Emerging Interactive Systems for Education

Permanent URI for this collectionhttps://repositorio.grial.eu/handle/grial/933

Dr. David Fonseca-Escudero head of the Group of REsearch Technology Enhanced Learning (GRETEL), La Salle, Universitat Ramon Llull, and Dr. Francisco J. García-Peñalvo head of the research GRoup in InterAction and eLearning (GRIAL), University of Salamanca, have organizing the Special Session Emerging Interactive Systems for Education, in the scope of the 4th International Conference on Learning and Collaboration Technologies (LCT 2017) sub conference of the 19th International Conference on Human-Computer Interaction (HCII 2017), held in Vancouver, Canada in July 9-14, 2017.

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Improving success/completion ratio in large surveys: a proposal based on usability and engagement
(Springer, 2017-07-13) Cruz-Benito, Juan; Therón, R.; García-Peñalvo, Francisco J.; Sánchez-Prieto, J. C.; Vázquez-Ingelmo, A.; Martín-González, M.; Martínez, J. M.
This paper presents a research focused on improving the success/completion ratio in large surveys. In our case, the large survey is a questionnaire produced by the Spanish Observatory for University Employability and Employment (OEEU in the Spanish acronym). This questionnaire is composed by around 32 and 60 questions and between 86 and 181 variables to be measured. The research is based on the previous experience of a past questionnaire proposed by the OEEU composed also by a large amount of questions and variables to be measured (63-92 questions and 176-279 variables). After analyzing the target population of the questionnaire (with the target population of the previous questionnaire as reference) and reviewing the literature, we have designed 11 proposals for changes in the questionnaire that could improve users’ completion and success ratios (changes that could improve the users’ trust in the questionnaire, the questionnaire usability and user experience or the users’ engagement to the questionnaire). These changes are planned to be applied in the questionnaire in two main different experiments based on A/B test methodologies that will allow researchers to measure the effect of the changes in different populations and in an incremental way. The proposed changes have been assessed by five experts through an evaluation questionnaire. In this questionnaire, researchers gathered the score of each expert regarding to the pertinence, relevance and clarity of each change proposed. Regarding the results of this evaluation questionnaire, the reviewers fully supported 8 out of the 11 changes proposals, so they could be introduced in the questionnaire with no variation. On the other hand, 3 of the proposed changes or improvements are not fully supported by the experts (they have not received a score in the top first quartile of the 1-7 Likert scale). These changes will not be discarded immediately, because despite they have not received a Q1 score, they received a score within the second quartile, so could be reviewed to be enhanced to fit the OEEU’s context.
ECoLab: A cooperative system to improve training processes
(Springer, 2017-07-13) Fidalgo-Blanco, Á.; Sein-Echaluce, M. L:; García-Peñalvo, F. J.
The goal of the qualitative research is to achieve information regarding the attitudes and opinions of a group of individuals with similar habits, needs and interests. The selection of the participants is a key element in the qualitative research. This paper presents a new model, ECoLab (Experiencial Cooperative Laboratory), of qualitative research that integrates the following methods: Focus Group, Delphi, After Action Review, LivingLab and MediaLab. This new model is designed to improve educational processes and works with the information from the tacit knowledge of the persons, specifically with their experience. For this reason, any person who participates must have participated (or be participating) in the process on which it is desired to investigate and improve. Thus, the group of people participating in ECoLab should be heterogeneous in terms of their role, experience and commitment to the subject matter of the study. ECoLab consists of different groups of people working cooperatively. The criterion of configuration of each group is based on the homogeneity of the role that they play or have played in the action to investigate. Therefore, the heterogeneity of the participants is integrated with the homogeneity in their grouping. This paper presents the ECoLab model (with two variants, iterative ECoLab and ECoLab lego) and a case study where the most urgent improvements of the Spanish University Education System are investigated in a qualitative way.
A metamodel proposal for developing learning ecosystems
(Springer, 2017-07-13) García-Holgado, A.; García-Peñalvo, F. J.
The definition and development of learning ecosystems is a complex process with a wide range of requirements. Although two different institutions or companies share the same problems and goals regarding their learning and training processes, the learning ecosystems to support them are different. The components of the ecosystem, including the human factor as a key element, and the relationships between them, change over time. In other words, learning ecosystems evolve as natural ecosystems; there are many factors, both internal and external, that influence an entity. The authors have defined and developed different learning ecosystems. Moreover, they have transferred the same learning ecosystem, specifically a learning ecosystem for knowledge management in a PhD Program, to different domains. These experiences have provided the required information to define the ecosystems metamodel following the Model Driven Architecture proposed by the Object Management Group. The aim of this metamodel is define a Domain Specification Language to develop learning ecosystems.
Subliminal learning. What do games teach us?
(Springer, 2017-07-13) Quesada-Mora, V. A.; Gallego-Durán, F. J.; Molina-Carmona, R.; Llorens-Largo, F.
In video games, organic tutorials are first levels of the games, designed to teach their basic controls while the player plays. They provide some kind of subliminal learning, are very effective and natural and teach without losing the fun, but they are not easy to be properly designed. The purpose of this research is assisting the designers in the task of de ning organic tutorials by proposing a guide of design principles and patterns. After reviewing the learning theories and design techniques for organic tutorials, an analysis of some representative video games is performed. Then, a guide made of ten principles is proposed. This guide helps the developers to clearly understand the fundamentals of organic tutorials and sheds light on what games teach us. It helps to understand some kind of subliminal learning and opens the way to design other learning experiences based on the proposed principles.
Adaptive and cooperative model of knowledge management in MOOCs
(Springer, 2017-07-13) Sein-Echaluce, M. L.; Fidalgo-Blanco, Á.; García-Peñalvo, F. J.
One of the characteristics of Massive Open Online Courses (MOOC) is the heterogeneity of their participants’ profiles and, for the most traditional MOOC model, this is an important cause of the low completion rate. The MOOC model presents two apparent antagonistic concepts, globalization and diversity. MOOCs represent globalization (participants have to be adapted to the course) and their participants represent diversity. The authors of this paper argue that both concepts complement each other; that is, a MOOC can adapt the contents and navigation to the diversity of participants; and in turn the participants themselves can increase and improve the contents of the MOOC, through heterogeneous cooperation, to encourage massive learning. To proof it, this paper presents a new model, called ahMOOC, combining the hybrid-MOOC (hMOOC) and the adaptive MOOC (aMOOC). The hMOOC allows integrating characteristics of xMOOCs (based on formal e-training) with cMOOCs (based on informal and cooperative e-training). The aMOOC offers different learning strategies adapted to different learning objectives, profiles, learning styles, etc. of participants. The ahMOOCs continues having a lower dropout rate (such as hMOOC) than the traditional MOOCs. The qualitative analysis show the capacity of participants, with heterogeneous profiles, to create, in a cooperative and massive way, useful knowledge to improve the course and, later, to apply it in their specific work context. The study also shows that participants have a good perception on the capabilities of the ahMOOC to adapt the learning process to their profiles and preferences.
Interaction design principles in WYRED platform
(Springer, 2017-07-13) García-Peñalvo, F. J.; Durán-Escudero, J.
This paper presents the requirements elicitation phase for the WYRED platform. WYRED (netWorked Youth Research for Empowerment in the Digital society) is a European H2020 Project that aims to provide a framework for research in which children and young people can express and explore their perspectives and interests in relation to digital society, but also a platform from which they can communicate their perspectives to other stakeholders effectively through innovative engagement processes. The requirement elicitation is a basic step to design the interactive mechanism to build up the needed social dialog among the involved stakeholders. In order to set up the right interactive tasks, not only functional requirements are elicited, the non-functional requirements play a key role in this project, specially regarding to ensure the security and privacy of the underage people that will be presented in the development of this project.
Training Socially Responsible Engineers by Developing Accessible Video Games
(Springer, 2017-07-13) Molina-Carmona, R.; Satorre-Cuerda, R.; Villagrá-Arnedo, C.; Compañ-Rosique, P.
University has an active social responsibility that is addressed both by acting responsibly as institution and by transferring this ethical duty to the students. Our proposal is achieving the social inclusion of disabled people, as part of the social responsibility of future engineers, through the realization of the final degree project in collaboration with associations of disabled users, in particular through the design and development of adapted video games. This paper presents our experience in developing these projects in collaboration with an association of users with cerebral palsy. The objective is training the students in the social responsibility but also solving some problems of inclusion in the collective of disabled users (such as the access to digital entertainment) and carrying out an in-depth study about the interaction problems for users with cerebral palsy, providing concrete and practical solutions. The methodology for this experience is Action Research, with four research stages (plan, implement, evaluate and reflect) that are iteratively repeated. Following this methodology, three iterations have been carried out and a fourth one is planned. As a result, three adapted video games have been developed and a guide for adapting video games to people with cerebral palsy has been defined. This experience has served to introduce the aspects of social responsibility in the curricula of engineers in a very effective way and to study and design new ways of making video games accessible to disabled people, giving them the chance to exercise their right to entertainment.
Immersive Visualization Technologies to Facilitate Multidisciplinary Design Education
(Springer, 2017-07-13) Camba, J. D.; Soler, J. L.; Contero, M.
This paper reports on an integrated project-based course for undergraduate students in industrial design, architecture, and interior architecture, where emerging technologies are used to develop 3D visualization experiences for projects that effectively combine elements from the three design disciplines. The course emphasizes design as a multidisciplinary activity that can benefit from skills that span traditional departmental boundaries. The curriculum moves through the different types of mixed reality technologies such as virtual and augmented reality, and explores how these tools can be combined to harness the design potential across disciplines and create compelling and engaging outcomes. The course follows a student-centered collaborative approach where projects are completed as a team with members from different majors. Student to student collaboration is actively encouraged in an effort to promote dialogue and community and foster creative thinking. The proposed initiative provides an integrative and unifying experience for students and their design concepts and project outcomes, as well as an opportunity for expanding their creative portfolios.
Can we apply learning analytics tools in Challenge Based Learning contexts?
(Springer, 2017-07-13) Conde-González, M. Á.; García-Peñalvo, Francisco J.; Fidalgo-Blanco, Á.; Sein-Echaluce, M. L.
The information and Communication Technologies changes how we interact with others and with the information. It can be really accessed at anytime and anywhere. Future professionals should be ready for this reality which requires changes in traditional teaching and learning methods. Challenge Based Learning is an example of them. This method poses challenges to students that they should solve employing the technology they use during their daily life. The evaluation of challenges solutions should take into account students’ final outcomes but also the interactions that take place between them. This could be very hard given the wide choice of tools that students can apply. Learning analytics tools could be a solution. This paper reviews and classifies the tools applied in several Challenge Based Learning experiments and describes different possibilities to apply Learning Analytics. From this research, it is possible to conclude that Learning Analytics can be applied in Challenge Based Learning contexts, but it is desirable to use a single platform to group the tools employed to solve the challenge.
Presentation of the paper “ECoLab: A cooperative system to improve training processes” in HCII 2017
(Grupo GRIAL, 2017-07-17) Fidalgo-Blanco, Á.; Sein-Echaluce, M. L.; García-Peñalvo, F. J.
This is the presentation of the paper entitled “ECoLab: A cooperative system to improve training processes” in the Emerging interactive systems for education session at the HCI International 2017 Conference, held in Vancouver, Canada, 9 - 14 July 2017. The goal of the qualitative research is to achieve information regarding the attitudes and opinions of a group of individuals with similar habits, needs and interests. The selection of the participants is a key element in the qualitative research. This paper presents a new model, ECoLab (Experiencial Cooperative Laboratory), of qualitative research that integrates the following methods: Focus Group, Delphi, After Action Review, LivingLab and MediaLab. This new model is designed to improve educational processes and works with the information from the tacit knowledge of the persons, specifically with their experience. For this reason, any person who participates must have participated (or be participating) in the process on which it is desired to investigate and improve. Thus, the group of people participating in ECoLab should be heterogeneous in terms of their role, experience and commitment to the subject matter of the study. ECoLab consists of different groups of people working cooperatively. The criterion of configuration of each group is based on the homogeneity of the role that they play or have played in the action to investigate. Therefore, the heterogeneity of the participants is integrated with the homogeneity in their grouping. This paper presents the ECoLab model (with two variants, iterative ECoLab and ECoLab lego) and a case study where the most urgent improvements of the Spanish University Education System are investigated in a qualitative way.
Presentation: Using Augmented reality interactive system to support Digital Electronics Learning
(2017-07-17) Boonbrahm, P.; Kaewrat, C.; Boonbrahm, S.
Using Augmented reality interactive system to support Digital Electronics Learning Poonpong Boonbrahm, Charlee Kaewrat, Salin Boonbrahm, Walailak University, Thailand
Presentation: Data Analysis of Coaching and Advising in Undergraduate Students - An Analytic Approach
(2017-07-17) Fonseca, D.; Montero, J. A.; Guenaga, M.; Mentxaka, I.
Data Analysis of Coaching and Advising in Undergraduate Students - An Analytic Approach David Fonseca, Jose Antonio Montero, La Salle, Universitat Ramon Llull, Spain; Mariluz Guenaga, Iratxe Mentxaka, University of Deusto, Spain
Presentation: Integrated Learning Environment for blended oriented course: 3-year feedback on a skill-oriented hybrid strategy
(2017-07-17) Nuninger, W.
Integrated Learning Environment for blended oriented course: 3-year feedback on a skill-oriented hybrid strategy Walter Nuninger, Université de Lille 1, Polytech Lille, France
Presentation: Design and Development of Intelligent Learning Companion for Primary School Students Based on the Tour of Well-Known
(2017-07-17) Wang, Y.; Ma, H.; Li, C.; Chiang, F.-K.
Design and Development of Intelligent Learning Companion for Primary School Students based on the Tour of Well-known Scenic Spots in Beijing Yujun Wang, Haotian Ma, Chengyu Li, Beijing Normal University, P.R. China; Feng-Kuang Chiang, Beijing Normal University, P.R. China
Presentation: Outdoor Studying System Using Bluetooth Low Energy Beacon -To Feel Cultural Sites-
(2017-07-17) Hiramatsu, Y.; Sato, F.; Ito, A.; Hatano, H.; Sato, M.; Watanabe, Y.; Sasaki, A.
Outdoor Studying System Using Bluetooth Low Energy Beacon - to Feel Cultural Sites- Yuku Hiramatsu, Fumihiro Sato, Chuo University, Japan; Atsushi Ito, Hiroyuki Hatano, Mie Sato, Yu Watanabe, Utsunomiya University, Japan; Akira Sasaki, GClue.Inc., Japan
Presentation: Immersive Visualization Technologies to Facilitate Multidisciplinary Design Education
(2017-07-17) Camba, J. D.; Soler, J. L.; Contero, M.
Immersive Visualization Technologies to Facilitate Multidisciplinary Design Education Jorge D. Camba, University of Houston, United States; José L. Soler-Dominguez, Manuel Contero, Universitat Politècnica de Valéncia, Spain
Presentation: Measuring Usability of the Mobile Learning App for the Children
(2017-07-17) Hussain, Z.
Measuring Usability of the Mobile Learning App for the Children Zahid Hussain, Quaid-e-Awam University, Pakistan; Wolfgang Slany, Graz University of Technology, Austria; Wajid H. Rizvi, Institute of Business Administration, Karachi, Pakistan; Adeel Riaz, Umair Ramzan, Quaid-e-Awam University, Pakistan
Presentation: Training socially responsible engineers by developing accessible video games
(2017-07-17) Molina-Carmona, R.; Satorre-Cuerda, R.; Villagrá-Arnedo, C.; Compañ-Rosique, P.
Training Socially Responsible Engineers by Developing Accessible Video Games Rafael Molina-Carmona, Rosana Satorre-Cuerda, Carlos Villagrá-Arnedo, Patricia Compañ-Rosique, University of Alicante, Spain
Presentation: Subliminal learning. What do games teach us?
(2017-07-17) Quesada-Mora, V. A.; Gallego-Durán, F. J.; Molina-Carmona, R.; Llorens-Largo, F.
Subliminal Learning. What do Games Teach us? Vicente A. Quesada Mora, Francisco J. Gallego-Durán, Rafael Molina-Carmona, Faraón Llorens-Largo, University of Alicante, Spain
Presentation: Make World, a collaborative platform to develop computational thinking and STEAM
(2017-07-17) Guenaga, M.; Mentxaka, I.; Garaizar, P.; Eguiluz, A.; Villagrasa, S.; Navarro, I.
Make World, a collaborative platform to develop computational thinking and STEAM Mariluz Guenaga, Iratxe Mentxaka, Pablo Garaizar, Andoni Eguiluz, University of Deusto, Spain; Sergi Villagrasa, Isidro Navarro, La Salle, Universitat Ramon Llull, Spain