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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Item Presentation of the paper “Adaptive and cooperative model of knowledge management in MOOCs” in HCII 2017(2017-07-20) Sein-Echaluce, M. L.; Fidalgo-Blanco, Á.; García-Peñalvo, F. J.This is the presentation of the paper entitled “Adaptive and cooperative model of knowledge management in MOOCs” in the Emerging interactive systems for education session at the HCI International 2017 Conference, held in Vancouver, Canada, 9 - 14 July 2017. 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.Item Presentation of the paper “Can we apply learning analytics tools in Challenge Based Learning contexts?” in HCII 2017(2017-07-19) Conde-González, M. Á.This is the presentation of the paper entitled “Can we apply learning analytics tools in Challenge Based Learning contexts?” in the Emerging interactive systems for education session at the HCI International 2017 Conference, held in Vancouver, Canada, 9 - 14 July 2017. 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 ac-count students’ final outcomes but also the interactions that take place be-tween them. This could be very hard given the wide choice of tools that students can apply. Learning analytics tools could be a solution. This worjk 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.Item 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, SpainItem Presentation: Acoustic Filter - New virtual reality audio format pretends to enhance immersive experience(2017-07-17) Llorca, J.; Redondo, E.; Valls, F.; Fonseca, D.; Villagrasa, S.Acoustic Filter - New virtual reality audio format pretends to enhance immersive experience Josep Llorca, Ernest Redondo, Francesc Valls, Catalonia Polithecnic University, Spain; David Fonseca, Sergi Villagrasa, La Salle, Universitat Ramon Llull, SpainItem 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, SpainItem Presentation: The Use of a New Visual Language as a Supporting Resource for People with Intellectual Disabilities(2017-07-17) Conde-González, M. Á.The Use of a New Visual Language as a Supporting Resource for People with Intellectual Disabilities Francisco Rodríguez-Sedano, Miguel A. Conde-González, Camino Fernández-Llamas, Gonzalo Estebán-Costales, University of León, SpainItem 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, SpainItem 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, SpainItem 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, SpainItem 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