CSEDU 2021 Abstracts

Area 1 - Artificial Intelligence in Education
Full Papers Short Papers
Area 2 - Current Topics
Full Papers Short Papers
Area 3 - Information Technologies Supporting Learning
Full Papers Short Papers
Area 4 - Learning/Teaching Methodologies and Assessment
Full Papers Short Papers
Area 5 - Social Context and Learning Environments
Full Papers Short Papers
Area 6 - Domain Applications and Case Studies
Full Papers Short Papers
Area 7 - Ubiquitous Learning
Full Papers Short Papers

Area 1 - Artificial Intelligence in Education

Full Papers
Paper Nr: 11
Title:

Mining Students’ Comments to Build an Automated Feedback System
Authors:

Jihed Makhlouf and Tsunenori Mine
Abstract: Giving the appropriate feedback to students is an important step toward helping them improve and get the most out of the course. Most of the time, students receive this feedback during the lesson time, or when there is a physical interaction with their professors. However, it is considerably time-consuming for the professors to provide individualized feedback to students. In an attempt to address this issue, we prepared a questionnaire and asked students to fill it using their freely written comments. We used these comments to generate the appropriate feedback according to each comment and build an automated feedback system. In this paper, we describe the data collection and compare different machine learning and natural language processing techniques to build the models. Experimental results show that our proposed models achieved promising results while applying one of the most recent language models significantly improved the performances, attaining 0.81 accuracy.
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Paper Nr: 90
Title:

Framing Early Alert of Struggling Students as an Anomaly Detection Problem: An Exploration
Authors:

Eitel M. Lauría
Abstract: This exploratory study analyses the feasibility of implementing an early-alert system of academically vulnerable students using anomaly detection techniques for cases in which the number of struggling students is small in comparison to the total student population. The paper focuses on a semi-supervised approach to anomaly detection where a first stage made up of an ensemble of unsupervised anomaly detectors contributes features to a second-stage binary classifier. Experiments are carried out using several semesters of college data to compare the predictive performance of this semi-supervised approach relative to stand-alone classification-based methods.
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Paper Nr: 100
Title:

A Systematic Mapping on the Use of Data Mining for the Face-to-Face School Dropout Problem
Authors:

Leandro Rondado de Sousa, Veronica Oliveira de Carvalho, Bruno E. Penteado and Frank J. Affonso
Abstract: Dropout is a critical problem that affects institutions worldwide. Data mining is an analytical solution that has been used to deal with it. Typically, data mining follows a structured process containing the following general steps: data collection, pre-processing, pattern extraction, post-processing (validation). Until know, it is not known how data mining has been used to address the dropout problem in face-to-face education considering all steps of the process. For that, a Systematic Literature Mapping was conducted to identify and analyze the primary studies available in the literature to address some research questions. The aim was to provide an overview of the aspects related to data mining steps in the presented context, without going into details about specific techniques, but about the solutions themselves (for example, imbalanced techniques, instead of SMOTE). 118 papers were selected considering a period of 10 years (01/01/2010 to 31/12/2020).
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Paper Nr: 130
Title:

Comprehensive Empirical Analysis of Stop Criteria in Computerized Adaptive Testing
Authors:

Patricia Gilavert and Valdinei Freire
Abstract: Computerized Adaptive Testing is an assessment approach that selects questions one after another while conditioning each selection on the previous questions and answers. CAT is evaluated mainly for its precision, the correctness of estimation of the examinee trait, and efficiency, the test length. The precision-efficiency trade-off depends mostly on two CAT components: an item selection criterion and a stop criterion. While much research is dedicated to the first, stop criteria lack relevant research. We contribute with a comprehensive evaluation of stop criteria. First, we test a variety of seven stop-criteria for different setups of item banks and estimation mechanism. Second, we contribute with a precision-efficiency trade-off method to evaluate stop criteria. Finally, we contribute with an experiment considering simulations over a myriad of synthetic item banks. We conclude in favor of the Fixed-Length criterion, as long it can be tuned to the item bank at hand; the Fixed-Length criterion shows a competitive precision-efficiency trade-off curve in every scenario while presenting zero variance in test length. We also highlight that estimation mechanism and item-bank distribution have a influence over the performance of stop criteria.
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Paper Nr: 134
Title:

Machine Learning Techniques for Knowledge Tracing: A Systematic Literature Review
Authors:

Sergio Iván Ramírez Luelmo, Nour El Mawas and Jean Heutte
Abstract: Machine Learning (ML) techniques are being intensively applied in educational settings. They are employed to predict competences and skills, grade exams, recognize behavioural academic patterns, evaluate open answers, suggest appropriate educational resources, and group or associate students with similar learning characteristics or academic interests. Knowledge Tracing (KT) allows modelling the learner's mastery of skill and to meaningfully predict student’s performance, as it tracks within the Learner Model (LM) the knowledge state of students based on observed outcomes from their previous educational practices, such as answers, grades and/or behaviours. In this study, we survey commonly used ML techniques for KT figuring in 51 papers on the topic, out of an original search pool of 628 articles from 5 renowned academic sources, encompassing the latest research, based on the PRISMA method. We identify and review relevant aspects of ML for KT in LM that help paint a more accurate panorama on the topic and hence, contribute to alleviate the difficulty of choosing an appropriate ML technique for KT in LM. This work is dedicated to MOOC designers/providers, pedagogical engineers and researchers who need an overview of existing ML techniques for KT in LM.
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Short Papers
Paper Nr: 9
Title:

Relative Strengths of Teachers and Smart Machines: Towards an Augmented Task Sharing
Authors:

Michael Burkhard, Sabine Seufert and Josef Guggemos
Abstract: In education, smart machines (e.g., chatbots or social robots) have the potential to support teachers in the classroom in order to improve the quality of teaching. From a teacher's point of view, smart machines also pose a challenge because the presence of smart machines in the classroom questions traditional teacher and student roles. This paper presents a theoretical basis for the use of smart machines in education. It describes the relative strengths of teachers and smart machines and presents them in a framework, which makes a proposal for an augmented task sharing. In light of human augmentation, the framework proposes ways in which teachers can position themselves with regard to smart machines in a complementary and mutually reinforcing way. It also has implications for knowledge that is necessary for teachers to play an active role in the digital transformation.
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Paper Nr: 32
Title:

A Neural Network Modelling and Prediction of Students’ Progression in Learning: A Hybrid Pedagogic Method
Authors:

Ethan Lau, Kok K. Chai, Gokop L. Goteng and Vindya Wijeratne
Abstract: The COVID-19 pandemic has changed dramatically the way how universities ensure the continuous and sustainable way of educating students. This paper presents the neural network (NN) modelling and predicting students’ progression in learning through a hybrid pedagogic method. The hybrid pedagogic approach is based on the revised Bloom’s taxonomy in combination with the flipped classroom, asynchronous and cognitive learning approach. To evaluate the effectiveness of the hybrid pedagogic approach and the students’ progression in learning, educational data is collected that comprises of labs and class test scores, as well as students’ total engagement and attendance metrics for the programming module considered. Conventional statistical evaluations are performed to evaluate students’ progression in learning. The NN is further modelled with six input variables, two layers of hidden neurons, and one output layer. Levenberg-Marquardt algorithm is employed as the back propagation training rule. The performance of neural network model is evaluated through the error performance, regression and error histogram. The NN model has achieved a good prediction accuracy along with limitations. Overall, the NN model presents how the hybrid pedagogic method in this case has successfully quantified students’ progression in learning throughout the COVID-19 period.
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Paper Nr: 38
Title:

Data Mining on the Prediction of Student’s Performance at the High School National Examination
Authors:

Daiane Rodrigues, Murilo S. Regio, Soraia R. Musse and Isabel H. Manssour
Abstract: The High School National Exam (ENEM) is the major Brazilian exam to measure the knowledge of high school students. Since it is also used as a criterion to enter public and private universities, there is an interest in identifying the indicators that have the most influence in obtaining good performance. This work presents a prediction model for the participant’s performance, which allows us to identify the features that best explain their exam results. For this work, we used open data provided by the Ministry of Education and the Logistic Regression technique. The predictive model allows us to infer the student’s performance with an accuracy of 74%. Also, since we are using a statistical model of easy interpretation and implementation, instead of a complex Machine Learning technique, school managers could use the results without a deep understanding of the used mining technique.
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Paper Nr: 53
Title:

Artificial Intelligence in Architecture: An Educational Perspective
Authors:

Salih Ceylan
Abstract: Artificial intelligence is a phenomenon that currently influences every aspect of life. AI applications already started to change the business methods in different disciplines. Architecture is one of the disciplines that is highly affected by the developments in AI technologies. The complex nature of the practice makes architecture a significant area of experiment for artificial intelligence applications. From building information modelling to advanced visualization techniques, artificial intelligence and architecture’s collaboration has important outcomes that affect the practice’s present and future. However, the permanent and more fundamental effects of AI on architecture must be followed in the architectural education curricula which provides the basics for the future of the profession. This paper presents a study that reviews the methods of artificial intelligence in architecture from an educational perspective. It includes existing implementations and potential future strategies from different domains and areas of theory and practice that might be useful for the development of architectural education.
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Paper Nr: 60
Title:

Conversational Interfaces in Serious Games: Identifying Potentials and Future Research Directions based on a Systematic Literature Review
Authors:

Barbara Göbl, Simone Kriglstein and Helmut Hlavacs
Abstract: Conversational interfaces have become a popular approach to human-computer interaction in recent years. While currently often employed in a business context or as personal assistants, recent advances show that their application potential goes far beyond that. The following paper presents a systematic literature review on the integration of conversational interfaces using natural language in serious games. We provide an overview of application domains, designer’s motivations and reasoning. Finally, we summarize potentials and pitfalls of this technology in serious games, identify research gaps and suggest directions for further research.
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Paper Nr: 68
Title:

AI Planning for Unique Learning Experiences: The Time Travel Exploratory Games Approach
Authors:

Oksana Arnold and Klaus P. Jantke
Abstract: All good human educators behave adaptively and treat their students individually different according to their needs and desires. And good educators take context conditions such as disturbances from outside into account. They react even to unforeseeable events. The more surprising a situation, the more important is the adaptivity. In technology-enhanced learning, there is abundant evidence for the necessity of adaptive learning technology. But how to prepare for the unforeseeable? This problem becomes even more intriguing in advanced approaches such as, by way of illustrattion, in learning environments that allow for unusual human learner experiences like virtual time travel. How might a learner behave when finding herself back in time in a foreign virtual world? The authors design digital games for environmental education that enable learners to find data from the past. The narrative is traveling back in time and exploring the past. Successful learners return with valuable findings. But sometimes they fail. Not everyone is familiar with time travel. Preparing the exploratory digital game – more precisely: the time travel exploratory game – for unforeseeable behavior is an involved planning task. For this purpose, advanced technologies of Artificial Intelligence for planning in dynamic environments such as complex industrial processes is adopted and adapted. This leads to storyboarding of learners’ experiences.
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Paper Nr: 63
Title:

A Conceptual Framework for Extending Domain Model of AI-enabled Adaptive Learning with Sub-skills Modelling
Authors:

Ioana Ghergulescu, Conor Flynn, Conor O’Sullivan, Ivo van Heck and Martijn Slob
Abstract: This paper proposes a conceptual framework of an AI-ALS that extends the Domain Model with sub-skill modelling, to empower teachers with insights, create student awareness of sub-skills mastery level and provide better learning recommendations. The paper also presents the BuildUp Algebra Tutor, an online maths platform for secondary schools based on the proposed framework, that provides step-by-step scaffolding. Results from a pilot study with 5th grade students showed that the scaffolding improved the student success rate by 27.43%, and that the learner model achieves high sub-skill prediction performance with an AUC of up to 0.944. Moreover, survey results show an increase in student self-reported metrics such as confidence.
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Area 2 - Current Topics

Full Papers
Paper Nr: 86
Title:

Acceptance of Distance Learning during the COVID-19 Movement Restrictions: Does the Year of Studies Matter?
Authors:

Panagiotis Photopoulos, Christos Tsonos, Ilias Stavrakas and Dimos Triantis
Abstract: This study presents the attitudes and perceptions of a sample of undergraduate students on remote teaching after face-to-face teaching was discontinued due to COVID-19 measures. The students expressed a preference for face-to-face teaching and reported higher cognitive engagement, learning and understanding associated with this teaching modality. Important differences were recorded on students’ replies depending on the year of studies. Overall, students who are at the first years of their studies appear to perceive the present situation of remote teaching, as more dissatisfactory compared to the more senior students.
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Paper Nr: 108
Title:

Post-COVID-19 Education: A Case of Technology Driven Change?
Authors:

Panagiotis Photopoulos, Ilias Stavrakas and Dimos Triantis
Abstract: The transition from face to face to remote teaching during the COVID-19 health crisis, has been viewed by privately owned companies, prestigious universities, international organization and politicians as an opportunity to promote the digital paradigm in education. A carefully carved rhetoric bundles the reduced funding of education, the maturity of digital technologies and the experience of remote teaching during the COVID-19 restrictions to promote the idea of rewiring and rethinking education as a synonym for change. How will education look like after the COVID-19 crisis? Although an answer to this question cannot be precise at the moment since it involves different stakeholders, this publication attempts to pinpoint some aspects of the post-COVID-19 educational landscape as it emerges comparing various texts and sources.
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Short Papers
Paper Nr: 65
Title:

A Framework for an Open Education Supply Chain Network
Authors:

Barbara Class, Felicia Soulikhan, Sandrine Favre and Naoufel Cheikhrouhou
Abstract: Open Education (OE) as a concept has been around for some years. Yet, a part from Open Educational Resources and Open Science, teachers and researchers are usually not aware of it. The aim of this paper is to conceptualise OE from the perspective of supply chain management (SCM), implicitly positioning it in the world of opens, the commons, the state and the market. Within a design-based approach, the concepts related to OE and SCM are presented, discussed and integrated in a novel framework dealing with the management of OE ecosystem. Findings show that keywords of the Open Education Supply Chain are cocreation, agile design and authority. The framework invites to create value from resources in a holistic way, balancing the commons, the state and the market in each stakeholder.
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Paper Nr: 97
Title:

Can Formative Assessment Practices Appear Spontaneously during Long Distance Learning?
Authors:

Giorgio Bolondi, Agnese D. Zozzo, Federica Ferretti, Marzia Garzetti and George Santi
Abstract: Within the context of Long-Distance Learning (LDL) during the first Italian lockdown due to Covid-19 pandemic, our eye as researchers in mathematics education looks at the modification of student-teacher interactions regarding the exchange of feedback. We claim that digital-technology based environment fostered the spontaneous emergence of teaching and learning practices that can be associated with formative assessment. Through the analysis of answers to a questionnaire and the observation of a class during LDL we outline the relation between the theoretical construct of formative assessment and observed practices. This analysis allows to highlight what factors of digital-technology based environment shape class interaction and what directions can be taken to exploit the potential of digital technologies in teaching and learning context, in particular within mathematics education field.
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Paper Nr: 114
Title:

Design and Practice of ESD in High School in Japan through Online Video Co-creation Workshop
Authors:

Shun Arima, Fathima Assilmia, Marcos S. Maekawa and Keiko Okawa
Abstract: This paper discusses the design and practice of ESD (Education for Sustainable Development) through an online video co-creation workshop for Japanese high school students. Our research group has designed a workshop program that co-creates short videos to promote the UN SDGs (Sustainable Development Goals). The workshop took place from July to December 2020 and involved 112 Japanese high school students. The workshop consists of four phases: Research, Planning, Making, and Reviewing. Through questionnaires and qualitative observational surveys, we analyzed whether participating students could learn the seven abilities and attitudes emphasized in ESD in each phase. As many learning environments shift to online due to COVID-19, this paper explores ESD workshops that can be realized even in online environments, contributing to ESD research.
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Paper Nr: 116
Title:

Learning under Lockdown: The Conditions in Austria in a Global Context
Authors:

Patrick Wolfschwenger, Sara Hinterplattner, Heike Demarle-Meusel, Birgit Albaner and Barbara Sabitzer
Abstract: This paper assesses the impact of Covid-19 restrictions on learning conditions with focus on the Austrian educational system. It presents an overview of the strategies pursued by the government and other relevant stakeholders and evaluates the effects of the restrictive measures on entrenched educational practices. By gathering data on different target groups and frames of reference, we analyse the experiences instructors and learners have made in times of distance learning, examine the opportunities and threats in conjunction with the abrupt transition from traditional to online instruction and highlight resemblances and differences between the situation in Austria and other countries. The database serves as the basis for establishing perspectives for action and support systems for remote learning.
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Paper Nr: 124
Title:

Formative Assessment in LDL: A Teacher-training Experiment
Authors:

Camilla Spagnolo, Rita Giglio, Sabrina Tiralongo and Giorgio Bolondi
Abstract: The pandemic crisis that overcame us last year still reflects on teacher education. This paper reports a teacher training experiment focused on the use of large-scale assessment materials in a formative perspective and in a laboratorial distance teaching setting. In 2020, during the period of long-distance learning, we implemented a long-distance teachers professional development program addressed to teachers of all school levels. This program was structured along 16 webinars that involved 2539 Italian teachers. At the beginning of the school year 2020/2021, a follow-up questionnaire was developed and implemented. One of the purposes of this questionnaire was to clarify how this experience impacted on teachers beliefs and practices. As a result, we find that our training program helped resilient teachers in outlining the potential of the technologies.
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Paper Nr: 112
Title:

Technology Adoption for Brazilian Socioemotional Initiatives at School
Authors:

Lorena P. Griõn, Carla Delgado, Mônica Ferreira da Silva, Victor Prado and Leandro Mendonça do Nascimento
Abstract: Socioemotional development in the classroom has gained spotlight in Brazil in recent years. It started to be recognized as a right of learning by brazilian pedagogical regulatory bodies that included socioemotional competences in the Common National Curricular Base. With the objective of mapping digital technological solutions to support socioemotional development in the classroom, solutions so important due to the social isolation scenario that the world faces, as a consequence of the pandemic. The present work presents a multivocal literature review, where the authors look for inputs from gray literature to collect initiatives from both the traditional literature as well as from organizations public information. This work depicted 13 initiatives and 9 digital solutions. The results show opportunities of technology adoption to improve socioemotional development, and highlight types of digital technologies that are being used in social pedagogical initiatives in Brazil.
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Area 3 - Information Technologies Supporting Learning

Full Papers
Paper Nr: 3
Title:

The Effect of Resistance to Change on Students' Acceptance in a Flipped Classroom Course
Authors:

Christin Voigt, Kristin Vogelsang and Uwe Hoppe
Abstract: Digital technologies are increasingly used in higher education in so-called blended learning courses. A growing popular course concept is the Flipped Classroom (FC). In an FC, knowledge is acquired at home and deepened in the in-class time with the teacher. Compared to traditional teaching concepts, FC courses are considered particularly effective in terms of learning success. However, the transformation to FC-concepts is a big change for learners and students and often combines with a resistance to change. In this study we investigate the effect of resistance to change (inertia) on the acceptance of Flipped Classroom courses from the students' perspective. Teachers can use this knowledge to increase the attractiveness of FC.
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Paper Nr: 17
Title:

Will I Continue Online Teaching? Language Teachers’ Experience during the COVID-19 Pandemic
Authors:

Ching T. Kwee
Abstract: Due to public health concerns, many K-12 schools were closed and switched to remote learning during the COVID-19 pandemic. Since language learning emphasises interaction, this brings a discussion on its effectiveness and feasibility of online teaching beyond the pandemic. This study aims to explore language teachers’ online teaching experiences in the pandemics and outline factors influencing their choices on future online teaching. Adopting the Social Cognitive Career Theory (SCCT) and Interpretative Phenomenological Analysis (IPA), the researcher interviewed five language teachers internationally and examined their lived experience in this qualitative research. Participants indicated that a positive learning environment and greater well-being of teachers favoured them to continue online teaching while their doubt on students’ learning outcomes impeded them from future use. These findings can be predictors of the teachers’ choices on online learning and useful in devising measures or professional development courses to foster a sustainable online learning development beyond the pandemic.
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Paper Nr: 20
Title:

Experiments with Auto-generated Socratic Dialogue for Source Code Understanding
Authors:

Zeyad Alshaikh, Lasang Tamang and Vasile Rus
Abstract: Intelligent Tutoring Systems have been proven to generate excellent learning outcomes in many domains such as physics, mathematics and computer programming. However, they have seen relatively little use in training and school classrooms due to the time and cost of designing and authoring. We developed an authoring tool for dialogue-based intelligent tutoring system for programming called Auto-author to reduce the time and cost. The tool allows teachers to create fully functional Socratic tutoring dialogue for learning programming from Java code. First, we conducted a controlled experiment on 45 introductory to programming students to assess auto-authored tutoring dialogues’ learning outcomes. The result shows that the auto-authored dialogues improved students’ programming knowledge by 43% in terms of learning gain. Secondly, we conducted a survey of auto-authored tutoring dialogues by introductory to programming course instructors to evaluate the dialogues’ quality. The result shows that the instructors rated the questions as agree or strongly agree. However, the instructors suggested that more improvement is required to help students develop a robust understanding of programming concepts.
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Paper Nr: 26
Title:

Towards Learning Analytics Metamodels in a Context of Publishing Chains
Authors:

Camila M. Canellas, François Bouchet, Thibaut Arribe and Vanda Luengo
Abstract: In a context of pedagogical resource production via publishing chains that are based on an model-driven engineering approach, we consider the proposition of a learning analytics implementation. We argue that, by using the same approach to carry out such an implementation versus a classical one, a series of benefits could be assessed, whether they are related to the fact that it is using this specific context, methodological approach or both. Perhaps one of the most particular benefits is the detailed knowledge of the semantics and structure of any document produced, that could therefore be automatically added to the traces/analysis. Other potential improvements discussed are: separation of content and form, interoperability, compliance with data privacy, maintainability, performance, multi format, customization and reproducibility.
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Paper Nr: 39
Title:

Factors That Hinder in-Service Teachers from Incorporating Educational Robotics into Their Daily or Future Teaching Practice
Authors:

Stamatios Papadakis, Julie Vaiopoulou, Eirini Sifaki, Dimitrios Stamovlasis, Michail Kalogiannakis and Kostas Vassilakis
Abstract: As educational technology continually improves, there is an ongoing interest in using educational robotics (ER) in preschool classrooms. The acquisition of STEM experience in young children's education has found that it helps children get the appropriate tools crucial to any successful study. As the research recognizes that children must participate in STEM education from an early age, ER provides a tangible interface that could enhance the learning process by creating an enjoyable and engaging context. There is also a close relationship between educators’ knowledge, views, and attitudes towards technology and how to adopt technology in early childhood classrooms. Teachers' perceptions, attitudes, and technological competencies are considered the primary determinants of technology adoption in curriculum and pedagogy. It is necessary to understand their views, problems of ER’s utility, and acceptance in preschool education. This study aimed to examine preschool educators' views regarding the factors that hinder them from incorporating the ER into their daily teaching practice.
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Paper Nr: 46
Title:

A Review on Assistive Technologies for Students with Dyslexia
Authors:

Rebeka Lerga, Sanja Candrlic and Alen Jakupovic
Abstract: Last decades have seen tremendous change in education under the influence of the digital technologies. Education no longer relies on traditional methods; it rather makes use of modern technologies. This paper presents an overview of the recent research on the use of assistive technologies in education with emphasis on students with dyslexia, a specific learning disability referred to as a reading disorder which can also affect writing, spelling, speaking and reasoning. The aim of this paper is to provide an overview of the proposed technological solutions as well as the recent research on technologies and methods used to teach dyslectic students language skills, such as reading and writing.
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Paper Nr: 48
Title:

Moroccan Higher Education at the Time of Covid-19: Issues and Challenges: A Case Study among Master Students Business Administration at IGA Casablanca
Authors:

Hassna Akhasbi, Naouar Belghini, Bouchaib Riyami, Mohamed Benitto and Nesrine Gouttaya
Abstract: The year 2020 is marked by a COVID-19 that was propagated and impacted people all over the world. A total confinement of the population was imposed in many countries. In Morocco since March 16, 2020, a state of health emergency and confinement has been declared. The Ministry of National Education, Vocational Training, Higher Education and Scientific Research has taken a series of measures to ensure educational continuity. It has broadcasted online courses in synchronous/asynchronous modes. The restrictions imposed by Covid 19 and advances in information technology (IT) raise the question of implementation of new methods of teaching, mainly distance learning. This article presents the impact of the COVID19 pandemic and challenges confronted by the Moroccan higher education sector. A survey was conducted among master students (Business Administration) using an anonymous questionnaire. A thinking workshop on the Mural software has also been implemented with a group of professors, in order to draw up a list of proposals and recommendations. Through this research work, it has been concluded that accompanying and support should be provided to the students so as to remedy the difficulties encountered during this period and to encourage a use of active methods of learning.
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Paper Nr: 73
Title:

COEXA: A Questioning Model based on Inquiry-based Learning and Social Web
Authors:

Claudia Pimentel, Isabela Gasparini and Avanilde Kemczinski
Abstract: Currently is seen the need of students develop various skills for good social life such as critical thinking. Aiming to find alternatives to these problem, this work introduces the COEXA model, supported by inquirybased learning and social web for educational environments. This model encourages the student to be more active in the learning process by creating and answering questions and also interacting with other students. For this, the fundamentals of the approaches were studied and the survey of related works was also performed. This model can be applied in different educational environments, but for this work an instance of COEXA was implemented in AdaptWeb R (Adaptive Web based learning Environment), and to evaluate its applicability, an experiment was accomplished with students. From this experiment, we collected the interaction data from 89 participants and their opinion were collected through a questionnaire survey. Analyzing the answers and the data collected, it was possible to notice that students thought that the possibility of creating exercises to keep their knowledge and interact with others is very interesting, but they had difficulty with managing time, insecurity and doubts about the creation process.
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Paper Nr: 80
Title:

Supporting Educators to Design Collaborative Learning Scenarios
Authors:

Edmar W. Oliveira and Marcos S. Borges
Abstract: Collaborative learning (CL) processes are not always effective and the inadequate design of CL scenarios is one of the main causes of its unsuccess. Designing CL scenarios is a complex task, since it involves countless requirements and constraints that affect learning process and, hence, the learning outcomes. Consequently, CL scenarios are usually inappropriately structured. This study is particularly interested in the complexities inherent to the process of designing CL scenarios. Its objective is to propose a framework, composed of a conceptual metamodel and a computational tool, in order to support/guide educators throughout the process. The proposed framework was evaluated through a case study with 22 professors of a federal university. The results showed that with the framework it is possible to expose educators to design parameters in a way that they can effectively and systematically be specified.
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Paper Nr: 88
Title:

Improved HyFlex Course Design Utilizing Live Online and On-demand Courses
Authors:

Tetsuro Kakeshita
Abstract: HyFlex (Hybrid-Flexible) courses can provide flexibility to respond to student needs to provide both online and face-to-face courses at the same time. However, the support staff is necessary to run a HyFlex class to provide live streaming of a face-to-face lecture since the teacher has to focus on giving a lecture and responding to student questions. In this paper, we propose a new implementation of the HyFlex course so that the teacher can implement a HyFlex class without the support staff. The improved HyFlex course utilizes live online courses and on-demand courses. The teacher first records and edits the on-demand video before the class. Students watch the video in the class regardless of whether they are at home or school. The teacher launches the online conference system, such as Zoom or Webex, at the class to respond to questions and comments from the students. The students can make questions and comments using chat or audio provided by the online conference systems. They can quickly have a response from the teacher since the teacher focuses on answering the questions and comments during the class. We run the improved HyFlex course in two different types of classes at our university. Approximately 85% of the students are satisfied with the improved HyFlex course.
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Paper Nr: 95
Title:

Technology-based Interdisciplinary Approaches to Accelerated Learning of Mathematics
Authors:

Aija Cunska
Abstract: As technology enters everyday life more quickly and purposefully, the education system is also becoming more accessible and efficient. In 2020, during distance learning in Latvia general education schools, based on a survey of the Latvian Ministry of Education and Science, 18 main problems were identified that most directly relate to learning mathematics and require a change in teaching strategies and approaches. These problems raised much debate and led to think about the need for a more efficient education system in the future, where close cross-sectoral cooperation with an interdisciplinary approach can make a new contribution. The research question is: What interdisciplinary digital technology-based approaches stimulate students' interest in learning maths, motivate them and improve attitudes in the long term? The aim of the study is to point out to educators, policy makers, industry entrepreneurs and researchers the necessity for collaborative and interdisciplinary approaches for accelerated learning in mathematics in general schools. In the future this will contribute to the development of AI solutions and a quality support system for mathematics teachers. The study identifies and describes eight technology-based interdisciplinary approaches to accelerated learning of mathematics that can make mathematics a more accessible and meaningful subject.
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Paper Nr: 122
Title:

Investigating Undergraduate Brazilians Students’ Performance in STEM Courses
Authors:

Laci B. Manhães, Jorge Zavaleta, Renato Cerceau, Raimundo M. Costa and Sergio M. Serra da Cruz
Abstract: This article presents the characteristics of final year students enrolled in science, technology, engineering, and mathematics (STEM) degrees in tertiary education in Brazil. Public datasets maintained by National Institute for Educational Studies and Research Anísio Teixeira (INEP) were essential to promote access to knowledge we extracted. This paper presents an innovative methodology of analyses about the National Assessment of Student Achievement (ENADE) datasets; we investigated all the STEM degree courses. The dataset contains 527,058 data about all final year students who performed the exams in 2005, 2008, 2011, 2014, and 2017. Although the datasets present many attributes, we examined them to compare male and female academic students’ performances against the mean age and the grades obtained thought the years. We have used the software R to perform the analysis and discuss the differences between the groups.
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Paper Nr: 138
Title:

Students Expectations on Learning Analytics: Learning Platform Features Supporting Self-regulated Learning
Authors:

Tuija Alasalmi
Abstract: The article presents results of a survey and interviews mapping students’ expectations and needs on learning analytics. The discussion focuses on the functionalities and features which were considered to support self-regulated learning in Moodle learning environment. The aim of the discussion is to identify how the reported student needs could be met by utilizing descriptive, prescriptive or predictive learning analytics. It was discovered that students need and expect certain functions in the digital learning environment to support self-regulated learning. The survey results indicate that students mainly demand for tools which could help them in planning and scheduling their studies. Secondly, to be able to monitor and regulate their performance, they need progression tracking tools as well as timely and constructive feedback. Features of descriptive analytics were considered the most useful for self-regulation, while the expected benefits of prescriptive and predictive analytics were more controversial and tentative.
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Short Papers
Paper Nr: 7
Title:

Academic Scholars Perception of Online Education Initiatives in Somalia
Authors:

Mohamud M. Hassan and Husein O. Abdullahi
Abstract: This paper examines the Perception of the academic community in Somalia on implementation of online teaching and learning methods during the covid-19 pandemic. The pandemic created a significant challenge for the universities in Somalia. The paper implements a modified version of the open, online, flexible and technology enhanced (OOFAT) methodology with three main categories: content delivery, flexibility impact and platform adaptation. The data has been collected through online questionnaires and interviews involving 70 university educators in Somalia. The study found that instructors who had low degree of content delivery online with flexibility applications weakened the process of teaching and learning. In addition, the study suggested that the instructors lacked adequate knowledge on basic ICT literacy and showed a higher level of barrier of adaptation on online learning and teaching tools. The author argues that the higher education intuitions responsibility to build the capacity of academic staff regarding ICT literacy and provide a scholarly communication platform to enhance their knowledge and technology awareness and exposure.
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Paper Nr: 14
Title:

What We Learned from the Abrupt Switch to Online Teaching Due to the COVID-19 Pandemic in a Post-secondary Computer Science Program
Authors:

Jalal Kawash, Joshua Horacsek and Nelson Wong
Abstract: Online learning has been extensively researched, and online educators have a wealth of resources to build upon. However, when the COVID-19 pandemic hit, we were forced to abruptly convert course delivery from face-to-face to online. To make matters worse, this occurred in the middle of the semester, and the majority of us were not prepared — the majority of us had never taught online, nor have we received the required training to do so. This abrupt change also made it challenging for students which, in turn, posed additional challenges for educators, especially in relation to navigating student expectations. Unlike students who sign up for an online course, these students were also caught unaware by the switch, and online learning was new to most of them. We reflect upon this experience, paying special attention to the challenges associated with the discipline of Computer Science as well as those faced by teaching assistants. The COVID-19 pandemic will come to an end, but this change to education will stay with us. Hence, we share the lessons we learned.
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Paper Nr: 18
Title:

Analysing Student Engagement in an Online Course in the Context of Hybrid Learning Environment: An Empirical Study
Authors:

Michael Wahiu, Fahima Djelil, Laurent Brisson, Jean-Marie Gilliot and Antoine Beugnard
Abstract: This paper aims to understand student learning engagement in an online course. We describe an empirical study we conducted to investigate learner profiles when interacting with learning content. This study is based on data records about student online navigation and took place in the context of a hybrid environment. The obtained results showed that students mostly select assessment activities and visit the online course content without engaging deeply in the learning activities. This leads us to conclude on the role of assessment to motivate and engage students and on the importance of thinking out the design of the hybrid course. Finally, future work is motivated to study how to provide effective interactions with course content and how this can impact learning engagement and course design.
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Paper Nr: 27
Title:

An Educational Digital Environment of Contemporary Aesthetics Focused on Slow Gaming
Authors:

Ieva Gintere
Abstract: The article discusses the concept of an educational digital environment with elements of game, Art Space which has been created on the basis of analysis of the art games produced between 1999 and 2020, and incorporates an explanation of their cultural context. Art Space is related to serious art games and focuses on the aesthetics and historical heritage of contemporary games. It invites the user into a virtual art academy with several rooms where he/she can create individual artefacts. Art Space is intended to clarify the stylistics of contemporary art games and hopes to open a new page in new media art devoted to research into contemporary art. The article provides a review of recent literature on digital art- and edugames, as well as proposes an innovative approach in digital media creation using the aspect of slow gaming.
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Paper Nr: 30
Title:

Spaced Learning Solution in the e-Learning Environment
Authors:

Janis K. senior and Janis Kapenieks junior
Abstract: The objective of the transdisciplinary research is to find the most effective solutions for spaced learning in the e-learning environment and to create an information system for the implementation of spaced e-learning in the learning management system (LMS). The method is based on short breaks (spaces) between repetitions acquiring the learning content in the e-environment. During breaks, students disconnect from the learning by watching engaging alternative content. During the research, the first prototype of spaced e-learning solution was implemented in the LMS OpenEdX and brought into action with bachelor level students. Experience from the first prototype showed the effectiveness of the method and advantages of personalization of the content of spaces. Research showed the need to take personal interests into account for spaces’ content personalization to motivate students to use the method in the learning process. In the light of the data obtained, an information system (IS) for the personalization of the method was developed for use in several kinds of LMS.
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Paper Nr: 31
Title:

A Virtual Environment Software to Position Corner Reflectors for Assisting in SAR Sensor Calibration
Authors:

Tak W. Li and Raffaella Guida
Abstract: Synthetic aperture radars (SAR) have been used for decades to observe activity and changes on the Earth’s surface. This type of satellite imaging can be used under any weather and light condition as it does not depend on the Sun’s illumination and is not obstructed by clouds, water vapours, etc. As any other instrument, SAR systems need to be calibrated. External calibration can be applied, for example, to SAR sensors on spaceborne platforms. In this case, an external target point, such as a corner reflector (CR) is placed in the location of imaging and its Radar Cross Section (RCS), the physical property measured by SARs, is recorded with the final aim of comparing it with its expected theoretical value and calculate then the calibration constant. Deploying a CR correctly requires experience and knowledge of theoretical conditions to maximize its RCS (that range from the selection of the site and shape of the CR to specific values for the azimuth and elevation angles). In this paper, a Virtual Reality (VR) environment has been developed in Unity to assist students/users in visualising the process mentioned above and being able to find the optimal CR orientation and placement. The program currently works with SAR data from the Copernicus constellation
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Paper Nr: 42
Title:

Collaborative Tutoring System Adaptive for Tutor's Learning Styles based on Felder Silverman Model
Authors:

Karima Boussaha and Samia Drissi
Abstract: In the past decade, in the context of CSCL various personalization techniques have been proposed for developing adaptive and collaborative e-learning systems, these later are specifically designed to assist and support learners in their learning process. It is not only learners but also the tutors who experience difficulties in the learning process. In particular, new recruits may not have enough experience to help their learners. In this research paper, we investigate these ideas to propose a Computer-Supported Collaborative Coaching System with Four-Dimensional Personalization Criteria based on Felder Silverman model called CSCCS @ FDPC-FS. This system aims to create a virtual space based on the exchange of information and experiences between experienced tutors in higher education institutions (coaches) to help new recruits coaches who have difficulties and try to encourage, motivate, and provide them with needed experiences to help them break out of isolation and use their solid information to guide their learners. This system offers two strategies, to help new recruits coaches: either the first strategy offers to the tutor to acquire the experience with a learning strategy of the basic notions of the tutoring process, this first strategy (learning) combining and adapting teaching strategies, learning styles, and electronic media according to Felder-Silverman's learning style model. And the second strategy offers to the tutors the possibility to collaborate with other experienced colleagues, to gain the experience and the know-how. The collaboration strategy offers a classification algorithm for forming coaches' groups, the forming groups algorithm base on two new proposes profiles: collaborator and group profile.
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Paper Nr: 43
Title:

Motivating Upper Secondary Students to Learn Mathematics with Working Life Exercises
Authors:

Päivi Porras and Johanna Naukkarinen
Abstract: This paper describes a massive open online course (MOOC) that targets upper secondary school students. During the years that we have been working in LUMA Centre Saimaa (an organization to inspire and motivate children and youth in mathematics, science and technology), we have noticed that upper secondary school students often fail to see the connection between mathematics studied at that level and their future career plans. This work-in-progress paper describes a construction and first user experiences of project TyöMAA, which aims at strengthening the high school students’ perceptions of the applicability of mathematics in the working life. This is done by giving upper secondary school mathematics teachers real working life examples connected to topics in their courses and developing a MOOC for students in which they can solve work-related mathematical problems.
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Paper Nr: 52
Title:

Continuity of Academic Work through e-Learning during the COVID-19 Lockdown: The Case of Ghana
Authors:

Mateko Okantey, Nana K. Annan, Dennis Soku, Samuel Mensah, Isaac Korboe and Kojo A. Frimpong
Abstract: The outbreak of the Novel Corona Virus (COVID-19) pandemic took the whole world by surprise. It virtually brought everything to a standstill due to the lockdown. Though every sector of the global economy had its fair share of the dire consequences of the COVID-19, one of the most affected area included education. Educational institutions shut down to avoid the spread of the virus. The situation led to the compulsory adoption of E-Learning or online learning as a step in the gap to enable the continuation of academic work. The objective of the study was to categorize the technologies used by universities during the COVID-19 pandemic; determine the extent of use of these technologies during the lockdown; examine the effectiveness of these technologies for teaching and learning. The survey approach of research design was used to observe education institutions adoption of e-learning technology during the COVID-19 and interpreted the findings based on existing theory. The result shows that the strongest relationship amongst the factors was perceived usefulness and attitude towards use.
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Paper Nr: 54
Title:

Education Support Structure for Teaching Multimodal Programming in the Cyber-physical Space
Authors:

Josef Spillner
Abstract: Programming education has become a mandatory element of many engineering curriculums, covering skills from digitally controlled mechanical processes to intelligent traffic and aviation systems. Many of these disciplines require the interaction with physical devices as programming interfaces. Higher education institutions focusing on quality presence labs with the need for occasional online teaching are thus looking for blended and multimodal solutions in which the physical interaction can be carried over as much as possible into the digital channels. In these solutions, various touch points between the physical and digital worlds should be exploited. This paper contributes such a solution. It introduces a cyber-physical educational support structure called EPOSS aimed at programming ’things’, including robots and derivative stationary and mobile units, that works in flexible lab and online teaching combinations. The system integrates domain-specific scenarios and open data sources for realistic autoprogramming simulations and is made available as open source prototype to foster adoption. The usefulness of the support system is demonstrated with traffic engineering education scenarios.
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Paper Nr: 66
Title:

ADOPT: A Trace based Adaptive System
Authors:

Henda B. Ajroud, Insaf Tnazefti-Kerkeni and Bénédicte Talon
Abstract: Adaptive learning is learning that tries to get closer to the learner in order to identify his/her strengths and weaknesses and to provide him/her with a learning that best adapts to his/her needs, thereby increasing his/her chances of success. It is in this spirit that this work was carried out. It is interested in adaptation of learning when using a Learning Management System (LMS). To achieve our goal, we designed different models such as the Learner Model and a multi-agents system, ADOPT, which defines intelligent interactive agents. These agents analyze the traces left by the learner, calculate various indicators and propose the most suitable adaptations for the learner.
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Paper Nr: 75
Title:

Clustering Techniques to Identify Low-engagement Student Levels
Authors:

Kamalesh Palani, Paul Stynes and Pramod Pathak
Abstract: Dropout and failure rates are a major challenge with online learning. Virtual Learning Environments (VLE) as used in universities have difficulty in monitoring student engagement during the courses with increased rates of students dropping out. The aim of this research is to develop a data-driven clustering model aimed at identifying low student engagement during the early stages of the course cycle. This approach, is used to demonstrate how cluster analysis can be used to group the students who are having similar online behaviour patterns in the VLEs. A freely accessible Open University Learning Analytics (OULA) dataset that consists of more than 30,000 students and 7 courses is used to build clustering model based on a set of unique features, extracted from the student’s engagement platform and academic performance. This research has been carried out using three unsupervised clustering algorithms, namely Gaussian Mixture, Hierarchical and K-prototype. Models efficiency is measured using a clustering evaluation metric to find the best fit model. Results demonstrate that the K-Prototype model clustered the low-engagement students more accurately than the other proposed models and generated highly partitioned clusters. This research can be used to help instructors monitor student online engagement and provide additional supports to reduce the dropout rate.
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Paper Nr: 78
Title:

Modeling the e-Inclusion Prediction System
Authors:

Ieva Vitolina, Atis Kapenieks and Ieva Grada
Abstract: e-Inclusion aims to provide the benefits of digital technology for every member of society. Digital skills and their meaningful use are a prerequisite for everyone to be e-included. The improvement of learning outputs of online and blended courses on digital skills is therefore an important aspect of ensuring an e-included society. Due to the use of learning management systems and their ability to collect data on students, different types of student data become available for analysis. We proposed the data-driven approach which uses student data and machine learning algorithms to predict learning outcomes. The goal of this article is to present the conceptual architecture and prototype of the e-inclusion prediction system which is based on a combination of several algorithms and uses a machine learning approach.
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Paper Nr: 82
Title:

Collaborative Strategy for Software Engineering Courses at a South American University
Authors:

Miguel A. Feijóo-García, Helio H. Ramírez-Arévalo and Pedro G. Feijóo-García
Abstract: Software Engineering (SE) is the discipline that integrates theory, methods, and tools to promote the development of new informatic solutions for multiple contexts. The discipline is generally introduced in Computer Science (CS) programs between the sophomore and junior years, adding the human being as an actor who participates in teamwork strategies to optimize time and effort. We report on an inter-curricular collaborative instructional strategy between two subsequent SE core courses—SE1 and SE2, at Universidad El Bosque, Colombia. We evaluated our strategy considering students’ performance and perceptions, basing our analysis on their grades, Likert scale (1-5) responses, and the sentiment of their open-ended feedback— we calculated it with Natural Language Processing (NLP) techniques. Our findings suggest that an inter-curricular strategy like the one we present can foster students’ performance, engagement, and motivation. Moreover, the strategy supports the promotion of SE skills, such as communication and teamwork.
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Paper Nr: 83
Title:

iTA: A Digital Teaching Assistant
Authors:

Vishnu D. Duggirala, Rhys S. Butler and Farnoush Banaei-Kashani
Abstract: Designed and implemented a question-answering chatbot, dubbed iTA (intelligent Teaching Assistant), which can provide detailed answers to questions by effectively identifying the most relevant answers in “long” text sources (documents or textbooks). iTA answers questions by implementing a two-stage procedure. First, the topmost relevant paragraphs are identified in the selected text source using a retrieval-based approach and scores for the retrieved paragraphs are computed. Second, using a generative model, extracted the relevant content from the top-ranked paragraph to generate the answer. Our results show that iTA is well suited to generate meaningful answers for questions posed by students.
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Paper Nr: 84
Title:

Fast Gamification Approach: Increase of the Motivation in Remote Classes
Authors:

P. Pernelle, T. Carron, S. Talbot and D. Wayntal
Abstract: Serious Games are considered as effective incentive tools for academic training. However, it remains a difficult challenge to use and generalize in university degrees. This paper aims at presenting a hybrid fast gamification approach for different training modules in order to improve the motivation context and involve non-game-specialist teachers. Thus, in various experiments, we have been able to show that a serious game with a unique and same storyboard increases motivation even in different formations. In the first part, we present the game scenario modeling. Then, in a second part, we detail integration mechanisms of several training modules into this scenario. Finally, in a third part, we present the experiments carried out and the results obtained from this approach used in distance learning, during the COVID-19 crisis.
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Paper Nr: 91
Title:

Generating Relationship between Design Pattern and Source Code
Authors:

Mika Ohstuki and Tetsuro Kakeshita
Abstract: Software engineers need to learn a variety of knowledge and skills to develop various artifacts, such as software specification, software design, source code, and test code, during the software process. We are developing a visualization tool named VRale-SCM for various artifacts and the relationship among them in VR space. A software engineer can freely navigate the artifacts to deeply understand the artifacts and the relationship among them. In this paper, we propose a mechanism to generate a relationship between the design pattern and Java source code. Integration of the proposed mechanism to VRale-SCM will enrich the educational contents of the system so that the educational effect will be further improved.
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Paper Nr: 92
Title:

Paradigm Shift in Human-Machine Interaction: A New Learning Framework for Required Competencies in the Age of Artificial Intelligence?
Authors:

Michael Burkhard, Sabine Seufert and Josef Guggemos
Abstract: Smart machines (e.g., chatbots, social robots) are increasingly able to perform cognitive tasks and become more compatible with us. What are the implications of this new situation for the competency requirements in the 21st century? This paper evaluates the underlying paradigm shift with relation to smart machines in education. It discusses the potentials and current limitations of smart machines in education in order to eliminate prejudices and to contribute to a more comprehensive picture of the technological advances. In light of human augmentation, the paper further proposes a possible learning framework that includes the human-smart machine relationship as a normative orientation for new competency requirements.
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Paper Nr: 98
Title:

A Minimal Snap Extension to Improve the Treatment of Integer Data: A Constructionist Approach
Authors:

Maria C. Carrisi
Abstract: Block based programming environments are a fundamental resource in introducing students to coding, an activity that has been proven to be useful in the development of competences laying in the field of mathematics. Unfortunately, it has been recently shown that Scratch, the most famous and diffused among those languages, presents an important lack in the treatment of Integer data: it does not provide easy and intuitive instruments to face problems dealing with the division with remainder. This conflicts with Scratch’s aim and could also bring students to create misconceptions about the division operation. For this reason, a minimal Snap extension will be here proposed, which overcomes this problem by creating a block environment more pertinent from a mathematical perspective.
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Paper Nr: 120
Title:

Technology Adoption for Statistics Teaching: An Approach to Enhance Learning Lessons Learned from Building an Investigative Environment
Authors:

Leandro Mendonça do Nascimento, Carla Delgado, Mônica Ferreira da Silva, Victor Prado and Lorena Pires Griõn
Abstract: Active learning is one of Brazil’s goals for education, and it encourages and develops students new skills and competencies for a more complete and meaningful education. The didactic sequence that we carried out promoted the articulation of statistical knowledge with the use of techniques of data collection and systematic analysis through a technological device. According to the itinerary proposed by this study, the students built the research in groups, collected the data with Google Forms among their peers, using their smartphones, and then analyzed the data obtained using an Applet developed in Geogebra. Thus, in this paper, when we present the activity, its elaboration process, its execution, and its results, we aim to collaborate with teachers and future teachers who want to adopt technology in their classrooms, especially if they want to build empirical research.
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Paper Nr: 125
Title:

PHYAR: Introducing a Mixed/Augmented Reality Platform for Physics Concepts
Authors:

Morcos Adly, Nada Nasser and Nada Sharaf
Abstract: Physics surrounds each one of us in their daily life. For that reason, it is crucial to teach young students the concepts of Physics gradually starting from earlier ages. The goal of the work presented in the paper is to design a serious game that could help young age children to understand some basics Physics concepts. The centred goal of this paper is the design, implementation, and analysis of an AR serious game that could help young aged students in grasping some basic Physics concepts.
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Paper Nr: 127
Title:

Computer Science and Engineering: Learning to Work in International and Multicultural Teams
Authors:

Alberto Fernández-Bravo, Ignacio García-Juliá and Olga Peñalba
Abstract: The world today is a global world. This means that our students, the professionals of the future, should be able to cooperate and work together with people from other countries, with other languages and cultures. And that implies much more than being proficient in English or other foreign languages, it implies developing a high level of international and intercultural skills. To do so, new activities and approaches should be incorporated into the official curricula of higher education institutions. In this paper, we show an initiative carried out as part of the Software Engineering course, consisting of an international project developed in teams made up of Dutch students from The Hague University of Applied Sciences and Spanish students from Universidad Francisco de Vitoria. Scrum is the paradigm chosen for the development and monitoring of the project, which has been developed using online collaborative tools.
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Paper Nr: 36
Title:

Computer Supported Collaborative Learning for Programming: A Systematic Review
Authors:

Ricardo Sol, Elci A. Santos, Manuel C. Reis and Lucas Pereira
Abstract: The objective of this paper is to present the current evidence relative to the effectiveness of computer supported collaborative learning as a pedagogical tool in teaching programming. A systematic literature review in the IEEE Xplore, Web of Science, and ACM Digital Libraries was performed with studies that investigated factors affecting the effectiveness of computer supported collaborative learning for students learning programming and studies that measured the effectiveness of computer supported collaborative learning for students learning programming. Twelve papers were used in the analysis. The results showed that the object oriented programming languages are the ones that have been most frequently adopted by educators who use computer-supported collaborative learning as tools to teach programming, that course critique surveys and questionnaires are the most frequently reported methods used to assess the effectiveness of computer-supported collaborative learning interventions, and that the amount of participants who have taken part in research to evaluate the value of computer-supported collaborative learning in teaching programming varies notably between studies. Finally, in total, 83.3% of the included papers report that computer supported collaborative learning is an effective teaching tool and can help programmers in their studies.
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Paper Nr: 37
Title:

Creative Writing Web Site 3.0 for 3rd Year General Education Students
Authors:

Daniela M. Vilatuña Alomoto, Paúl F. Baldeón Egas, Norma Molina Prendes and Ernesto Fernández Rivero
Abstract: This work is the basis of a web 3.0 site to contribute to the process of Teaching and Learning of creative writing of third year students of Basic General Education of the "María Troncatti" school, Quito, Ecuador; which allows the student the use of web 2.0 tools, the integration of Google Classroom as a learning manager. Each academic block in the web 3.0 site develops communication skills for creative writing, in which the teacher can work processes of expression, communication and creation with students, awakening from the beginning the intrinsic motivation in the student through questions that generate both curiosity to learn and innovate. The proposal was evaluated by specialists with good results in a general sense.
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Paper Nr: 70
Title:

Scripted Step-based Visualizations: A Pilot Study
Authors:

Aleksi Lukkarinen, Lassi Haaranen and Lauri Malmi
Abstract: Software visualization has numerous educational applications that focus on illustrating code, structure, behavior, and/or evolution of software. However, there are few available solutions that (1) illustrate arbitrary high-level concepts according to the scripts specified by the instructor and (2) can be easily integrated into various existing learning materials. To evaluate the feasibility of such a tool, we developed a proof-of-concept system that can be used as a part of many web-based course materials and that is supported by Acos content server. As a pilot study, we introduced the tool in an introductory web development course to visualize messaging between clients and servers. We analyzed the usage log data and student questionnaire data and the results were mostly positive, which prompts for further research on the subject.
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Paper Nr: 105
Title:

A Social Network Approach for Student’s School Performance Measurement
Authors:

Waldir S. Moura, Mônica D. Silva, Jonice O. Sampaio, Tainá D. Souza, Elton C. Marinho and Victor Prado
Abstract: This article brings to light analyses of student’s social networks in order to comprehend how social interactions occur in schools. Furthermore, the present research intents on verifying if social groups affect student’s performance. In view of this reality, this work presents the analysis of 40 social network students with the objective of measuring the degrees of interrelationship between groups to provide means of implementing the process of building Collective Knowledge in the classroom. One of the main challenges encountered at work is the understanding between native psychic and somesthetic students. From the data collection of the experiment, it was evidenced that there is a strong correlation between the networks of friendships and grades, which allowed to verify that repeating students do not fit in with students of the grade in which they are and that students with good grades have many friendship bonds, however these bonds are weak since they are only bonds with interest in the notes. The Collective Knowledge applied by the teacher must collaborate for the interrelation of the students and, consequently, in the strengthening of bonds and grades.
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Paper Nr: 113
Title:

Gaming Culture: Teachers Perception in High Schools of Brazil
Authors:

Victor Prado, Carla Delgado, Mônica D. Silva, Lorena P. Griõn and Leandro D. Nascimento
Abstract: In order for games to be perceived as more than sheer entertainment, opening up its educational potential as well as new professional possibilities for students, schools must first recognize and embrace this universe. With this in mind, this work will attempt to demonstrate teacher’s perception of games in high schools of Brazil, using the city of Maricá, in Rio de Janeiro state as an example. For this, the following research was done over the period of a year and followed a City wide School versus School tournament, called Ti-Games Maricá, which included a series of game based activities done in every single school of said city. This article will focus solely on the impacts regarding activities for teachers and how it affected their perception of games.
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Paper Nr: 117
Title:

Automated Checking of Flexible Mathematical Reasoning in the Case of Systems of (In)Equations and the Absolute Value Operator
Authors:

Antti Valmari
Abstract: We present an approach and a tool for automatically providing feedback on solutions that involve complicated reasoning patterns. Currently the tool supports linear systems of equations and inequations that may also contain the absolute value operator and a restricted form of rational functions. This suffices for designing problems that are laborious to solve with standard mechanical procedures, but much easier using short-cuts that students may find by creative thinking. Earlier research has found that struggling with important mathematics promotes conceptual development. Our goal is to encourage students to such struggling. A crucial feature is to give them great freedom to choose the paths via which they solve problems, and at any time ask the tool to check the work done so far, no matter what path was chosen. This was implemented by adopting standard notation from mathematical logic, and developing some new logical notation. The tool has been used in a course on elementary university-level mathematics. It has worked reliably, but there is not yet any statistics on the pedagogical merits. The tool is expected to also support quadratic (in)equations in the near future.
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Paper Nr: 128
Title:

A Systematic Mapping on Machine Learning Algorithms and Gamification Applied to Education
Authors:

Vinicius S. Garcia da Luz, Ezequiel Gueiber, Simone N. Matos, Helyane B. Borges, Guataçara D. Santos Júnior and Rui P. Lopes
Abstract: Machine learning algorithms and gamification applied in educational environments promote more accurate information gathering as students interact with games. They allow you to evaluate and analyse data from how to improve gamified tools to stimulate teaching, retain student attention and interest, and optimize learning. This paper has performed a systematic mapping to identify how machine learning algorithms are applied at each game level.
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Paper Nr: 132
Title:

On-line Meetings for Educating the Minds of Future Safety Engineers during the COVID Pandemic: An Experience Report
Authors:

Barbara Gallina
Abstract: World-wide opportunities for “meetings of minds” was the goal of the research of visionaries who contributed to the creation of networked communication systems. During 2020, as a result of the COVID-19 pandemic, educational institutes massively exploited these systems enabling virtual spaces of synchronous and asynchronous meetings among students and among students and teachers. Technology alone, however, is not sufficient. Technological Pedagogical And Content Knowledge (TPACK) and competence are paramount. In this paper, I report about my experience in pedagogically designing and implementing an on-line version of an advanced master course on safety-critical systems engineering, conceived and delivered as a series of Zoom-based, and Community-Of-Inquiry (COI)-oriented meetings plus Canvas-based threads of discussions for educating the minds of future safety and software engineers. I also report about the limited but still talkative COI-specific questionnaire-based evaluation, conducted with the purpose of better understanding the limits of moving the course on line and elicit areas of improvement, given that likely education on-line is now here to stay. Finally, I elaborate on a roadmap for future development, based on the results from the first instance.
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Paper Nr: 140
Title:

Toward a Meta-design Method for Learning Games
Authors:

Marne Bertrand, Muratet Mathieu and Sehaba Karim
Abstract: To support the appropriation of serious learning games by teachers, we are studying design methods that focus on both design and use phases: meta-design methods. Our objective is to propose models and tools for designing levels and scenarios for Blockly Maze and to provide the teacher with monitoring indicators allowing him/her to appropriate and adapt the game according to the observed uses. In this article, we detail the first contributions of this study based on qualitative data: analysis of the game Blockly Maze and interviews with two teachers. First results draw three main needs: level design tool, scenario design tool and monitoring tool. Beyond these needs we introduce underlying models of each of them and future works.
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Area 4 - Learning/Teaching Methodologies and Assessment

Full Papers
Paper Nr: 35
Title:

Developing Evaluation Metrics for Active Reading Support
Authors:

Nanna Inie and Louise Barkhuus
Abstract: Reading academic literature in digital formats is becoming more and more of a normalcy for students, but designers of reading support tools do not share common, metrics for evaluating such tools. This paper introduces our work in developing an evaluation form which we call the aRSX (active Reading Support IndeX). The aRSX-form is a quantitative means for evaluating whether a specific software or hardware tool supports active, academic reading in a way that resonates with personal user experience and learning preferences - in other words; whether the tool is practical and pleasant to use for the student who consumes academic literature. The paper presents the first and second iterations of the aRSX evaluation survey based on a preliminary exploratory experiment with 50 university students. The paper also describes how the evaluation form can be developed and used by designers of reading support tools.
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Paper Nr: 61
Title:

‘This Student Needs to Stay Back’: To What Degree Would Instructors Rely on the Recommendation of Learning Analytics?
Authors:

Linda Mai, Alina Köchling and Marius Wehner
Abstract: Learning Analytics (LA) systems are becoming a new source of advice for instructors. Using LA provides new insights on learning behaviours and occurring problems about learners. Educational platforms collect a wide range of data while learners use them, for example, time spent on the platform, exams taken, and completed tasks, and provide recommendations in terms of predicted learning success based on LA. In turn, LA might increase efficiency and objectivity in the grading process. In this paper, we examine how instructors react to the platform’s automatic recommendations and to which extent they consider them when judging learners. Drawing on an adaptive choice-based experimental research design and a sample of 372 instructors, we analyse whether and to what degree instructors are influenced by the recommendations of an unknown LA system. We also describe which consequences an automatic judgment might have for both learners and instructors and the impact of using platforms in schools and universities. Practical implications are discussed.
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Paper Nr: 62
Title:

Say No to Free Riding: Student Perspective on Mechanisms to Reduce Social Loafing in Group Projects
Authors:

Uthpala Samarakoon, Asanthika Imbulpitiya and Kalpani Manathunga
Abstract: Project based learning is a popular teaching method in Information Technology undergraduate programs where students gain necessary skills and knowledge via a hands-on capstone project. Key learning gains from such projects are problem-solving skills by applying theoretical knowledge while improving soft skills like collaboration and communication. Students can improve critical thinking, learn to face challenging situations, and build creative solutions for a desired problem as a group. Irrespective of all these benefits, social loafing or simply free riding can be recognized as the key challenge in these group-based projects. Some students in group projects put less effort on group work than when they work alone while surviving in the group and taking credits for someone else’s work. This scenario leads to demotivation of hard-working members and lot of group conflicts. Ultimately, social loafing affects the group performance while resulting with unsuccessful projects and dissatisfied students. Seeking mechanisms for reducing social loafing in group projects is becoming a vital and this research proposes set of mechanisms to reduce social loafing in IT group projects and presents the students’ perspective on usefulness of each mechanism.
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Paper Nr: 67
Title:

Student Perception of Usability: A Metric for Evaluating the Benefit When Adapting e-Learning to the Needs of Students with Dyslexia
Authors:

Weam G. Alghabban and Robert Hendley
Abstract: Usability is now widely recognised as a critical factor to the success of e-learning systems. A highly usable e-learning system increases students’ satisfaction and engagement, thereby enhancing learning performance. However, one challenge in e-learning is poor engagement arising from a “one-size-fits-all” approach that presents learning content and activities in the same way to all students. Each student has different characteristics and, therefore, the content should be sensitive to these differences. This study evaluated the students’ perceived level of usability of an e-learning system that matches content to reading skill levels of students with dyslexia. 41 students rated their perceived usability of an e-learning system using the System Usability Scale (SUS). Results indicated that when the e-learning system matches content to students’ skill level, students perceive greater usability than when the learning is not matched. There was also a moderate, positive correlation between perceived usability and learning gain when e-learning was matched to their skill level. Thus, students assessment of the usability of a system is affected by the degree to which it is suited to their needs. This may be reflected in increased engagement and is associated with higher learning gain.
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Paper Nr: 85
Title:

Preference for Multiple Choice and Constructed Response Exams for Engineering Students with and without Learning Difficulties
Authors:

Panagiotis Photopoulos, Christos Tsonos, Ilias Stavrakas and Dimos Triantis
Abstract: Problem solving is a fundamental part of engineering education. The aim of this study is to compare engineering students’ perceptions and attitudes towards problem-based multiple-choice and constructed response exams. Data were collected from 105 students, 18 of them reported to face some learning difficulty. All the students had an experience of four or more problem-based multiple-choice exams. Overall, students showed a preference towards multiple-choice exams although they did not consider them to be fairer, easier or less anxiety invoking. Students facing learning difficulties struggle with written exams independently of their format and their preferences towards the two examination formats are influenced by the specificity of their learning difficulties. The degree to which each exam format allows students to show what they have learned and be rewarded for partial knowledge, is also discussed. The replies to this question were influenced by students’ preference towards each examination format.
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Paper Nr: 136
Title:

Integration of Digital Competences into a Teacher Education Program: A Sensitive Approach
Authors:

Wolfgang Müller, Robert Grassinger, Stefanie Schnebel, Jörg Stratmann, Holger Weitzel, Alexander Aumann, Gerda Bernhard, Marcus Gaidetzka, Leonie Heiberger, Ingo Kreyer, Christian Schmidt, Pascal Uhl, Marion S. Visotschnig and Jennifer Widmann
Abstract: Future teachers need sound digital competences in order to be able to identify and use the potential of digital technologies for teaching. In the TegoDi project, we are developing and implementing a programme to teach the necessary competences for all teacher education courses at our university. The concept of TegoDi is based on a media literacy competence model adopted from international reference frameworks such as DigCompEdu, TPACK and digi.kompP. The challenge of introducing the programme across the university is met by a change management approach that is participatory and implemented through change agents. The roll-out of the teacher education programme will be further complemented by support structures for students and teachers. Support structures for students draw on learning analytics to realise personalized feedback. Project effectiveness, acceptance and usability of measures as well as the overall impact of the TEgoDi project will be evaluated repeatedly involving both formative and summative approaches.
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Short Papers
Paper Nr: 4
Title:

MakeTests: Generate and Correct Individualized Questions with Many Styles
Authors:

Fernando Teubl, Valério R. Batista and Francisco A. Zampirolli
Abstract: Hardcopy exams are one of the most traditional evaluation methods. However, the greater the class the more endeavour to correct them. Automatic generation and evaluation tools can help but most of them are restricted to multiple-choice tests. Our paper presents MakeTests, a free of charge and open source system that automates both generation and correction of exams. MakeTests’ main contributions are: (1) highly parametrized questions drawn from a database; (2) inclusion of many question styles besides multiple-choice (true/false, matching, numerical and written response, only this one with manual correction); (3) real-time correction with webcam upon handing in. This paper shows how to elaborate exams with MakeTests, specially regarding the several question styles with parametrization, and also how to correct them automatically. These procedures are illustrated here by two experiments: the first one focused on feedback immediately upon handing in a test that was given to 78 students, and the second one managed by a professor without any programming knowledge. Our results indicate that MakeTests allows for quick elaboration of parametric questions and fast correction, even for users that lack technical knowledge.
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Paper Nr: 5
Title:

Automated Assessment with Multiple-choice Questions using Weighted Answers
Authors:

Francisco A. Zampirolli, Valério R. Batista, Carla Rodriguez, Rafaela Vilela da Rocha and Denise Goya
Abstract: A resource that has been used increasingly in order to assess people is the evaluation through multiple-choice questions. However, in many cases some test alternatives are wrong just because of a detail and scoring nought for them can be counter-pedagogical. Because of that, we propose an adaptation of the open-source system MCTest, which considers weighted test alternatives. The automatic correction is carried out by a spreadsheet that stores the students’ responses and compares them with the individual answer keys of the corresponding test issues. Applicable to exams either in hardcopy or online, this study was validated to a total of 607 students from three different courses: Networks & Communications, Nature of Information, and Compilers.
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Paper Nr: 15
Title:

The Motivation and Reasons behind Taking Distance-based Taekwondo Martial Arts Lessons: Social Cognitive Career Perspectives from Parents
Authors:

Luis D. Santos
Abstract: The increasing use of technologically-assisted teaching and learning approaches and tools has been raised in the current school system. However, most of the practice-based and vocational-based courses have still relied on face-to-face instruction. However, due to the COVID-19 pandemic, a large number of courses and programmes have been moved to the online platform for teaching. In this study, the researcher interviewed 12 participants who have sent to their children to one of the distance learning based martial arts education courses in South Korea. Based on the lens of the Social Cognitive Career Theory, this study sought to understand the motivation and reasons why do parents want to send their children to one of the distance learning based martial arts school online? The finding of this study indicated that the achievements of education and career goals always drove the motivation and reasons of these groups of parents, regardless of the outcomes of the programmes and the willingness of their children. The results of this study provided a blueprint for government leaders, policymakers, school leaders, parents, students, and researchers to understand the current social problem, such technologically-assisted tools.
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Paper Nr: 22
Title:

On the Efficacy of Online Proctoring using Proctorio
Authors:

Laura Bergmans, Nacir Bouali, Marloes Luttikhuis and Arend Rensink
Abstract: In this paper we report on the outcome of a controlled experiment using one of the widely available and used online proctoring systems, Proctorio. The system uses an AI-based algorithm to automatically flag suspicious behaviour, which can then be checked by a human agent. The experiment involved 30 students, 6 of which were asked to cheat in various ways, while 5 others were asked to behave nervously but make the test honestly. This took place in the context of a Computer Science programme, so the technical competence of the students in using and abusing the system can be considered far above average. The most important findings were that none of the cheating students were flagged by Proctorio, whereas only one (out of 6) was caught out by an independent check by a human agent. The sensitivity of Proctorio, based on this experience, should therefore be put at very close to zero. On the positive side, the students found (on the whole) the system easy to set up and work with, and believed (in the majority) that the use of online proctoring per se would act as a deterrent to cheating. The use of online proctoring is therefore best compared to taking a placebo: it has some positive influence, not because it works but because people believe that it works, or that it might work. In practice however, before adopting this solution, policy makers would do well to balance the cost of deploying it (which can be considerable) against the marginal benefits of this placebo effect.
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Paper Nr: 23
Title:

Source Code based Approaches to Automate Marking in Programming Assignments
Authors:

Thilmi Kuruppu, Janani Tharmaseelan, Chamari Silva, Udara S. Arachchillage, Kalpani Manathunga, Shyam Reyal, Nuwan Kodagoda and Thilini Jayalath
Abstract: With the embarkment of this technological era, a significant demand over programming modules can be observed among university students in larger volume. When figures grow exponentially, manual assessments and evaluations would be a tedious and error-prone activity, thus marking automation has become fast growing necessity. To fulfil this objective, in this review paper, authors present literature on automated assessment of coding exercises, analyse the literature from four dimensions as Machine Learning approaches, Source Graph Generation, Domain Specific Languages, and Static Code Analysis. These approaches are reviewed on three main aspects: accuracy, efficiency, and user-experience. The paper finally describes a series of recommendations for standardizing the evaluation and benchmarking of marking automation tools for future researchers to obtain a strong empirical footing on the domain, thereby leading to further advancements in the field.
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Paper Nr: 44
Title:

Benefits of an Audience Response System based on Polls with Mobile Phones in Engineering Education
Authors:

L. Mediero, A. Lastra and J. G. Palacios
Abstract: Traditional teaching techniques based on either chalk and board or PowerPoint are usual in civil engineering schools, fostering a passive behaviour in students. Active learning techniques based on audience response systems can overcome such passivity. Currently, most undergraduates and postgraduates own a smartphone. Therefore, lectures based on polls with smartphones can help to improve student learning. This study presents the benefits of a lecture based on an audience response system compared with a traditional teaching technique. A poll related to smartphone-use was applied to a lecture in hydraulics delivered in a civil engineering school to solve a complex open-channel flow problem. The results showed that student learning and understanding about the procedure to perform the exercise correctly improved highly by means of active learning activity. The number of students that failed a similar exercise after the class halved because of the mobile-based poll. In addition, the student satisfaction survey highlighted that the activity led to a more active class. The survey also found that most of the students felt that the activity is interesting and useful to understand how to address such exercises.
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Paper Nr: 47
Title:

Experimental Platform for Obtaining Electrical Resistance of a Shape Memory Alloy Actuator
Authors:

Wislayne D. P. da Silva, Tony M. Cavalcanti, Jaidilson Jó da Silva and Angelo Perkusich
Abstract: Shape Memory Alloys (SMA) are unique metallic materials with the Shape Memory Effect (SME), which refers to a material’s capacity to recover its original shape through temperature variation subjected to deformations. These alloys are commonly used as actuators to control vibration, deformation, position and have been used in several sectors in the last decades. Therefore, in order to enable a study about the behavior of the electrical resistance of an SMA actuator and the deformation measurement using strain-gauge sensors, an experiment is proposed in this work to be applied to the course of Electronic Instrumentation Laboratory of Electrical Engineering Degree at the Federal University of Campina Grande, Brazil. We used an experimental platform composed of a steel beam and an SMA actuator, and we also developed the necessary electronic system and Human Machine Interface. The experiment consists of activating the actuator by applying electric current and obtaining data corresponding to its electrical resistance and beam deformation. With the experiment’s realization, the students will be able to draw the behavior curves and prepare a report with the analyses.
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Paper Nr: 57
Title:

Towards a Framework to Scaffold Problem-solving Skills in Learning Computer Programming
Authors:

Gorgoumack Sambe, Khadim Drame and Adrien Basse
Abstract: Developing problem solving skills through learning programming has become a real challenge. Problem-solving skills are fundamental to learning computer programming and can be developed during learning. Teachers focus more on the syntax of the languages than on the development of problem solving skills. We present a conceptual framework to promote problem-solving skills in learning computer programming. This framework is based on an IDE which integrates two components. The first one is an explicit guidance to support the acquisition of skills related to different stages of a problem-solving method. It consists in explicitly following the steps of the process with activities that develop related skills. The second one is a semantic feedback system to develop problem-solving skills.
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Paper Nr: 69
Title:

Analyzing the Impact of e-Caducée, a Serious Game in Pharmacy on Students’ Professional Skills over Multiple Years
Authors:

Katia Oliver-Quelennec, François Bouchet, Thibault Carron and Claire Pinçon
Abstract: In an academic program of our faculty of pharmacy, we tried to improve the training of future pharmacists aiming at their professionalization. We proposed a learning game called e-Caducée, which allows students to train during 3 semesters with about one hundred clinical cases. We investigated the consistency between skills worked in the game with those defined by the pedagogical team as well as the impact of the game and of the embedded dashboard on students’ skills. We collected data from the game (activity traces), from the faculty (academic results) and from the students (opinion about the game). To answer our research questions, we used both multiple linear regressions as well as classical statistical inference. Results reveal that the score predictions based on the use of e-Caducée correspond with the definition of the teachers. We also found clues that the use of e-Caducée helped with learning some professional skills but the result was not confirmed with statistical analysis. Finally, we found a link between the use of the dashboard in the game and one particular professional skill’s academic results (prescription). Our future work aims at developing an adaptive learning dashboard for the game and analyzing its possible impact.
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Paper Nr: 94
Title:

Satoyama Forest Management Learning Game for SDGs Education: Comparing the Effect of Providing Additional Information in the First Half and Latter Half of the Game
Authors:

Koga Yago, Yukiya Shingai, Wakana Kobayashi, Ryota Aoki, Yoshiaki Takeda, Fusako Kusunoki, Hiroshi Mizoguchi, Masanori Sugimoto, Hideo Funaoi, Etsuji Yamaguchi and Shigenori Inagaki
Abstract: Conservation of biodiversity and the forest environment has become increasingly important in Japan because it has been set as the 15th sustainable development goals (SDGs). In Japan, Satochi-satoyama is currently drawing researchers’ attention from the perspective of learning about forests and biodiversity. However, there are concerns that the biodiversity of Satoyama will soon deteriorate both in quality and in quantity due to the decline in the population that manages it. Therefore, Satoyama management needs to be promoted through education to continue sustainable development. The authors are currently developing a simulation game called "Satoyama Management Game" to use it as an effective tool for learners to absorb in-game information about Satoyama and learn about the process involved. In this paper, we discuss the experiments conducted to investigate the effect of providing in-game information on learners and present its results.
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Paper Nr: 115
Title:

A Decision Game for Informal Learning
Authors:

Bruno Souza, Marcos Almeida and Rui P. Lopes
Abstract: Lifelong learning implies that people are willing to change their attitude, way of thinking or acting, usually based on some objective. For that, a decision game was developed for iOS and Android devices, using the Unity Game Engine. The premise of the game puts the player in the role of a business manager facing situations that require a decision. The game presents a card based mechanics, allowing the player to choose between two options, sliding the card to the right or to the left, influencing the outcome of the game. The game allows to use different decks of cards. The experience was assessed with the assistance of three instruments: closed questions questionnaire, written exams before and after playing the game and observation.
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Paper Nr: 121
Title:

Probatio: A Recommendation System to Assist Educators in Assignment Preparation
Authors:

Raul G. M. de Freitas, Carla Delgado, João C. P. da Silva, Jônatas C. Barbosa and Jean S. Felix
Abstract: Recommendation systems have been used to assist the decision-making processes in a wide variety of fields, such as entertainment, e-commerce and web search engines. Whereas few works have made efforts to assist educators in the elaboration of course assignments, the web system presented in this paper aims at integrating educational metadata and recommendation techniques to support this task. Besides reducing the time required to prepare an assignment, the system can improve the educators’ perception of the educational objectives behind it.
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Paper Nr: 123
Title:

Effectiveness of Gamification in Undergraduate Education
Authors:

M. E. Sousa-Vieira, O. Ferreira-Pires, J. C. López-Ardao and M. Fernández-Veiga
Abstract: What is the quantitative effect of gamified learning/teaching on the performance of students? This basic question has not received as much attention as it deserves in the related literature, despite the many works that analyze the benefits and design principles of gamified activities across many domains. We present in this paper an analysis of this question focused on identifying the network structure variables that quantitatively explain the improvements reported when using gamification integrated in the course design. We compare the results with those from a group that does not follow gamification at all, hence we are able to ascertain the strength and impact that gamification has on numerical grades or scores.
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Paper Nr: 126
Title:

Towards a Systematic Requirements Engineering for IT System-based Business Simulation Games
Authors:

Robert Häusler, Marcus Tröger, Daniel Staegemann, Matthias Volk and Klaus Turowski
Abstract: Motivation has been observed to be crucial for learning success. In computer science education, new approaches for knowledge transfer that create more engagement by their users seem to be a desirable solution. This can be facilitated, inter alia, through business simulation games (BSG). Within this paper, a preliminary literature review is conducted to gather the first requirements for an extendable catalog that can be valid for various BSG. Many different generic success factors, best practices or established methods are identified in various publications providing promising approaches for deriving appropriate BSG requirements. The dominance of non-functional requirements is noticeable, whereas the majority of functional requirements possibly will not become determinable until it comes to the specific game design. Therefore, the publication at hand can be considered as preparatory work for a future BSG as a Service concept.
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Paper Nr: 129
Title:

Design of a Social Media Simulator as a Serious Game for a Media Literacy Course in Japan
Authors:

Marcos S. Maekawa, Leandro N. Hundzinski, Sena Chandrahera, Shota Tajima, Shoko Nakai, Yoko Miyazaki and Keiko Okawa
Abstract: This paper introduces the initial phase of the design process of a simulator about information sharing in social media for educational settings. This online tool mimics real-world social media services and provides a playful learning experience. Players evaluate online information, make decisions to share or not the information, and as a result, gain or lose followers. Students can access other players’ statistics and analyze references such as expert’s opinions to support their decision-making. Through this experience, students are expected to exercise and reflect on their online social media behavior and become smart consumers and responsible creators of online information. The preliminary findings reveal a glance of social media sharing behavior among university students in Japan and clues for measuring the learning effects and the engagement for this sort of practice. Results from this research are expected to contribute to digital media literacy education and serious game design domains.
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Paper Nr: 21
Title:

LPO Proofs in Two Educational Contexts
Authors:

Engelbert Hubbers
Abstract: The purpose of this paper is twofold. First, it introduces several styles for constructing and writing down mathematical proofs for a specific technique used in theoretical Computing Science. Second, an inventory of pros and cons of these proof styles is made in two educational contexts, namely whether the proof styles help students in understanding the proofs, and whether the proof styles are practical in both written and digital exams. It turns out that there is no clear winner in both contexts, but the newly introduced so-called shuffled Fitch style is the most practical choice.
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Paper Nr: 25
Title:

Combining Agile and DevOps to Improve Students’ Tech and Non-tech Skills
Authors:

Telcio Cardoso, Rafael Chanin, Alan R. Santos and Afonso Sales
Abstract: The goal of this ongoing study is to understand how the development of soft skills is approached in the existing computer science and software engineering curricula. Based on the findings and improvement opportunities, we propose a high-level course structure to be used as a framework for those higher education organizations who want to support the development of students technical and non-technical skills. With this proposal, we believe computer science and software engineering students would be better prepared for the most recent IT market requirements, fostering the development of the 21st century’s main competencies. In order to develop the course structure presented in this study, we conducted a literature research, which showed the development of students’ soft skills still requires improvement and more efficient approaches. Our solution proposal combines DevOps, Scrum and Challenge Based Learning approaches into one single course, which uses Agile DevOps culture and values, along with continuous feedback, to promote students’ soft skills development.
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Paper Nr: 76
Title:

Quality Assessment of Learners’ Programs by Grouping Source Code Metrics
Authors:

Francisco O. Santos, Alana Oliveira, Carlos S. Neto and Mario M. Teixeira
Abstract: This article reports on the process of clustering source code metrics from beginner students in an Algorithms course in order to identify their learning profiles. Our approach relies on extracting a set of metadata from Lua programming assignments written by 60 Computer Science undergraduate students, comprising 21 practical exercises. A total of 13 metrics have been selected and submited to clustering algorithms and it was found that hierarchical grouping, K-means and DIANA proved to be more suitable to the set under study. Preliminary results on the relationship between student groups and source code quality are reported. Further research is required towards an automated student performance evaluation strategy to assist in student assessment based on source code quality.
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Paper Nr: 106
Title:

Typesetting DSL Teaching Method based on the Paradigm WYSWYM
Authors:

Jean-Rémi Bourguet, Melissa Z. Costa and Jussara Teixeira
Abstract: In Brazil, the parameters that determine the standardization of academic texts are defined through technical norms produced by an organization called ABNT. The majority of students in higher education courses opt for Microsoft Word as the main reference to edit their academic productions. However, few students are able to question themselves about the tools and the methods they use to comply with these rules and a very large part of them do not know the so-called paradigm WYSWYM. In this paper, we present a methodology to acquire knowledge about word processing through the presentation and practice of the typesetting DSL LATEX for non-exact science students. A survey was conducted to gather the feedbacks of our students demonstrating a fair acquisition of the method and a high confidence concerning the future return on their learning investment.
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Paper Nr: 131
Title:

A Systematic Mapping of Serious Games for Oral Health
Authors:

Rafael A. Pereira, Vinicius S. Garcia da Luz, Simone N. Matos, Rui P. Lopes and Helyane B. Borges
Abstract: Oral health in the daily lives of individuals allows health promotion and prevention. Oral health literacy is fundamental to enable people to have the knowledge and be aware of its importance, enabling them to process, evaluate and apply information on this topic. Serious games, in the educational domain, can be used to assist in this literacy. This article carries out systematic mapping of these games in the field of oral health. The mapping included work carried out in the last 5 years and indexed in four repositories. As result it was found that there are few serious games for oral health, and few have a well-defined process for learning.
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Area 5 - Social Context and Learning Environments

Full Papers
Paper Nr: 45
Title:

Are We Ready for Problem-based Learning? A Proposal of Institutional Diagnosis in Computing Higher Education
Authors:

Osmário S. Filho and Simone C. dos Santos
Abstract: In Computing Higher Education (CHE), the desired transformation of traditional teaching and learning methods, almost always based on the transmission of information and content-based curricula, has been the objective of several educational institutions that wish to combat students' demotivation and dropout. Among successful approaches, Problem-Based Learning stands out as one of the most effective and radical methods regarding pedagogical innovations. While the implementation of the PBL means a great opportunity to achieve better educational performance, it also represents many challenges that can only be managed if they are first known and understood. In this context, the motivation for this study comes from the following research question: "How to know if an institution at CHE is ready to implement the PBL?". As a response, an institutional diagnostic model regarding the adoption of PBL is proposed. From an opinion survey with 38 technical educational institutions in computing, involving 302 participants, the results showed that the model reached its objective, allowing the identification of favorable, warning, and critical points regarding the adoption of PBL in these institutions.
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Paper Nr: 107
Title:

Despandemia: Serious Game in Alternate Reality for Reading and Rewriting Our Intercultural World during the Covid-19 Pandemic
Authors:

Marcelo A. de Barros, Valéria Andrade, Antão Moura, Laurent Borgmann and Osmundo Claudino
Abstract: The Covid-19 world pandemic and the ensuing closure of schools has resulted in unprecedented emergency remote teaching. In teaching-learning settings in Northeastern Brazil, teachers often face challenges when they try to use innovative pedagogical approaches and introduce innovative technologies to transform students into agents of change in our culturally diverse world through the application of learning. Such challenges were augmented further with the pandemic as the forced systemic use of these technologies was no longer a pedagogical choice but was quickly turned into the general rule for all educators – even those who were not familiar with these technologies. In addition, pandemic traumas such as domestic confinement, social isolation, fear, uncertainty, and anxiety about the future, weakened the emotional health of everyone involved in education by reducing or sometimes even paralyzing the creative processes essential to learning. The result of this new condition was a tangible increase in dropout rates, poor school performance and low self-esteem for teachers and students alike. Home confinement also increased domestic violence, including child abuse and particularly, violence against women. This paper presents a serious game, called Despandemia, for building libraries of interactive gamified books and ubiquitous reading communities. The game is accessible by cell phone and based on the humanistic performative attitude of a teacher-reader in collaborative projects of online socio-cultural entrepreneurship. Despandemia was used and evaluated by 119 students of an “Introduction to Computer Science” course, in which participants considered violence against women as a predominant theme of the pandemic. Results indicate that the game has a positive influence on 1) decreasing course dropout; 2) improving learning performance; and 3) creating connected communities of readers to prevent violence against women.
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Short Papers
Paper Nr: 28
Title:

Raising Awareness of Students’ Self-Directed Learning Readiness (SDLR)
Authors:

Sanna Laine, Mikko Myllymäki and Ismo Hakala
Abstract: This paper describes the mapping of self-directed learning readiness (SDLR) for adult students applying for a master’s degree program delivered entirely as distanced learning. Since SDLR is strongly linked to both adult learning and online education, developing of self-directed learning (SDL) skills should be taken into consideration in our degree program. Making future students aware of SDLR is the first stage in introducing self-directed learning methods and practices in learning environments. The easiest way to do this is to have students answer an SDLR self-assessment questionnaire and give them feedback regarding their SDLR level. This paper presents how this is realized and provides the preliminary results of the study and the applicants’ SDLR score distributions. The results indicate high SDLR among all applicants.
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Paper Nr: 50
Title:

Investigating Initiatives to Promote the Advancement of Education 4.0: A Systematic Mapping Study
Authors:

Deivid E. Silva, Tayná Lopes, Marialina C. Sobrinho and Natasha Valentim
Abstract: The digitization of the industry, known as Industry 4.0, is changing the modes of production and service. These changes arouse the need to prepare employees to work on the production lines. In this perspective arise the concept of Education 4.0 to preparing young with the competencies and skills required in the 21st-Century, such as creativity, problem-solving, and mastery of technologies. This paper presents a Systematic Mapping Study that had the aim to identify initiatives in Education 4.0 and Industry 4.0 developed to promote the advancement of education. Following a formal protocol, automatic and manual searches were carried out. Of the 1732 studies returned by automatic and manual searches, 78 were extracted, because it meets the inclusion criteria defined. The results showed that (a) there is a growing interest in this topic in recent years and tends to increase the number of searches due to its value for industry; and (b) there is greater interaction between the university and the industry, which allows the student to gain not only knowledge but also gain valuable experience in the industry. Based on the results, we found that learning in the context of Education 4.0 allows students to have an education more aligned to the contemporary world.
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Paper Nr: 51
Title:

Associations of Student Characteristics and Course Organization Factors with Dropping out of University Distance and Online Learning
Authors:

Louise Sauvé, Cathia Papi, Serge Gérin-Lajoie and Guillaume Desjardins
Abstract: Distance and online learning (DOL) is becoming a must for university education in times of pandemic. In this context, it is important to take into account the factors that can influence students’ perseverance in, or dropout from, university studies. Not all of these factors are unanimously accepted in DOL research. This study, of 791 undergraduate students in 2018-19 enrolled in a francophone DOL institution, concludes that the factors influencing dropout from DOL are as much related to the personal characteristics of the students and to their learning strategies as to the pedagogical design of the course.
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Paper Nr: 64
Title:

A Digital Application to Assist Basic Education Teachers in the Interdisciplinary Development of Computational Thinking Skills on the Math Discipline in Brazilian Learning Context
Authors:

Erick F. Costa, Marcelo Q. Vitorino, João L. Medeiros, Cláudio C. Campelo and Lívia S. Campos
Abstract: Computational Thinking (CT) has skills that can be explored in Math questions and can improve student’s capability of solving problems. Approaches have been proposed in the literature to support teachers in elaborating, sharing, and searching Math questions that stimulated CT skills. However, the wide dissemination of these approaches has problems to put in practice by teachers. To fill this gap, in this paper, we present a digital application that aims to help the teachers to work in CT skills through activities of creation, cataloging, and utilization of Math questions. The validation of the application propose here was conducted with undergraduate students in Math, who reported that the solution is easy to use and supports and helps teachers put in practice creating, cataloging, and utilizing Math questions to stimulate CT skills. Also, the application able the searching and sharing Math questions between teachers easily.
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Paper Nr: 77
Title:

Guided Inquiry Learning with Technology: Investigations to Support Social Constructivism
Authors:

Clif Kussmaul and Tammy Pirmann
Abstract: Education needs to be more scalable and more effective. Process Oriented Guided Inquiry Learning (POGIL) is an evidence-based social constructivist approach in which teams of learners work on activities that are specifically designed to guide them to understand key concepts and practice important skills. This paper describes a series of investigations of how technology might make POGIL more effective and more scalable. The investigations include a survey and structured discussions among leaders in the POGIL community, a UI mockup and a working prototype, and experiences piloting the prototype in a large introductory course. These investigations show that instructors are interested in using such tools to provide richer learning experiences for students and better reporting to help instructors monitor progress and facilitate learning. The course pilot demonstrates that a prototype could support a large class and identifies areas for future work.
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Paper Nr: 96
Title:

Analyzing Interactions in Automatic Formative Assessment Activities for Mathematics in Digital Learning Environments
Authors:

Alice Barana and Marina Marchisio
Abstract: This paper discusses the theme of the analysis of the interactions in a Digital Learning Environment (DLE) to study formative assessment processes. We propose a definition for a Digital Learning Environment based on the concept of a learning ecosystem, and we provide a model to analyze the interactions occurring among the components of a DLE during automatic formative assessment activities for Mathematics. Using the model, we qualitatively analyze two different activities of symbolic computations, carried out by 396 students of grade 8 in different contexts, to identify the interactions through which formative assessment strategies are developed. In the conclusions, we suggest ways to adopt this model for learning analytics, to analyze the interactions in large online courses.
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Paper Nr: 102
Title:

Manipulatives for Teaching Introductory Programming to Struggling Students: A Case of Nested-decisions
Authors:

Tlou Ramabu, Ian Sanders and Marthie Schoeman
Abstract: Programming is one of the major subjects within the field of computing. In the higher education sector, some introductory programming students succeed while others find it difficult to progress or learn the material. Methods of teaching to program do not accommodate struggling students. Among introductory programming issues, the nested-decision statement is one of the misconceived concepts. In the literature, there is evidence that some programming educators make use of physical manipulatives to teach introductory programming. However, there is no framework or validation methods used to identify and use the manipulatives. In this study, we designed a manipulative called Nested-decider to assist struggling introductory programming students to develop an appropriate conceptual knowledge about nested-decisions. The details of the design and its functionalities are presented in this paper. We believe that teaching and learning nested-decisions with the proposed Nested-decider manipulative could be a useful pedagogical intervention towards enhancing struggling students’ comprehension. This is ongoing research where we identify and test various manipulatives for struggling introductory programming students. The results will also help us to develop a manipulatives – oriented pedagogical framework, which can be used to inform identification and use of manipulatives.
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Paper Nr: 133
Title:

Training School Activities to Promote a Conscious Use of Social Media and Human Development According to the Ecological Systems Theory
Authors:

Giovanni Fulantelli, Lidia Scifo and Davide Taibi
Abstract: The analysis of the scientific literature suggests interesting results both on the positive and negative consequences of the use of the internet and social media during human development, during the school age. Yet several studies underline the need to consider Internet as a life context, therefore mediated by environmental factors, that can influence human development. In this article we emphasize the importance of the "educability" of the Internet and social media environments following an ecological perspective. In this regard, according to Bronfenbrenner's ecological systems theory of human development, we argue that it is possible to educate the school microsystem through specific training activities and innovative tools that assist students in analysing the effects of Web content personalization, understanding the algorithms controlling the social media mechanisms, and realising how toxic content propagate on the Web.
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Paper Nr: 135
Title:

Design and Validation of an Emerging Educational Technologies Acceptance and Integration Questionnaire for Teachers
Authors:

Ana González-Marcos, Fermín Navaridas-Nalda and Jesús Castellano-Latorre
Abstract: The integration of technology in the teaching and learning processes depends to a large extent on the teaching attitude towards these resources. Thus, our research is focused on the internal beliefs that predisposed teachers to their acceptance and pedagogical use in schools. The main objective of this work was to design and validate a questionnaire for non-university teachers with the main purpose of identifying the most important factors of their teaching attitude towards the use of emerging technological resources. Taking the Theory of Planned Behaviour and its subsequent development as reference behavioural research models, we developed a questionnaire that interrelatedly combines the following factors: perceived usefulness, perceived self-efficacy, facilitating conditions and the subjective norm. A total of 661 teachers were recruited from public schools in La Rioja (Spain). Content validity, construct validity, internal consistency and reliability of the questionnaire were undertaken as part of the validation process. The results showed good psychometric qualities in the questionnaire and indicated that the instrument is reliable and a valid measure to identify the factors that explain the teaching attitude towards technological resources. The findings have both theoretical and practical implications for the educational administration, management teams and teachers.
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Paper Nr: 34
Title:

Co-creational Education: A Project-based Flipped Classroom Workshop Series for Online Education using Drone Building to Teach Engineering Subjects
Authors:

Arthur Schuchter
Abstract: This pandemic has taught us that online education is more than a geeky addition to the educator’s toolbox; it is an essential part of modern teaching. Online teaching of engineering subjects traditionally uses tools to share screens, compute and calculate mathematical examples. It also enables work on coding projects in teams and lets the students watch interactive physics simulations. However, there is no possibility to collaboratively steer and observe virtual physics experiments online. What is often missed when working on a project online is, really participating in an experiment and changing and adding your own ideas. We need collaborative competence when entering the corporate world, yet education focuses too much on individual learning. In order to make online teaching a more hands-on experience, this paper proposes co-creational shared physics simulations and virtual physics experiments including 2D drone simulations. This includes the concept of gamification because it presents a playful way for students to learn about physical aspects of drones. The approach presented in this paper focuses on teaching coding and engineering subjects co-educationally with the help of drone-building and aiming to create a platform for knowledge transfer.
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Paper Nr: 93
Title:

Online Peer Teaching in Medical School during a Pandemic Period: A Reflection
Authors:

Lehashenee Thirukumar, Lim L. Siew, Law H. Hui, Narendra Pamidi and Amudha Kadirvelu
Abstract: Peer-teaching has been rapidly adopted throughout higher education institutions, including medical schools, to provide students with a diverse learning environment and to enhance academic development. Peer assisted study session (PASS) is a peer-teaching program implemented in Monash University Malaysia and was conducted virtually during the COVID-19 pandemic. Perspectives from the viewpoint of peer tutors during the pandemic period are presented in this paper. Throughout the year, peer tutors were confronted with the unique challenges of teaching virtually. Various factors which contribute to changes in the dynamics of group-based discussions in online classes are discussed. On online platforms, students are graced with more privacy and freedom, a double-edged sword that can translate into reduced student engagement. Nonetheless, the practical skills acquired by adapting to the abrupt switch from on-campus to online peer-teaching can be employed in our future practice as health professionals.
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Paper Nr: 110
Title:

A Review on the Role of Leadership in Online Learning Environment among Students
Authors:

Fatimah Hishamuddin and Nurbiha A. Shukor
Abstract: Fostering students' leadership skills is a challenge and a commitment, both personally and professionally. People often overlook leadership skills in education because people perceived that leadership skills should be acquired by someone who has a specific role as a leader. Other than nurturing leadership traditionally or face to face, it can be nurtured online. In online learning, leadership can emerge among members without appointed as official leaders. This study aims to explore the role of leadership in an online learning environment. The literature searched was carried out using online databases such as Science Direct, Scopus, Emerald, IEEE Xplore, Taylor and Francis and Wiley Online Library. Findings from the literature review show leadership plays a role in the online learning environment by improving behavioural engagement between members, enhancing knowledge sharing, improving the individual learning experience and enhancing positive emotions and motivations. Future research should focus on identifying the effect of leadership on multi-dimensional aspects of online learning such as learning engagement (behavioural, cognitive and emotions) as well as students’ learning performance.
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Paper Nr: 137
Title:

A Proposal so That Teachers Can Work with Techniques of Active Methodologies since the Approach of the Teaching Plan
Authors:

Carlos A. Weissheimer Júnior and Carlos T. Queiroz de Morais
Abstract: This study presents a differentiated approach to the Teaching Plan (PE) that can be used in any higher education institution (HEI). The study concentrated on two institutions located in the state of Rio Grande do Sul - Brazil and had as main justification the dissatisfaction of the students in face of the passive presentations of the teaching plans made by the teachers. Knowing that the traditional forms of detailing the Teaching Plan do not meet the expectations of students, the authors of this study proposed something based on active methodologies. Thus, it seeks to awaken the student's interest in this process and especially to make this moment more pleasurable for both the student and the teacher. In the activity proposed in this article, the student becomes the protagonist of the explanation of this very important document in the learning process, he actively participates in the creation of a conceptual map created with the collaboration of his colleagues and mediated by the teacher. In order to make this possible, the present study sought to explore technologies that provide interactivity in presential or remote classrooms. Thus, through the Coggle tool it was possible to make classes more attractive based on the teaching plan. Then, after a few months of carrying out the activity, students answered a questionnaire to validate their degree of satisfaction with this proposal. The result was analysed in a qualitative way and obtained more than 90% of satisfaction on the part of the interviewees. As a conclusion of the study, it is possible to state that the proposed activity made the process of explaining the teaching plan more enjoyable and active for the student.
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Area 6 - Domain Applications and Case Studies

Full Papers
Paper Nr: 56
Title:

Kodockly: Using a Tangible Robotic Kit for Teaching Programming
Authors:

Khaled Mohamed, Yara Dorgham and Nada Sharaf
Abstract: Programming has recently become one of the most needed skills. This increased the need and the demand of teaching children programming and computational thinking at early age. This study aims to investigate how effectively young children can master the foundations of programming based on tangible robotic user interface. This was accomplished by designing and implementing, Kodockly, an educational robotic kit for young children aged from 6 to 11. Children can learn three main programming concepts (Sequential, Conditions, and Loops) while playing with the kits. A sample of N=38 children participated in this research. Kodockly was tested using between-group experimental design to test the effectiveness of the robotic kits to teach children programming concepts against the normal teaching methods. The results showed a significant difference between the two groups with a p-value<0.05 for the learning gain, the engagement level and the system usability. Accordingly, using Kodockly as an educational robot is considered to be an effective method to teach young children basics of programming. Kodockly was built for young individuals to attract them towards Engineering Education.
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Short Papers
Paper Nr: 101
Title:

Enhancing Computational Thinking Skills using Robots and Digital Storytelling
Authors:

Karin Tengler, Oliver Kastner-Hauler and Barbara Sabitzer
Abstract: The need for digital education from an early age is undisputed today. In the years to come, computer science education is to be integrated more intensively into early education and thus find its way into primary school. Since it is planned to be anchored in the Austrian primary school curriculum, research into teaching methods and content suitable for this area is becoming increasingly necessary. For this reason, a research project with programmable robots was developed to support and promote the introduction to computer science education in primary schools. This study is part of a long-term educational design research project. To examine the implementation of computational thinking focusing on using programmable robots and digital storytelling a programming unit with the robot Ozobot for third and fourth graders was developed and analyzed. This contribution is dedicated to the question of how do Ozobots enhance children’s computational thinking skills through storytelling activities. Results show that combining educational robotics and storytelling is a promising approach to promote computational thinking.
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Paper Nr: 71
Title:

Collaborative Coding in a Robotic Visual Language
Authors:

Farah Y. Dawoud, Ahmed Adel and Nada Sharaf
Abstract: This paper presents a platform, that is a block-based visual programming environment. Students can collaboratively interact using a flexible and versatile definition of visual programming code and interface created using Google Blockly, JavaScript, and Firebase. The web application is designed to allow students to program the Lego Mindstorms EV3. An experiment was conducted to investigate the effect of real-time collaboration on students working on the block-based visual programming web application.
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Paper Nr: 139
Title:

Designing and Implementing a Dashboard with Key Performance Indicators for a Higher Education Institution
Authors:

Ana Azevedo, José Azevedo and Michelle E. Hayakawa
Abstract: In a context where public and private institutions continuously seek excellence in management and improvement in service delivery, governance is one of the contemporary practices that has been adopted not only as a model for evaluation and monitoring, but also for transparency. To this end, the institutionalization of a governance model represents not only a challenge for public managers, but also the opportunity to make use of information technology, especially Business Intelligence, as a way to ensure agility in accessing and processing information. Through this work, we propose the construction of a prototype of a dashboard for the BI system to be adopted as a practice of governance by results in a Brazilian public institution, focusing on education, not only to support the decision making of managers, but also to allow efficiency and public transparency, and to minimize the difficulties in access, in the management of various BI systems and the informational asymmetries existing in the Public Administration.
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Area 7 - Ubiquitous Learning

Full Papers
Paper Nr: 49
Title:

A Moodle-centric Model and Authoring Tool for cMOOC-Type Courses
Authors:

Aïcha Bakki and Lahcen Oubahssi
Abstract: The use of learning management systems gives rise to many difficulties for teachers and instructional designers in terms of designing their courses. These difficulties are mainly related to the operationalisation of pedagogical scenarios and the use of the corresponding tools, especially in a connectivist context. The work presented in this paper focuses on learning design models for massive open online course (MOOC) environments, and more specifically on assisting teachers in the design and implementation of pedagogical scenarios for connectivist MOOCs (cMOOCs). The major contribution of this work is a visual authoring tool, based on business workflows for the design and deployment of cMOOC-oriented scenarios on the Moodle platform. The tool was also evaluated, primarily from the point of view of utility and usability. The findings confirm that our tool can provide all the elements needed to formalise and operationalise such courses on the Moodle platform.
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Paper Nr: 109
Title:

A Review of Empirical Studies of Effectiveness of Mobile Apps on EFL Vocabulary Learning
Authors:

Zeng Hongjin
Abstract: Although mobile apps have been used for many educational purposes, little is known about how effective these apps are in EFL (English as a Foreign Language) vocabulary learning. To fill this gap, this study centered on the effectiveness of mobile apps on EFL vocabulary learning. A total of 18 articles were collected from 3 selected databases—Web of Science, Eric, and Academic Search Complete. The findings were analyzed through content analysis. The results provide a profile of using contexts of mobile applications for EFL vocabulary learning and the impacts of using mobile apps on EFL vocabulary learning outcomes. Mobile applications are mostly used in informal learning contexts and adopted in higher education for EFL vocabulary learning. The studies also identified 8 categories of impacts, including vocabulary acquisition and retention, administration for learning, pronunciation feature, usage frequency, learners’ perceptions and attitudes, motivation and interest, feedback and evaluation, and learning environments. Implications are discussed, and suggestions for future research are provided.
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Short Papers
Paper Nr: 103
Title:

Objective Evaluation Method of Reading Captioning using HMD for Deaf and Hard-of-Hearing
Authors:

Nobuko Kato and Hiroya Kitamura
Abstract: In this basic study on the presentation of captions to deaf and hard-of-hearing people using augmented reality technology, we propose an objective evaluation method of reading captioning using speed of keystroke. In an experiment in which various types of information were presented in the peripheral vision, the speed of keystrokes varied according to the complexity of the information presented, suggesting that this speed can be used as an objective evaluation. In the experiment where captioning with different contents and simplicity were presented, there was a significant difference in the speed of keystroke depending on the contents.
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Paper Nr: 104
Title:

Examination Cheat Risk Reduction through FIPEs
Authors:

Josef Spillner
Abstract: Fully Individualised Programmable Exams (FIPEs) are physically or digitally written examinations in which the task descriptions are different for all students according to programmatically controlled variability. FIPEs reduce the risk of collaborative cheating while adhering to institutional equality policies by controlling how many differences are introduced. The individualisations are based on permutations, deviations, randomisations and sampling. They allow for meeting legal constraints and yet gaining the desired ability to further automate solutions checking. This paper contributes a software solution to address the need from exam specification to distribution. It introduces a categorisation for FIPEs, presents a working implementation to generate and disseminate exam documents and delivers an experience report in two curriculums, computer science and engineering sciences.
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