Question: Using a model as a descriptive tool for assessing a virtual learning environment.

This study investigates the factors influencing users' continued engagement with e-learning platforms by expanding upon the Expectancy Disconfirmation Theory (EDT). Traditionally, the success of information technology (IT) is gauged by its initial adoption and sustained use over time. EDT has proven effective in forecasting users' intentions to persist in using various IT systems. Here, a refined EDT model is proposed to explore the cognitive and emotional aspects that shape users' ongoing commitment to e-learning services. The model introduces a decomposition of the perceived performance component into three distinct dimensions: usability, quality, and value. To test the hypotheses derived from this model, data from a survey of 183 e-learning users was analyzed. The findings indicate that the intention to continue using e-learning is significantly influenced by user satisfaction, which is itself a function of perceived usability, quality, value, and the disconfirmation of usability expectations. This research contributes to the understanding of what drives users to maintain their engagement with e-learning environments, offering valuable insights for educators and platform designers. Copyright 2004 Elsevier Ltd. All rights reserved.

Educational Data Mining (EDM) is the field of using data mining techniques in educational environments. There exist various methods and applications in EDM which can follow both applied research objectives such as improving and enhancing learning quality, as well as pure research objectives, which tend to improve our understanding of the learning process. In this study we have studied various tasks and applications existing in the field of EDM and categorized them based on their purposes. We have compared our study with other existing surveys about EDM and reported a taxonomy of task.

Intelligent Tutoring Systems (ITS) are computer programs that model learners’ psychological states to provide individualized instruction. They have been developed for diverse subject areas (e.g., algebra, medicine, law, reading) to help learners acquire domain-specific, cognitive and metacognitive knowledge. A meta-analysis was conducted on research that compared the outcomes from students learning from ITS to those learning from non-ITS learning environments. The meta-analysis examined how effect sizes varied with type of ITS, type of comparison treatment received by learners, type of learning outcome, whether knowledge to be learned was procedural or declarative, and other factors. After a search of major bibliographic databases, 107 effect sizes involving 14,321 participants were extracted and analyzed. The use of ITS was associated with greater achievement in comparison with teacher-led, large-group instruction (g .42), non-ITS computer-based instruction (g .57), and textbooks or workbooks (g .35). There was no significant difference between learning from ITS and learning from individualized human tutoring (g –.11) or small-group instruction (g .05). Significant, positive mean effect sizes were found regardless of whether the ITS was used as the principal means of instruction, a supplement to teacher-led instruction, an integral component of teacher-led instruction, or an aid to homework. Significant, positive effect sizes were found at all levels of education, in almost all subject domains evaluated, and whether or not the ITS provided feedback or modeled student misconceptions. The claim that ITS are relatively effective tools for learning is consistent with our analysis of potential publication bias.

It is widely acknowledged that digital games can provide an engaging, motivating and “fun” experience for students. However an entertaining game does not necessarily constitute a meaningful, valuable learning experience. For this reason, experts espouse the importance of underpinning serious games with a sound theoretical framework which integrates and balances theories from two fields of practice: pedagogy and game design (Kiili, 2005; Seeney & Routledge, 2009). Additionally, with the advent of sophisticated, immersive technologies, and increasing interest in the opportunities for constructivist learning offered by these technologies, concepts of fidelity and its impact on student learning and engagement, have emerged (Aldrich, 2005; Harteveld et al., 2007, 2010). This paper will explore a triadic theoretical framework for serious game design comprising play, pedagogy and fidelity. It will outline underpinning theories, review key literatures and identify challenges and issues involved in balancing these elements in the process of serious game design. DOI: 10.4018/ijgbl.2012100103 42 International Journal of Game-Based Learning, 2(4), 41-60, October-December 2012 Copyright © 2012, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. game design (Kiili, 2005; Seeney & Routledge, 2009). While a sound pedagogical framework is considered essential to their effectiveness as learning tools, equally important is the integration of game play elements which harness and sustain player engagement. Additionally, with the advent of sophisticated and immersive technologies, as exemplified in the virtual worlds of contemporary games, and increasing interest in the opportunities for constructivist learning offered by these worlds, concepts of fidelity, and its impact on student learning and engagement, have emerged (Aldrich, 2005; Harteveld et al., 2007, 2010). This paper will explore this triadic theoretical framework for serious game design, outlining underpinning theories, reviewing key literatures and identifying associated challenges and issues (Figure 1). The paper begins by reflecting on pedagogical theories commonly utilised to conceptualise game-based learning, focusing on three constructivist theories. Following this, attention switches to theories used to conceptualise players’ engagement with digital games, and thus inform effective, engaging and “fun” game design. As a key component of engaging and pedagogically effective game design, the concept of fidelity, and how it relates to game design and game-based learning, is discussed. The paper will conclude by reflecting on issues and challenges involved in balancing these components when designing

The Tactical Language and Culture Training System (TLCTS) helps people quickly acquire communicative skills in foreign languages and cultures. More than 20,00 0 learners worldwide have used TLCTS courses. TLCTS utili zes artificial intelligence technologies in multiple wa ys: during the authoring process, and at run time to process l arner speech, interpret learner actions, control the resp on e of non-player characters, and evaluate and assess lear ner performance and proficiency. This paper describes the architecture of TLCTS and the artificial intelligence techn ologies that it employs, and presents results from multiple evaluation studies that demonstrate the benefits of learn ing foreign language and culture using this approach.

This paper describes a pilot study in using Facebook as an alternative to a learning management system (LMS). The paper reviews the current research on the use of Facebook in academia and analyzes the differences between a Facebook group and a regular LMS. The paper reports on a precedent-setting attempt to use a Facebook group as a course Web site, serving as a platform for delivering content and maintaining interactions among the students and between the students and the instructor. The paper presents findings from the students’ self-assessments and reflections on their experience. The students expressed satisfaction with learning in Facebook and willingness to continue using these groups in future courses.

We present the iterative design, prototype, and evaluation of CourseMIRROR (Mobile In-situ Reflections and Review with Optimized Rubrics), an intelligent mobile learning system that uses natural language processing (NLP) techniques to enhance instructor-student interactions in large classrooms. CourseMIRROR enables streamlined and scaffolded reflection prompts by: 1) reminding and collecting students' in-situ written reflections after each lecture; 2) continuously monitoring the quality of a student's reflection at composition time and generating helpful feedback to scaffold reflection writing; and 3) summarizing the reflections and presenting the most significant ones to both instructors and students. Through a combination of a 60-participant lab study and eight semester-long deployments involving 317 students, we found that the reflection and feedback cycle enabled by CourseMIRROR is beneficial to both instructors and students. Furthermore, the reflection quality feedback feature can encourage students to compose more specific and higher-quality reflections, and the algorithms in CourseMIRROR are both robust to cold start and scalable to STEM courses in diverse topics.

Facebook is a popular social networking site. It, like many other new technologies, has potential for teaching and learning because of its unique built-in functions that offer pedagogical, social and technological affordances. In this study, the Facebook group was used as a learning management system (LMS) in two courses for putting up announcements, sharing resources, organizing weekly tutorials and conducting online discussions at a teacher education institute in Singapore. This study explores using the Facebook group as an LMS and the students’ perceptions of using it in their courses. Results showed that students were basically satisfied with the affordances of Facebook as the fundamental functions of an LMS could be easily implemented in the Facebook group. However, using the Facebook group as an LMS has certain limitations. It did not support other format files to be uploaded directly, and the discussion was not organized in a threaded structure. Also, the students did not feel safe and comfortable as their privacy might be revealed. Constraints of using the Facebook group as an LMS, implications for practice and limitations of this study are discussed. Practitioner notes What is already known about this topic • Facebook has been popularly used by tertiary students, but many students do not want their teachers to be friends on Facebook • Teacher’s self-disclosure on Facebook can promote classroom atmosphere, teacher’s credibility and student–teacher relationship • Commercial learning management systems (LMSs) have limitations What this paper adds • The Facebook group can be used an LMS as it has certain pedagogical, social and technological affordances • Students are satisfied with the way of using the Facebook group as an LMS British Journal of Educational Technology (2011) doi:10.1111/j.1467-8535.2011.01195.x © 2011 The Authors. British Journal of Educational Technology © 2011 Bera. Published by Blackwell Publishing, 9600 Garsington Road, Oxford OX4 2DQ, UK and 350 Main Street, Malden, MA 02148, USA. • Younger students are more acceptable with the idea of using the Facebook group as an LMS • Using the Facebook group as an LMS has limitations: it does not support other format files; its discussions are not listed in threads; and it is not perceived as a safe environment Implications for practice and/or policy • The Facebook group can be used an LMS substitute or supplement • Third-party applications are needed to extend the capability of the Facebook group as an LMS • Using Facebook seems to be more appropriate for young learners than adults • Teachers do not have to be students’ friends on Facebook. Introduction Social networking sites (SNSs) are virtual spaces where people of similar interest gather to communicate, share photos and discuss ideas with one another (Boyd & Ellison, 2008; Raacke & Bonds-Raacke, 2008). In recent years, Facebook has become one of the most prominent SNSs. Like any new technology, Facebook seems to offer great potentials for teaching and learning as many students are using Facebook daily. One possible way of using Facebook for teaching and learning is to use its group as an LMS. Research shows that using LMSs possesses numerous benefits for teaching and learning. It enables faculty to shift the focus from content-based learning to process-based learning (Vogel & Klassen, 2001) and helps to “facilitate change from passive to active learning” (Herse & Lee, 2005, p. 51). Using LMSs also has the potential to increase student enrollment (Nunes & McPherson, 2003) and to promote interaction between students and faculty members (Lonn & Teasley, 2009; West, Waddoups & Graham, 2007). Using existing commercial LMSs like Blackboard, however, often has practical constraints (Sanchez-Franco, 2010). For example, LMSs tend to be expensive and that not every school can afford to purchase and maintain them over the long run. Trainee teachers cannot access certain features such as creating a course, enrolling students and setting up student groups as these functions are usually open to instructors or administrators only. The resources in the present LMS are often no longer accessible to trainee teachers after their graduation. Also, the LMS used at school in the future may be different from the one being currently used. They have to shift to a new LMS, and research shows learning a new system is often a painful experience (Black, Beck, Dawson, Jinks & DiPietro, 2007). If the Facebook group can be used as an alternative LMS, it would help to overcome some of the abovementioned constraints. For instance, it would enable a teacher to easily create a new course and enroll students in person if the class size is small. As presented in the following literature review section, many research studies have investigated the usage of Facebook, the effect of teacher’s self-disclosure via Facebook on teacher–student relationship improvement and the academic performance of Facebook users. However, few studies have examined if and how Facebook can be effectively used as an LMS. In this exploratory study, the Facebook group was used as an LMS to put up announcements, share resources, organize weekly tutorial sessions and conduct online discussions. The purpose of this paper is to describe how the Facebook group was used as an LMS in the study and to report students’ perceptions on it. Literature review on Facebook

Learning analytics are rapidly being implemented in different educational settings, often without the guidance of a research base. Vendors incorporate analytics practices, models, and algorithms from datamining, business intelligence, and the emerging "big data" fields. Researchers, in contrast, have built up a substantial base of techniques for analyzing discourse, social networks, sentiments, predictive models, and in semantic content (i.e., "intelligent" curriculum). In spite of the currently limited knowledge exchange and dialogue between researchers, vendors, and practitioners, existing learning analytics implementations indicate significant potential for generating novel insight into learning and vital educational practices. This paper presents an integrated and holistic vision for advancing learning analytics as a research discipline and a domain of practices. Potential areas of collaboration and overlap are presented with the intent of increasing the impact of analytics on teaching, learning, and the education system.

Under the Curriculum for Excellence (CfE) in Scotland, newer approaches such as games-based learning and games-based construction are being adopted to motivate and engage students. Construction of computer games is seen by some to be a highly motivational and practical approach at engaging children at Primary Education (PE) level in computer programming concepts. Gamesbased learning (GBL) and games-based construction both suffer from a dearth of empirical evidence supporting their validity as teaching and learning approaches. To address this issue, this paper will present the findings of observational research at PE level using Scratch as a tool to develop computer games using rudimentary programming concepts. A list of criteria will be compiled for reviewing the implementation of each participant to gauge the level of programming proficiency demonstrated. The study will review 29 games from Primary 4 to Primary 7 level and will present the overall results and results for each individual year. This study will contribute to the empirical evidence in games-based construction by providing the results of observational research across different levels of PE and will provide pedagogical guidelines for assessing programming ability using a games-based construction approach.

This paper proposes a generic methodology and architecture for developing a novel conversational intelligent tutoring system (CITS) called Oscar that leads a tutoring conversation and dynamically predicts and adapts to a student’s learning style. Oscar aims to mimic a human tutor by implicitly modelling the learning style during tutoring, and personalising the tutorial to boost confidence and improve the effectiveness of the learning experience. Learners can intuitively explore and discuss topics in natural language, helping to establish a deeper understanding of the topic. The Oscar CITS methodology and architecture are independent of the learning styles model and tutoring subject domain. Oscar CITS was implemented using the Index of Learning Styles (ILS) model (Felder & Silverman 1988) to deliver an SQL tutorial. Empirical studies involving real students have validated the prediction of learning styles in a real-world teaching/learning environment. The results showed that all learning styles in the ILS model were successfully predicted from a natural language tutoring conversation, with an accuracy of 61-100%. Participants also found Oscar’s tutoring helpful and achieved an average learning gain of 13%.


Question: Utilizing a model as a descriptive instrument in assessing a virtual learning environment.

Title: Evaluating Virtual Learning Environments: A Comprehensive Model for Success

Abstract: This paper extends the work of DeLone and McLean's (D&M) influential model of Information Systems (IS) success, specifically adapting it to the context of virtual learning environments (VLEs). Drawing on a qualitative literature review encompassing 180 academic papers published between 1992 and 2007, this study critically examines the constructs and measures of success in VLEs. The D&M model, originally focusing on system quality, information quality, service quality, use, user satisfaction, and net benefits, is refined to better fit the unique characteristics of VLEs. The review of 90 empirical studies provides insights into the application of these dimensions within the VLE context. Measures for evaluating each success construct are discussed, and the interrelationships among these constructs are analyzed in depth. This work contributes to the literature by synthesizing the measures used to assess the success of VLEs and by exploring the D&M model's relevance in educational settings. The findings offer a comprehensive framework for educators, administrators, and developers to evaluate the effectiveness of VLEs, ensuring they meet the needs of learners and support educational goals. European Journal of Information Systems (2008) 17, 236–263. doi:10.1057/ejis.2008.15

Computational Thinking (CT) is gaining a lot of attention in education. We explored how to discern the occurrences of CT in the projects of 12th grade high school students in the computer science (CS) course. Within the projects, they constructed models and ran simulations of phenomena from other (STEM) disciplines. We examined which CT aspects occurred in students' activities and how to assess students' CT accomplishments. For this purpose we employed a framework based on CT characterizations by Wing [14, 15], CSTA [4] and Comer et al. [3]. We analyzed students' project documentation, survey results and interviews with individual students. The findings indicate that this framework is suitable for detection of occurrences of CT aspects in students' data. Moreover, our preliminary results suggest that the framework is useful in assessment of the quality of the students' CT performance.

Systematic endeavors to take computer science (CS) and computational thinking (CT) to scale in middle and high school classrooms are underway with curricula that emphasize the enactment of authentic CT skills, especially in the context of programming in block-based programming environments. There is, therefore, a growing need to measure students’ learning of CT in the context of programming and also support all learners through this process of learning computational problem solving. The goal of this research is to explore hypothesis-driven approaches that can be combined with data-driven ones to better interpret student actions and processes in log data captured from block-based programming environments with the goal of measuring and assessing students’ CT skills. Informed by past literature and based on our empirical work examining a dataset from the use of the Fairy Assessment in the Alice programming environment in middle schools, we present a framework that formalizes a process where a hypothesis-driven approach informed by Evidence-Centered Design effectively complements data-driven learning analytics in interpreting students’ programming process and assessing CT in block-based programming environments. We apply the framework to the design of Alice tasks for high school CS to be used for measuring CT during programming.

This paper proposes a novel approach to build and deploy learning analytics dashboards in multiple learning environments. Existing learning dashboards are barely portable: once deployed on a learning platform, it requires considerable effort to deploy the dashboard elsewhere. We suggest constructing dashboards from lightweight web applications, namely widgets. Our approach allows to port dashboards with no additional cost between learning environments that implement open specifications (Open Social and Activity Streams) for data access and use widget APIs. We propose to facilitate reuse by sharing the dashboards and widgets via a centralized analytics repository.

Distance learning is becoming a popular mode of learning among individuals seeking to add new skills to their repertoire or acquire an advanced degree. The availability of online course materials from institutions in academia aid this process, lending standardized and validated information to the audience seeking such knowledge. Although the online system of learning is extremely convenient for acquiring theoretical knowledge, the scope of hands-on experience is limited to the use of simulation software or involves the purchase of expensive laboratory kits. The proliferation of new technology like Virtual Reality (VR), Fifth Generation cellular networks (5G), and industrial robotics can be leveraged to bridge this gap, however. This will enable effective delivery of traditional disciplines like Electrical, Computer, or Mechanical Engineering using the online mode. This paper discusses the enabling technologies for implementing such a system. An ongoing effort to establish a proof-of-concept system in the Electrical and Computer Engineering department of the University of Nebraska-Lincoln is presented.

The progress registered in the use of video games as educational tools has not yet been successfully transferred to the classroom. In an attempt to close this gap, a framework was developed that assists in the design and classroom integration of educational games. The framework addresses both the educational dimension and the ludic dimension. The educational dimension employs Bloom’s revised taxonomy to define learning objectives and applies the classroom multiplayer presential game (CMPG) pedagogical model while the ludic dimension determines the gaming elements subject to constraints imposed by the educational dimension. With a view to validating the framework, a game for teaching electrostatics was designed and experimentally implemented in a classroom context. An evaluation based on pre/post testing found that the game increased the average number of correct answers by students participating in the experiment from 6.11 to 10.00, a result found to be statistically significant. Thus validated, the framework offers a promising basis for further exploration through the development of other games and fine-tuning of its components. 2011 Elsevier Ltd. All rights reserved.

There is a trend in Irish universities to utilise the benefits of the e-learning as a mechanism to improve learning performance of campus-based students. Whilst traditional methods, such as face-to-face lectures, tutorials, and mentoring, remain dominant in the educational sector, universities are investing heavily in learning technologies, to facilitate improvements with respect to the quality of learning. The technology to support reuse and sharing of educational resources, or learning objects, is becoming more stable, with interoperability standards maturing. However, debate has raged about what constitutes effective use of learning technology. This research expands upon a study carried out in 2003 examining students’ perceptions of e-learning in a large undergraduate accounting class environment. As a result, improvements were made to the instructional design of the course, to enable students to engage interactively with content. The subsequent study, reported in this paper, adopted a broad range of techniques to understand students’ learning experience in depth. The findings of this research provide an insight into how these students really work and learn using technologies, if at all. It is hoped that our findings will improve the experience for both students and lecturers who engage in teaching and learning through this medium. 502 British Journal of Educational Technology Vol 36 No 3 2005 © British Educational Communications and Technology Agency, 2005. Introduction A recent trend in higher education is to create and provide online access to course materials. Over the past two decades academics and institutes of higher education have been diversifying their delivery of instruction through new Internet media such as learning management systems, asynchronous distance learning, and online classrooms amongst a myriad of other burgeoning educational technologies. This combination of traditional face-to-face lectures or tutorials, and web-based course content is better known as “blended learning,” purporting to blend the best aspects of real and virtual environments. Many Irish universities have invested in architectures and platforms to support their teaching staff in delivering material to students in a blended manner. Other institutions have adopted a lecturer-driven approach, whereby teaching staff are left to their own devices to supplement their lectures and tutorials with online material, hosted via their own web servers and typically open source, freeware software, or basic web pages. The reasons behind the drive to incorporate technology into the educational process are threefold. First, pressure to utilise information and communications technology (ICT) at university level comes from changes in the student demography. The rise of “full time part time students” is a phenomenon of recent years, where school leavers take part-time jobs whilst attending university, leaving less time for evening tutorials or weekend study. In addition, there is a drive for what is known as lifelong learning, whereby adults are increasingly returning to institutions of higher education to take supplementary courses whilst in full-time employment, or during short career breaks. In this regard, the Irish government has made a commitment to have 15% of adults in continuing higher education by 2006. The figure currently stands at less than 5% (Department of Education and Science, 2000). This movement to adult continuing education was also reflected in a statement made by Information Commission Society (Ireland): “The issue of integration IT to the teaching process is an important part of future improvements, which it will be crucial to pursue” (Boylan, 2000, p. 31). Second, changes in the market for delivery of education is also shifting. Private for-profit higher education institutions are offering a wide range of certificate and degree courses. The Irish Open University Initiative “Oscail” and its UK equivalent offer distance learning diploma and degree courses. Many of these courses are delivered through ICT, along with weekend face-to-face tutorials. This distance learning market has also seen the arrival of new entrants, such as the Atlantic University Alliance, a collaboration between National University of Ireland, Galway, University College Cork, and the University of Limerick. Similar undertakings are underway in other institutes of higher education, whereby expertise in delivering blended learning within the institution is being extended towards distance learning courses by using a significant amount of ICT to overcome geographic and time barriers. Third, another pressure on traditional institutions of higher education comes from innovations in new technologies. John Seely Brown and Paul Duiguid claim that these technologies “offer new ways to think of producing, distributing and consuming acaWhat students think about e-learning 503 © British Educational Communications and Technology Agency, 2005. demic material. As with so many other institutions, new technologies have caused universities to rethink not simply isolated features but their entire mission and how they go about it” (Seely Brown & Duiguid, 2000). This sentiment is also being echoed by government policy towards higher education where the Irish State is attempting to set certain parameters of performance covering such areas as equity of access, commitment to e-learning and to ICT, commitment to life-long learning, and outreach to other communities. In the subject domain of accountancy, the integration of technology into the classroom is also becoming a central issue for accounting educators for an additional reason. Accountancy professionals in industry require competency in accountancy-related information technology (IT) skills. Higher education institutions, in response, have tried to simulate authentic learning scenarios in the accountancy class and incorporate IT topics into their programmes. However, the efficacy of introducing technology in accounting education remains unclear. Positive learning effects associated with IT in accounting education have been noted (Abdolmohammadi et al , 1998; Fetters, McKenzie & Callaghan, 1986; Friedman, 1981). Equally, evidence has shown that technology has negatively impacted on learning (Dickens & Harper, 1986; Togo & McNamee, 1997). Indeed, some critics harshly criticise its introduction to educational contexts. Selwyn (2002, p. 172) claims in generic terms that “...in the final analysis educational technology remains a diverting pastime and ‘add-on’ to the curriculum for some teaching and learners, whilst for most in education its impact has been slight.” This paper hopes to look at some of the issues raised by individual students with regard to the use of technology in the teaching and learning process. Rather than focusing on macro issues, such as the political decisions behind the integration of technology, this research aims to examine individuals’ acceptance or rejection of using ICT. Exploring the perspective of the individual student when discussing the use of technology is paramount to beginning to understand the nature of ICT in higher educational settings. This is of importance both to policy makers and education technologists in the debate on the role of ICT in education at an organisational level. The module and the medium This research focused on one module of The Principles of Accounting being taught to approximately 600 first-year undergraduate students at the University of Limerick. The module under investigation was part of a wider course, leading to a degree in Business Studies or Law and Accounting. The majority of students were between 17 and 19 years of age, coming from distributed second-level schools in Ireland. A minority were Erasmus students from various European countries, or mature students over the age of 23. For all, except overseas students, this was their first experience in using an e-learning platform, although most had previously informal used the web to gather information, or prepare coursework in second-level education, prior to entering university. This module was delivered by using a blended learning approach, supplementing weekly lectures, tutorials, and laboratory sessions with online course content, interac504 British Journal of Educational Technology Vol 36 No 3 2005 © British Educational Communications and Technology Agency, 2005. tive quizzes, and Excel tasks. A range of different e-learning assessments complemented the traditional weekly meetings. Students were asked to submit a compulsory paperbased accounting case study, and additionally were offered two optional ICT assignments, a stream of online multiple-choice quizzes, and an Excel project. A module web site provided course details, additional readings, and supplementary links. Employing multiple teaching methods simultaneously is a form of blended learning (Saunders & Werner, 2003). Alternative instructional resources can stimulate positive effects on accounting students’ learning experiences, according to (Rebele et al , 1998). Furthermore, instructional innovations are desirable to develop accounting students’ IT competencies (Albrecht & Sack, 2000). Figure 1 illustrates the staged delivery of both the traditional and online elements of the module. The university does not provide institutional support for e-learning on a campus-wide scale, but two other modules in their first year also used a blended learning delivery approach, providing lecture notes online, or sample answers, in the subject area of economics and mathematics. Both of these other modules differ in marking scheme and in the extent to which online supports are provided such as discussion boards, or positive marking schemes for continuous online assessments. As such, blended learning is not yet a norm across modules for first-year students at this current time. Methods The research developed on experience gained in a previous study on a prior

BACKGROUND
Self-regulated learning (SRL) models position metacognitive monitoring as central to SRL processing and predictive of student learning outcomes (Winne & Hadwin, 2008; Zimmerman, 2000). A body of research evidence also indicates that depth of strategy use, ranging from surface to deep processing, is predictive of learning performance.

AIMS
In this study, we investigated the relationships among the frequency of metacognitive monitoring and the utilization of deep and surface-level strategies, and the connections between these SRL processes and learning outcomes across two academic domains, science and history.

SAMPLE
This was a secondary data analysis of two studies. The first study sample was 170 undergraduate students from a University in the south-eastern United States. The second study sample consisted of 40 US high school students in the same area.

METHODS
We collected think-aloud protocol SRL and knowledge measure data and conducted both structural equation modelling and path analysis to investigate our research questions.

RESULTS
Findings showed across both studies and two distinct academic domains, students who enacted more frequent monitoring also enacted more frequent deep strategies resulting in better performance on academic evaluations.

CONCLUSIONS
These findings suggest the importance of measuring not only what depth of strategies learners use, but also the degree to which they monitor their learning. Attention to both is needed in research and practice.

Wikis provide new opportunities for learning and for collaborative knowledge building as well as for understanding these processes. This article presents a theoretical framework for describing how learning and collaborative knowledge building take place. In order to understand these processes, three aspects need to be considered: the social processes facilitated by a wiki, the cognitive processes of the users, and how both processes influence each other mutually. For this purpose, the model presented in this article borrows from the systemic approach of Luhmann as well as from Piaget’s theory of equilibration and combines these approaches. The model analyzes processes which take place in the social system of a wiki as well as in the cognitive systems of the users. The model also describes learning activities as processes of externalization and internalization. Individual learning happens through internal processes of assimilation and accommodation, whereas changes in a wiki are due to activities of external assimilation and accommodation which in turn lead to collaborative knowledge building. This article provides empirical examples for these equilibration activities by analyzing Wikipedia articles. Equilibration activities are described as being caused by subjectively perceived incongruities between an individuals’ knowledge and the information provided by a wiki. Incongruities of medium level cause cognitive conflicts which in turn activate the described processes of equilibration and facilitate individual learning and collaborative knowledge building.

Digital literacy involves more than the mere ability to use software or operate a digital device; it includes a large variety of complex cognitive, motor, sociological, and emotional skills, which users need in order to function effectively in digital environments. The tasks required in this context include, for example, “reading” instructions from graphical displays in user interfaces; using digital reproduction to create new, meaningful materials from existing ones; constructing knowledge from a nonlinear, hypertextual navigation; evaluating the quality and validity of information; and have a mature and realistic understanding of the “rules” that prevail in the cyberspace. This newly emerging concept of digital literacy may be used as a measure of the quality of learners’ work in digital environments, and provide scholars and developers with a more effective means of communication in designing better user-oriented environments. This article proposes a holistic, refined conceptual framework for digital literacy, which includes photo-visual literacy; reproduction literacy; branching literacy; information literacy; and socioemotional literacy.

The Technology Acceptance Model (TAM) is a theoretical framework that is most extensively utilized in explaining an individual’s acceptance of an information technology or an information system. This study reviews numerous literature related to the TAM focusing on TAM applications in the domains of Library and Information Science (LIS) and Education. The different studies in these areas were evaluated to understand the modifications incorporated into this model. The study attempts provide insight on future trends in the technology acceptance model as well to help identify gaps in literature where future research could be conducted.


Question: Utilizing a model as a descriptive instrument in assessing a virtual learning environment.

This paper presents a method for assessing web-customer satisfaction using an expectation and disconfirmation approach. Unlike conventional satisfaction metrics, this method dives deeper into the customer's pre-visit expectations and post-visit evaluations to gauge satisfaction more accurately. It posits that customer satisfaction is not merely a reaction to the product or service itself but a result of the comparison between what was expected and what was experienced. By employing this approach, businesses can gain a more nuanced understanding of customer satisfaction in the digital realm. The study highlights the importance of aligning web design and content with customer expectations to enhance overall satisfaction. Through empirical research, it demonstrates how mismatches between expectations and experiences can negatively impact satisfaction, underscoring the need for a more dynamic and customer-centric approach to web development and management. This method offers a powerful tool for organizations seeking to optimize their virtual learning environments by ensuring that they meet or exceed the expectations of their users, thus fostering a more engaging and satisfying online experience.

There is a trend in Irish universities to utilise the benefits of the e-learning as a mechanism to improve learning performance of campus-based students. Whilst traditional methods, such as face-to-face lectures, tutorials, and mentoring, remain dominant in the educational sector, universities are investing heavily in learning technologies, to facilitate improvements with respect to the quality of learning. The technology to support reuse and sharing of educational resources, or learning objects, is becoming more stable, with interoperability standards maturing. However, debate has raged about what constitutes effective use of learning technology. This research expands upon a study carried out in 2003 examining students’ perceptions of e-learning in a large undergraduate accounting class environment. As a result, improvements were made to the instructional design of the course, to enable students to engage interactively with content. The subsequent study, reported in this paper, adopted a broad range of techniques to understand students’ learning experience in depth. The findings of this research provide an insight into how these students really work and learn using technologies, if at all. It is hoped that our findings will improve the experience for both students and lecturers who engage in teaching and learning through this medium. 502 British Journal of Educational Technology Vol 36 No 3 2005 © British Educational Communications and Technology Agency, 2005. Introduction A recent trend in higher education is to create and provide online access to course materials. Over the past two decades academics and institutes of higher education have been diversifying their delivery of instruction through new Internet media such as learning management systems, asynchronous distance learning, and online classrooms amongst a myriad of other burgeoning educational technologies. This combination of traditional face-to-face lectures or tutorials, and web-based course content is better known as “blended learning,” purporting to blend the best aspects of real and virtual environments. Many Irish universities have invested in architectures and platforms to support their teaching staff in delivering material to students in a blended manner. Other institutions have adopted a lecturer-driven approach, whereby teaching staff are left to their own devices to supplement their lectures and tutorials with online material, hosted via their own web servers and typically open source, freeware software, or basic web pages. The reasons behind the drive to incorporate technology into the educational process are threefold. First, pressure to utilise information and communications technology (ICT) at university level comes from changes in the student demography. The rise of “full time part time students” is a phenomenon of recent years, where school leavers take part-time jobs whilst attending university, leaving less time for evening tutorials or weekend study. In addition, there is a drive for what is known as lifelong learning, whereby adults are increasingly returning to institutions of higher education to take supplementary courses whilst in full-time employment, or during short career breaks. In this regard, the Irish government has made a commitment to have 15% of adults in continuing higher education by 2006. The figure currently stands at less than 5% (Department of Education and Science, 2000). This movement to adult continuing education was also reflected in a statement made by Information Commission Society (Ireland): “The issue of integration IT to the teaching process is an important part of future improvements, which it will be crucial to pursue” (Boylan, 2000, p. 31). Second, changes in the market for delivery of education is also shifting. Private for-profit higher education institutions are offering a wide range of certificate and degree courses. The Irish Open University Initiative “Oscail” and its UK equivalent offer distance learning diploma and degree courses. Many of these courses are delivered through ICT, along with weekend face-to-face tutorials. This distance learning market has also seen the arrival of new entrants, such as the Atlantic University Alliance, a collaboration between National University of Ireland, Galway, University College Cork, and the University of Limerick. Similar undertakings are underway in other institutes of higher education, whereby expertise in delivering blended learning within the institution is being extended towards distance learning courses by using a significant amount of ICT to overcome geographic and time barriers. Third, another pressure on traditional institutions of higher education comes from innovations in new technologies. John Seely Brown and Paul Duiguid claim that these technologies “offer new ways to think of producing, distributing and consuming acaWhat students think about e-learning 503 © British Educational Communications and Technology Agency, 2005. demic material. As with so many other institutions, new technologies have caused universities to rethink not simply isolated features but their entire mission and how they go about it” (Seely Brown & Duiguid, 2000). This sentiment is also being echoed by government policy towards higher education where the Irish State is attempting to set certain parameters of performance covering such areas as equity of access, commitment to e-learning and to ICT, commitment to life-long learning, and outreach to other communities. In the subject domain of accountancy, the integration of technology into the classroom is also becoming a central issue for accounting educators for an additional reason. Accountancy professionals in industry require competency in accountancy-related information technology (IT) skills. Higher education institutions, in response, have tried to simulate authentic learning scenarios in the accountancy class and incorporate IT topics into their programmes. However, the efficacy of introducing technology in accounting education remains unclear. Positive learning effects associated with IT in accounting education have been noted (Abdolmohammadi et al , 1998; Fetters, McKenzie & Callaghan, 1986; Friedman, 1981). Equally, evidence has shown that technology has negatively impacted on learning (Dickens & Harper, 1986; Togo & McNamee, 1997). Indeed, some critics harshly criticise its introduction to educational contexts. Selwyn (2002, p. 172) claims in generic terms that “...in the final analysis educational technology remains a diverting pastime and ‘add-on’ to the curriculum for some teaching and learners, whilst for most in education its impact has been slight.” This paper hopes to look at some of the issues raised by individual students with regard to the use of technology in the teaching and learning process. Rather than focusing on macro issues, such as the political decisions behind the integration of technology, this research aims to examine individuals’ acceptance or rejection of using ICT. Exploring the perspective of the individual student when discussing the use of technology is paramount to beginning to understand the nature of ICT in higher educational settings. This is of importance both to policy makers and education technologists in the debate on the role of ICT in education at an organisational level. The module and the medium This research focused on one module of The Principles of Accounting being taught to approximately 600 first-year undergraduate students at the University of Limerick. The module under investigation was part of a wider course, leading to a degree in Business Studies or Law and Accounting. The majority of students were between 17 and 19 years of age, coming from distributed second-level schools in Ireland. A minority were Erasmus students from various European countries, or mature students over the age of 23. For all, except overseas students, this was their first experience in using an e-learning platform, although most had previously informal used the web to gather information, or prepare coursework in second-level education, prior to entering university. This module was delivered by using a blended learning approach, supplementing weekly lectures, tutorials, and laboratory sessions with online course content, interac504 British Journal of Educational Technology Vol 36 No 3 2005 © British Educational Communications and Technology Agency, 2005. tive quizzes, and Excel tasks. A range of different e-learning assessments complemented the traditional weekly meetings. Students were asked to submit a compulsory paperbased accounting case study, and additionally were offered two optional ICT assignments, a stream of online multiple-choice quizzes, and an Excel project. A module web site provided course details, additional readings, and supplementary links. Employing multiple teaching methods simultaneously is a form of blended learning (Saunders & Werner, 2003). Alternative instructional resources can stimulate positive effects on accounting students’ learning experiences, according to (Rebele et al , 1998). Furthermore, instructional innovations are desirable to develop accounting students’ IT competencies (Albrecht & Sack, 2000). Figure 1 illustrates the staged delivery of both the traditional and online elements of the module. The university does not provide institutional support for e-learning on a campus-wide scale, but two other modules in their first year also used a blended learning delivery approach, providing lecture notes online, or sample answers, in the subject area of economics and mathematics. Both of these other modules differ in marking scheme and in the extent to which online supports are provided such as discussion boards, or positive marking schemes for continuous online assessments. As such, blended learning is not yet a norm across modules for first-year students at this current time. Methods The research developed on experience gained in a previous study on a prior

FACULTY OF ENGINEERING, SCIENCES AND MATHEMATICS SCHOOL OF ELECTRONICS AND COMPUTER SCIENCE Doctor of Philosophy A CONCEPTUAL FRAMEWORK FOR SERIOUS GAMES AND ITS VALIDATION

Mobile learning is the next step in the development of distance learning. Widespread access to mobile devices and the opportunity to learn regardless of time and place make the mobile learning an important tool for lifelong learning. The research objectives are to examine the possibility of acceptance in mobile learning (m-Learning) and study main factors that affect using mLearning that focus on higher education students in Saudi Arabia. The researcher used a quantitative approach survey of 80 students. The modified acceptance framework that based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model is adopted to determine the factors that influence the students’ intention to use m-Learning. The results from statistical analysis show that the acceptance level of students on m-Learning is in the high level.

This paper gives a detailed description of how adaptivity is realized in e-learning systems, with a focus on adaptivity of courseware. The review aims to answer three basic questions on adaptive courseware: what has been adapted, how and why. Researchers have tried to adapt according to these different elements: student knowledge, behaviour, interests, preferences, learning style, cognitive style, goals, courseware presentation, navigation, annotation, sequencing and knowledge testing. An historical background of adaptivity is described: from word definition, through adaptive instructions and adaptive systems, all the way to adaptive courseware. The biggest challenge was to find the most prominent representatives of adaptive systems in courseware generation that were selected after an exhaustive search through relevant scientific paper databases. Each prevailing system is briefly described and the student features, to which the system adapts, are highlighted, together with the level of adaptation. This paper aims to provide important information to researchers, educators and software developers of computer-based educational software ranging from elearning systems in general to intelligent tutoring systems in particular. Such an analysis has not been done so far, especially in a way that adaptive systems are described uniformly. Finally, a comparative analysis of those systems and conclusions and demands about the ultimate adaptive system is given. This paper can be used as a guide for making decisions about what to adapt, how and why, while designing an adaptive e-learning system.

We present Virtual Notepad, a collection of interface tools that allows the user to take notes, annotate documents and input text using a pen, while still immersed in virtual environments (VEs). Using a spatially-tracked, pressure-sensitive graphics tablet, pen and handwriting recognition software, Virtual Notepad explores handwriting as a new modality for interaction in immersive VEs. This paper reports details of the Virtual Notepad interface and interaction techniques, discusses implementation and design issues, reports the results of initial evaluation and overviews possible applications of virtual handwriting.

Virtual reality has existed in the realm of education for over half a century. However, its widespread adoption is still yet to occur. This is a result of a myriad of limitations to both the technologies themselves, and the costs and logistics required to deploy them. In order to gain a better understanding of what these issues are, and what it is that educators hope to gain by using these technologies in the first place, we have performed both a systematic review of the use of virtual reality in education, as well as two distinct thematic analyses. The first analysis investigated the applications and reported motivations provided by educators in academic literature for developing virtual reality educational systems, while the second investigated the reported problems associated with doing so. These analyses indicate that the majority of researchers use virtual reality to increase the intrinsic motivation of students, and refer to a narrow range of factors such as constructivist pedagogy, collaboration, and gamification in the design of their experiences. Similarly, a small number of educational areas account for the vast majority of educational virtual reality implementations identified in our analyses. Next, we introduced and compared a multitude of recent virtual reality technologies, discussing their potential to overcome several of the problems identified in our analyses, including cost, user experience and interactivity. However, these technologies are not without their own issues, thus we conclude this paper by providing several novel techniques to potentially address them, as well as potential directions for future researchers wishing to apply these emerging technologies to education.

Live streaming-an emerging practice of broadcasting video of oneself in real time to an online audience-is often used by people to portray themselves engaged in a craft such as programming. Viewers of these 'creative streams' gather to watch the streamer at work and to interact with the streamer and other audience members. However, little is known about how creative streamers engage with their audience, how their viewership communities form and operate, and how creative streams may support learning. In this study, we used a participant-observer method to study game development streams on the live streaming site Twitch.tv. We found that live streams support the growth of learning-focused communities that mentor both the streamer and each other during and after streams. We show the influence of streamers in creating a space for learning and motivating learners. Finally, we discuss implications for online education and communities of practice.

Predicting student academic performance has long been an important research topic in many academic disciplines. The present study is the first study that develops and compares four types of mathematical models to predict student academic performance in engineering dynamics – a high-enrollment, highimpact, and core course that many engineering undergraduates are required to take. The four types of mathematical models include the multiple linear regression model, the multilayer perception network model, the radial basis function network model, and the support vector machine model. The inputs (i.e., predictor variables) of the models include student’s cumulative GPA, grades earned in four pre-requisite courses (statics, calculus I, calculus II, and physics), and scores on three dynamics mid-term exams (i.e., the exams given to students during the semester and before the final exam). The output of the models is students’ scores on the dynamics final comprehensive exam. A total of 2907 data points were collected from 323 undergraduates in four semesters. Based on the four types of mathematical models and six different combinations of predictor variables, a total of 24 predictive mathematical models were developed from the present study. The analysis reveals that the type of mathematical model has only a slight effect on the average prediction accuracy (APA, which indicates on average how well a model predicts the final exam scores of all students in the dynamics course) and on the percentage of accurate predictions (PAP, which is calculated as the number of accurate predictions divided by the total number of predictions). The combination of predictor variables has only a slight effect on the APA, but a profound effect on the PAP. In general, the support vector machine models have the highest PAP as compared to the other three types of mathematical models. The research findings from the present study imply that if the goal of the instructor is to predict the average academic performance of his/her dynamics class as a whole, the instructor should choose the simplest mathematical model, which is the multiple linear regression model, with student’s cumulative GPA as the only predictor variable. Adding more predictor variables does not help improve the average prediction accuracy of any mathematical model. However, if the goal of the instructor is to predict the academic performance of individual students, the instructor should use the support vector machine model with the first six predictor variables as the inputs of the model, because this particular predictor combination increases the percentage of accurate predictions, and most importantly, allows sufficient time for the instructor to implement subsequent educational interventions to improve student learning. 2012 Elsevier Ltd. All rights reserved.

Digital literacy involves more than the mere ability to use software or operate a digital device; it includes a large variety of complex cognitive, motor, sociological, and emotional skills, which users need in order to function effectively in digital environments. The tasks required in this context include, for example, “reading” instructions from graphical displays in user interfaces; using digital reproduction to create new, meaningful materials from existing ones; constructing knowledge from a nonlinear, hypertextual navigation; evaluating the quality and validity of information; and have a mature and realistic understanding of the “rules” that prevail in the cyberspace. This newly emerging concept of digital literacy may be used as a measure of the quality of learners’ work in digital environments, and provide scholars and developers with a more effective means of communication in designing better user-oriented environments. This article proposes a holistic, refined conceptual framework for digital literacy, which includes photo-visual literacy; reproduction literacy; branching literacy; information literacy; and socioemotional literacy.

Emotions are related with learning processes, and physiological signals can be used to detect them. In this work, it is presented a model for the dynamic personalization of a learning environment. In the model, a specific combination of emotions and cognition processes are connected and integrated with the concept of ‘flow’, since it may provide a way to improve learning abilities. Physiological signals can be used to relate temporal emotions and subject's learning processes; the cardiac pulse is a reliable signal that carries useful information about the subject's emotional condition, which is detected using a classroom chair adapted with non invasive Electro-Mechanical Film (EMFi) sensors and an acquisition system that generates a ballistocardiogram (BCG), which is analyzed by a developed algorithm to obtain cardiac pulse statistics. A study including different data obtained from the chair's sensors was carried out and interpreted in terms of emotions, which together with a cognitive model is used for the personalization of content in a learning scenario. Such model establishes a relation between the learner's knowledge, the content of a course or a learning activity and the emotional condition of each student.


Question: Using a model as a descriptive tool for assessing a virtual learning environment.

This paper explores the pivotal role of computer self-efficacy, defined as an individual's confidence in their ability to proficiently use computers, in shaping computer usage patterns. To investigate this, a survey was conducted among Canadian managers and professionals to create and validate a measure of computer self-efficacy, as well as to evaluate its antecedents and impacts. The study revealed that computer self-efficacy significantly influences individuals' expectations regarding the outcomes of computer use, their emotional responses to computers (including affect and anxiety), and actual computer usage. It was also found that an individual's self-efficacy and outcome expectations are positively impacted by the encouragement from peers within their work group and the computer usage patterns of others. This highlights self-efficacy as a crucial individual trait that moderates the effects of organizational influences, such as encouragement and support, on an individual's decision to use computers. Understanding self-efficacy is therefore essential for the successful implementation of systems within organizations. The research delves into the factors affecting an individual's use of information technology, a topic that has been a focus of MIS research since the mid-1970s, when the adoption of new technology often fell short of expectations. The Theory of Reasoned Action, which posits that individuals will use computers if they perceive positive outcomes, has been widely accepted in this field. However, there is a growing consensus that additional explanatory variables are required. One such variable, self-efficacy, originates from Albert Bandura's Social Cognitive Theory. Self-efficacy, the belief in one's capability to perform a specific behavior, is a significant construct in social psychology. It has been shown to influence decisions about which behaviors to undertake, the effort and persistence in pursuing those behaviors, the emotional responses of the individual engaging in the behaviors, and the actual performance outcomes. These effects have been observed across various behaviors in both clinical and managerial contexts. Within a management setting, self-efficacy has been linked to attendance, career choice and development, research productivity, and sales performance. Recent studies have examined the relationship between self-efficacy concerning computer use and different computer-related behaviors. These studies have found correlations between self-efficacy and enrollment in computer courses at universities, adoption of high-tech products and innovations, and performance in software training. All studies emphasize the need for further research to fully understand the role of self-efficacy in computing behavior. This paper details the initial study in a research program aimed at understanding the impact of self-efficacy on individual responses to computing technology

Researchers have highlighted how tracking learners’ eye-gaze can reveal their reading behaviors and strategies, and this provides a framework for developing personalized feedback to improve learning and problem solving skills. In this paper, we describe analyses of eye-gaze data collected from 16 middle school students who worked with Betty’s Brain, an open-ended learning environment, where students learn science by building causal models to teach a virtual agent. Our goal was to test whether newly available consumer-level eye trackers could provide the data that would allow us to probe further into the relations between students’ reading of hypertext resources and building of graphical causal maps. We collected substantial amounts of gaze data and then constructed classifier models to predict whether students would be successful in constructing correct causal links. These models predicted correct map-building actions with an accuracy of 80% (F1 = 0.82; Cohen’s kappa κ = 0.62). The proportions of correct link additions are in turn directly related to learners’ performance in Betty's Brain. Therefore, students’ gaze patterns when reading the resources may be good indicators of their overall performance. These findings can be used to support the development of a real-time eye gaze analysis system, which can detect students reading patterns, and when necessary provide support to help them become better readers.

We study the incidence (rate of occurrence), persistence (rate of reoccurrence immediately after occurrence), and impact (effect on behavior) of students’ cognitive-affective states during their use of three different computer-based learning environments. Students’ cognitive-affective states are studied using different populations (Philippines, USA), different methods (quantitative field observation, self-report), and different types of learning environments (dialogue tutor, problemsolving game, and problem-solving based Intelligent Tutoring System). By varying the studies along these multiple factors, we can have greater confidence that findings which generalize across studies are robust. The incidence, persistence, and impact of boredom, frustration, confusion, engaged concentration, delight, and surprise were compared. We found that boredom was very persistent across learning environments and was associated with poorer learning and problem behaviors, such as gaming the system. Despite prior hypothesis to the contrary, frustration was less persistent, less associated with poorer learning, and did not appear to be an antecedent to gaming the system. Confusion and engaged concentration were the most common states within all three learning environments. Experiences of delight and surprise were rare. These findings suggest that significant effort should be put into detecting and responding to boredom and confusion, with a particular emphasis on developing pedagogical interventions to disrupt the “vicious cycles” which occur when a student becomes bored and remains bored for long periods of time.

Mobile technologies hold great potential to make studying both more effective and more enjoyable. In this work we present a mobile, microlearning application. Our system is designed with two goals: be flexible enough to support learning in any subject and encourage frequent short study sessions in a variety of contexts. We discuss the use of our application to assess the feasibility of microlearning for non-language learning and the relationship between the physical location of study sessions and information retention.

The VICTEC (Virtual ICT with Empathic Characters) project provides an opportunity to explore the use of animated characters in a virtual environment for educational issues such as bullying behaviour. Our research aim was to evaluate whether an early prototype of the VICTEC demonstrator could provide useful information about character and story believability, physical aspects of the characters and story comprehensibility. Results from an evaluation with 76 participants revealed high levels of bullying story believability and character conversation was rated as convincing and interesting. In contrast, character movement was poorly rated. Overall the results imply that poor physical aspects of characters do not have detrimental effects on story believability and interest levels with the demonstrator. It is concluded that even at this early design phase, the demonstrator provides a suitable means to explore how virtual environments in terms of character and storyline believability may assist in the development of systems to deal with the educational issue of bullying.

This paper sets simulation model verification and validation (V&V) in the context of the process of performing a simulation study. Various different forms of V&V need to take place depending on the stage that has been reached. Since the phases of a study are performed in an iterative manner, so too are the various forms of V&V. A number of difficulties with verifying and validating models are discussed, after which a series of V&V methods are described. V&V is seen as a process of increasing confidence in a model, and not one of demonstrating absolute accuracy.

This paper describes the initial development of an HRM system that aims to decrease the gap between higher vocational education and the labour market for a specific job in the ICT sector. This paper focuses specifically on the delineation of a process model and the selection of a suitable job role (information system analyst) that is valid across organisational and cultural boundaries. The process model implies various applied uses of this ontology-based system, including mapping qualifications in vocational education to current and valid job roles, testing and evaluating the student applicant on the basis of labour market driven competencies, and providing ad-hoc support to educational institutions by elucidating the weaknesses of particular VET curricula.

A study by Slater, et al., [1995] indicated that naive subjects in an immersive virtual environment experience a higher subjective sense of presence when they locomote by walking-in-place (virtual walking) than when they push-button-fly (along the floor plane). We replicated their study, adding real walking as a third condition. Our study confirmed their findings. We also found that real walking is significantly better than both virtual walking and flying in ease (simplicity, straightforwardness, naturalness) as a mode of locomotion. The greatest difference in subjective presence was between flyers and both kinds of walkers. In addition, subjective presence was higher for real walkers than virtual walkers, but the difference was statistically significant only in some models. Follow-on studies show virtual walking can be substantially improved by detecting footfalls with a head accelerometer. As in the Slater study, subjective presence significantly correlated with subjects’ degree of association with their virtual bodies (avatars). This, our strongest statistical result, suggests that substantial potential presence gains can be had from tracking all limbs and customizing avatar appearance. An unexpected by-product was that real walking through our enhanced version of Slater’s visual-cliff virtual environment (Figure 1) yielded a strikingly compelling virtual experience—the strongest we and most of our visitors have yet experienced. The most needed system improvement is the substitution of wireless technology for all links to the user. CR

In a series of three experimental studies, we investigate the understanding achieved by learners when studying a complex domain in computer science, that is, the subject of memory management concepts in operating systems. We use three different media combinations to explain the subject of memory management concepts - Animation and text, animation and voice and a combination of animation, voice and text. The students who had no prior knowledge on the subject where given a test on recall and transfer knowledge after viewing the treatments. This paper reports the results of the experiment which may provide useful guidance for instructional designers specifically in the area of computer science.

This paper consolidates evidence and material from a range of specialist and disciplinary fields to provide an evidence-based review and synthesis on the design and use of serious games in higher education. Search terms identified 165 papers reporting conceptual and empirical evidence on how learning attributes and game mechanics may be planned, designed, and implemented by university teachers interested in using games, which are integrated into lesson plans and orchestrated as part of a learning sequence at any scale. The findings outline the potential of classifying the links between learning attributes and game mechanics as a means to scaffold teachers’ understanding of how to perpetuate learning in optimal ways whilst enhancing the in-game learning experience. The findings of this paper provide a foundation for describing methods, frames, and discourse around experiences of design and use of serious games, linked to methodological limitations and recommendations for further research in this area. Practitioner Notes What is already known about this topic • Serious game design is a relatively new discipline that couples learning design with game features. A key characteristic of this approach is grounded in educational need and theory, rather than a focus purely on entertainment. Under this approach, a common method for designing serious games involves the creation of learning strategies, content and principles for the purpose of enhancing the student’s learning experience. • There are no pedagogically driven strategies that take into account how learning attributes are interlinked to game elements for balancing learning with play. This is due to a limited evidence base of comparative evaluations assessing differing game designs against a single pedagogical model, or vice versa. This often leads practitioners seeking to introduce games into classroom with difficulties identifying what defines a game or how design should be enacted in a way that encompasses particular learning interventions. • Qualitative research methodologies have not been utilised as often for discerning how people experience, understand and use serious games for teaching and learning in higher education. What this paper adds • This paper presents the foundation of a taxonomy linking learning and game attributes along with teacher roles, aiming to encourage the cross-fertilisation and further integration of evidence on serious game design. The initial findings provide insight for practitioners on elements common to games and serious games, and how these link to particular learning design strategies that may afford pedagogically-rich games. • It informs development in the design and use of serious games to support teaching and learning in higher education. Given the key role of practitioners in the development of a wide range of serious games, due to the iterative and participatory methods frequently adopted, it offers insight into game elements and mechanics, allowing practitioners to easily relate to how learning activities, outcomes, feedback and roles may vary and visualised in relation to what needs to be learned out of playing the game. • The paper also identifies gaps in the evidence base and avenues for future research. Through this a practitioner can gain insight into the current unknowns in the area, and relate their experience of introducing games in the classroom to the current evidence base. Implications for practice and/or policy • The taxonomy informs serious game/instructional designers, game developers, academics and students about how learning elements (e.g. learning activities, learning outcomes, feedback and assessment) can be represented in games. We advocate dialogue between teachers and serious game designers, for improving the process of amalgamating learning with fun; and whilst the idea of using digital games is relatively new, teachers have a wealth of experience introducing learning features in games to be used into their classroom activities which frequently set out undocumented. • It aids the delineation of game attributes and associated game categories for characterising games based on primary purpose and use. Planning and designing teaching and learning in a game and teacher’s associated role in guiding the in-game learning process is a consistent challenge and this paper seeks to provide a foundation by which this process can be undertaken in an informed and conscious manner. • The findings of the review act as the point of departure for creating a research agenda for understanding disjunctions between espoused and enacted personal theories of using serious games through qualitative methodologies. Introduction Serious Games (SGs) design is a relatively new discipline that couples learning design with game mechanics and logic (de Freitas, 2006; Hainley 2006; Westera et al., 2008). Design for SGs involves the creation of learning activities that may use the whole game or entail a gaming element (e.g. leader boards, virtual currencies, in-game hints) for the purpose of transforming the student’s learning experience. Arguments against SGs have centred upon lack of empirical evidence in support of their efficacy; and the fact that appropriate research methodologies have not been enacted as yet for discerning how people understand and use SGs for teaching and learning in higher education (Mayer 2012; Connolly 2012). However, there are studies in the UK and US respectively that have demonstrated positive results in large sample groups (see for example Dunwell et al., 2014; Hertzog et al., 2014; Kato et al., 2008). Research evidence stresses the lack of commonly accepted pedagogically-driven strategies to afford game mechanisms and suggest that an inclusive model that takes into account pedagogy and teaching strategy, aligned to game activity and assessment is necessary for balancing play features with pedagogical aspects. This argument stems from an important observation that learning is a constructive process, which encompasses aspects of collaborative learning in which knowledge creation emerges through discussion and negotiation between individuals and groups. With these perspectives, this paper draws together evidence and material from a range of specialist and disciplinary fields to offer a critical review and synthesis of the design and use of SGs in higher

Emotions are related with learning processes, and physiological signals can be used to detect them. In this work, it is presented a model for the dynamic personalization of a learning environment. In the model, a specific combination of emotions and cognition processes are connected and integrated with the concept of ‘flow’, since it may provide a way to improve learning abilities. Physiological signals can be used to relate temporal emotions and subject's learning processes; the cardiac pulse is a reliable signal that carries useful information about the subject's emotional condition, which is detected using a classroom chair adapted with non invasive Electro-Mechanical Film (EMFi) sensors and an acquisition system that generates a ballistocardiogram (BCG), which is analyzed by a developed algorithm to obtain cardiac pulse statistics. A study including different data obtained from the chair's sensors was carried out and interpreted in terms of emotions, which together with a cognitive model is used for the personalization of content in a learning scenario. Such model establishes a relation between the learner's knowledge, the content of a course or a learning activity and the emotional condition of each student.


Question: A feature analysis of tools supporting systematic reviews in software engineering.

This document explores the insights gained from implementing systematic literature reviews (SLRs) in the software engineering field, emphasizing the importance of structured methods for evaluating and consolidating research findings. With the proliferation of empirical studies in software engineering, there's an increasing demand for rigorous approaches to summarize research evidence objectively for specific areas of interest. The authors share their experiences with conducting systematic literature reviews, detailing the review process and outlining several reviews they and others have conducted. Key takeaways from these experiences underscore the suitability of the SLR process for software engineering, with the pre-review protocol development and validation being particularly beneficial. However, the document also identifies areas requiring adjustments to align better with the unique attributes of software engineering, as well as potential improvements in current software engineering systems and practices to enhance the effectiveness of SLRs. Notably, the existing support from software engineering indexing databases is insufficient, and the quality of abstracts is often lacking, making it challenging to ascertain a study's relevance based solely on the abstract. These findings highlight the need for enhanced infrastructure and better abstracting practices in software engineering literature. (2006 Elsevier Inc. All rights reserved.)

A designer often has to evaluate alternative designs during the development of a system. A multitude of Design-Space Exploration (DSE) techniques exist in the literature. Integration of these techniques into the modelling paradigm is needed when a model-driven engineering approach is used for designing systems. To a greater or lesser extent, the integration of those different DSE techniques share characteristics with each other. Inspired by software design patterns, we introduce an initial pattern catalogue to categorise the embedding of different DSE techniques in an MDE context. We demonstrate their use by a literature survey and discuss the consequences of each pattern.

D istributed systems pose unique challenges for software developers. Reasoning about concurrent activities of system nodes and even understanding the system’s communication topology can be difficult. A standard approach to gaining insight into system activity is to analyze system logs. Unfortunately, this can be a tedious and complex process. This article looks at several key features and debugging challenges that differentiate distributed systems from other kinds of software. The article presents several promising tools and ongoing research to help resolve these challenges.

In the context of open source development or software evolution, developers often face test suites which have been developed with no apparent rationale and which may need to be augmented or refined to ensure sufficient dependability, or even reduced to meet tight deadlines. We refer to this process as the re-engineering of test suites. It is important to provide both methodological and tool support to help people understand the limitations of test suites and their possible redundancies, so as to be able to refine them in a cost effective manner. To address this problem in the case of black-box testing, we propose a methodology based on machine learning that has shown promising results on a case study.

This survey paper presents the current state of model comparison as it applies to Model-Driven Engineering. We look specifically at how model matching is accomplished, the application of the approaches, and the types of models that approaches are intended to work with. Our paper also indicates future trends and directions. We find that many of the latest model comparison techniques are geared towards facilitating arbitrary meta models and use similarity-based matching. Thus far, model versioning is the most prevalent application of model comparison. Recently, however, work on comparison for versioning has begun to stagnate, giving way to other applications. Lastly, there is wide variance among the tools in the amount of user effort required to perform model comparison, as some require more effort to facilitate more generality and expressive power.

Over the past years software architecture has become an important sub-field of software engineering. There has been substantial advancement in developing new technical approaches to start handling architectural design as an engineering discipline. Measurement is an essential part of any engineering discipline. Quantifying the quality attributes of the software architecture will reveal good insights about the architecture. It will also help architects and practioners to choose the best fit of alternative architectures that meets their needs. This work paves the way for researchers to start investigating ways to measure software architecture quality attributes. Measurement of these qualities is essential for this sub-field of software engineering. This work explores Stability and Understandability of software architecture, several metrics that affect them, and literature review of these qualities. Keywords—Software Engineering; Software Architecture; Quality Attributes; Stability; Understandability

Shared understanding is essential for efficient software engineering when the risk of unsatisfactory out-come and rework of project results shall be low. Today, however, shared understanding is used mostly in an unreflected, ad-hoc way. This affects the quality of the engineered software solutions and generates re-work once the quality problems are discovered. In this article, we investigate the role, value, and usage of shared understanding in software engineering. We contribute a reflected analysis of the problem, in particular of how to rely on shared understanding that is implicit, rather than explicit. After an overview of the state of the art we discuss forms and value of shared understanding in software engineering, survey enablers and obstacles, compile existing practices for dealing with shared understanding, and present a roadmap for improving knowledge and practice in this area.

Systematic reviews are increasingly used to inform health care decisions, but are expensive to produce. We explore the use of crowdsourcing (distributing tasks to untrained workers via the web) to reduce the cost of screening citations. We used Amazon Mechanical Turk as our platform and 4 previously conducted systematic reviews as examples. For each citation, workers answered 4 or 5 questions that were equivalent to the eligibility criteria. We aggregated responses from multiple workers into an overall decision to include or exclude the citation using 1 of 9 algorithms and compared the performance of these algorithms to the corresponding decisions of trained experts. The most inclusive algorithm (designating a citation as relevant if any worker did) identified 95% to 99% of the citations that were ultimately included in the reviews while excluding 68% to 82% of irrelevant citations. Other algorithms increased the fraction of irrelevant articles excluded at some cost to the inclusion of relevant studies. Crowdworkers completed screening in 4 to 17 days, costing $460 to $2220, a cost reduction of up to 88% compared to trained experts. Crowdsourcing may represent a useful approach to reducing the cost of identifying literature for systematic reviews.

Surveying a suite of algorithms that offer a solution to managing large document archives.

Received: 30 December 2006 Revised: 12 July 2007 2nd Revision: 16 December 2007 3rd Revision: 29 April 2008 Accepted: 15 May 2008 Abstract Since DeLone and McLean (D&M) developed their model of IS success, there has been much research on the topic of success as well as extensions and tests of their model. Using the technique of a qualitative literature review, this research reviews 180 papers found in the academic literature for the period 1992–2007 dealing with some aspect of IS success. Using the six dimensions of the D&M model – system quality, information quality, service quality, use, user satisfaction, and net benefits – 90 empirical studies were examined and the results summarized. Measures for the six success constructs are described and 15 pairwise associations between the success constructs are analyzed. This work builds on the prior research related to IS success by summarizing the measures applied to the evaluation of IS success and by examining the relationships that comprise the D&M IS success model in both individual and organizational contexts. European Journal of Information Systems (2008) 17, 236–263. doi:10.1057/ejis.2008.15

Despite the fact that traceability is a required element of almost all safety-critical software development processes, the trace data is often incomplete, inaccurate, redundant, conflicting, and outdated. As a result, it is neither trusted nor trustworthy. In this vision paper we propose a philosophical change in the traceability landscape which transforms traceability from a heavy-weight process producing untrusted trace links, to a light-weight results-oriented trustworthy solution. Current traceability practices which retard agility are cast away and replaced with a disciplined, just-in-time approach. The novelty of our solution lies in a clear separation of trusted trace links from untrusted ones, the change in perspective from `living-with' inacurate traces toward rigorous and ongoing debridement of stale links from the trusted pool, and the notion of synthesizing available `project exhaust' as evidence to systematically construct or reconstruct purposed, highly-focused trace links.