for various open-shared learning applications globally and some potential strategies and tactics, given real-world limits.

Indexing Serious Games to Meet Adaptive E-Learning System Needs

This chapter aims to strengthen the integration of serious games in the educational field by providing tools to monitor and assist the progress of learners/players. The main idea is to address the integration aspects and the deployment of serious games in adaptive e-learning systems based on the automatic package and the export of serious games as reusable learning objects (LO). This integration will allow SGs to benefit from the tracking and support features offered by the LMS. On the other hand, LMS can supplement their training offer and reach a certain maturity. The approach aims to meet the specific needs of SGs in terms of metadata so that they can be described, indexed, and capitalized. This is a new application profile of the IEEE LOM standard entitled “SGLOM” integrating fields to describe SGs not only in a technical sense but also by examining the pedagogical and playful criteria. The authors also focus on the integration and extraction aspects of SGs in an LMS using the ADL SCORM 2004 data model that defines how content can be packaged as a SCORM PIF (package interchange file).

“Computational Thinking” From Pre-K to Graduate Studies to Life

If societies are to advance, they have to be able to harness the capabilities of their technologies in broad and efficient ways. One such technology is computation, writ large, which has crept into so many aspects of modern life. “Computational thinking,” as a bridge between people and computation-based and generalizable problem solving, is a multi-step approach that has seeped into pre-K through graduate school in formal (accredited) learning, nonformal (non-accredited) learning, and informal (byproduct) learning. This work explores what peer-shared open-learning resources are available for this approach based on a multi-channel search of the Social Web through social imagery, shared (digital) learning objects, shared slideshows, and social videos.

Tactical and Substantive Educational Templates on Formal Open Learning Content Sharing Repositories and Referatories

To enable more efficient work, educational templates have been created for various contexts: online learning, assessments, video creation, document creation, and others. This work involves the exploration of 191 template-related digital learning objects shared on a learning object repository/referatory, an LMS-related object-sharing site, social slideshow sharing site, and social video sharing site, as an environmental scan. This work culminates in a definition of a “tactical and substantive educational template” (TASET) as a collaborative object and various requisite features for quality and heritability.

Usability Analysis and Clustering Model in e-Learning from the User Experience Perspective

Online learning offers opportunities responding to their different individual and group learning needs by leaving digital traces that allow tracking their experiences at the user level. This study aims to examine the perceived usability of the gamified educational platform called (ELORS) in relation to online behaviour. As well as analyse the clustering models in terms of their high and low level of engagement through their interaction metrics. A quantitative, descriptive correlational approach and an educational data analysis design was adopted through the K-means algorithm. The participants were 51 students in mathematics in the second year of secondary education. An instrument was used to evaluate usability and behavioural metrics, analysing 1065 interactions with 57 activities. The results showed advantages in usability and grouping. The level of usability achieved depends on the interaction of the users with the different learning objects and their moderate relationship in their interactions. In relation to the centroids, two groups are evidenced by number of attempts and interactions, identifying students with low levels of participation in the minority. A significant finding is given in relation to the preference of redeeming virtual values in gold from the diamonds collected. The perspective of the analysis allows identifying the potential of the gamified platform to work online in the formation of mathematical competence according to the current educational curriculum.

OS OBJETOS DE APRENDIZAGEM COMO FERRAMENTAS DE ENSINO: potencialidades e fragilidades sob o olhar da Ciência da Informação = LEARNING OBJECTS AS TEACHING TOOLS: strengths and weaknesses under Information Science view

A explosão informacional e a ubiquidade das tecnologias de informação e comunicação, aspectos inerentes à Sociedade da Informação, remodelaram a dinâmica social de forma irreversível. Nesse contexto, surgiram os objetos de aprendizagem, ferramentas tecnológicas utilizadas para o ensino, seja ele remoto ou presencial. Porém, é preciso que a Ciência da Informação discuta de forma mais lúcida o uso desses instrumentos na atualidade, apontando seus benefícios e limitações. O objetivo geral buscou analisar as vantagens e desvantagens do uso de objetos de aprendizagem como ferramentas de ensino sob o prisma da Ciência da Informação. Os objetivos específicos são: identificar aspectos negativos e positivos das tecnologias de informação e comunicação na atualidade, utilizando principalmente o embasamento teórico da Ciência da Informação; apontar o conceito de objeto de aprendizagem, bem como seu uso no ensino; detectar as potencialidades e limitações dos objetos de aprendizagem e sugerir os contextos em que eles devem ser ou não utilizados como ferramenta de ensino considerando o âmbito da Sociedade da Informação. Por meio de um levantamento bibliográfico, foi possível apontar até que ponto os objetos de aprendizagem possuem limitações que devem ser seriamente consideradas, evitando-se sempre a adoção de discursos tecnocráticos que elegem essa tecnologia como a solução para todos os problemas educacionais existentes. As considerações finais relatam que o uso dos objetos de aprendizagem precisa refletir os contextos educacionais, culturais e as limitações físicas dos sujeitos, além de possibilitar a capacidade de reflexão do aluno.AbstractThe informational explosion and the ubiquity of information and communicationtechnologies, inherent aspects of the Information Society, have irreversibly reshaped the social dynamics. In this context, learning objects emerged, technological tools used for teaching, whether remote or in person. However, it is necessary that Information Science discuss more lucidly the use of these instruments today, pointing out their benefits and limitations. The general objective sought to analyze the advantages and disadvantages of using learning objects as teaching tools from the perspective of Information Science. The specific objectives are: to identify negative and positive aspects of information and communication technologies today, using mainly the theoretical foundation of Information Science; point out the concept of learning object, as well as its use in teaching; detect the potential and limitations of learning objects and suggest the contexts in which they should or should not be used as a teaching tool considering the scope of the Information Society. Through a bibliographic survey, it was possible to point out the extent to which learning objectshave limitations that must be seriously considered, always avoiding the adoption of technocratic speeches that elect this technology as the solution to all existingeducational problems. The final considerations report that the use of learning objects needs to reflect the educational and cultural contexts and the physical limitations of the subjects, in addition to enabling the student's capacity for reflection.

IMPLEMENTASI MEDIA FLASHCARD PADA PEMBELAJARAN TEMATIK DI MADRASAH IBTIDAIYAH

The goal of this study was to determine student learning outcomes in thematic learning using Flashcard Media in sub-theme 2 forms of learning objects at Class III Madrasah Ibtidaiyah Annur Pedurungan Semarang. This study was carried out using Classroom Action Research (CAR). Data was gathered through the use of evaluation tests, interviews, documentation, and observations Based on the results of learning scores from the pre-cycle, the first cycle is the first meeting obtained an average of 60.5 percentage of 25 percent including unfeasible criteria, the first cycle of the second meeting obtained an average of 70.5 percentage of 55 percent including eligible criteria, and the second cycle of the first meeting obtained an average of 70.5 percentage of 55 percent including eligible criteria. The results of this study based on the results of learning scores from pre-cycle obtained an average of 59.5 percentage of 15% including very unfeasible criteria, the first cycle is the first meeting obtained an average of 60.5 percentage of 25% including unfeasible criteria, the first cycle of the second meeting obtained an average of 70.5 percentage of 55 percent including eligible criteria, and the second cycle of the first meeting obtained an average of Keywords: Learning Outcomes, Flashcard, Thematic Learning

Teaching Physics to Students With Intellectual Disabilities Using Digital Learning Objects

Digital Learning Objects (DLOs) as pedagogical complete structures of learning content contribute to science education. DLOs especially in the form of interactive simulations seem to be promising tools in physics teaching and learning for students with intellectual disabilities (ID). This study used an AB single subject design to evaluate the effects of four DLOs on students’ learning of transverse waves and simple pendulum motion in a special education high school setting. A functional relationship was found between students’ correct responses concerning both scientific terminology and physical phenomena understanding during probe sessions and the DLOs intervention. In addition, a social validity assessment that evaluated students’ attitudes on learning, quality, and engagement, showed that the DLOs helped students with ID to acquire physics content. The students also reported satisfaction from using the DLOs. Suggestions for future research include the design of DLOs especially for students with ID.