Technology Enhanced Learning Systems Research Articles

An Expert-Opinion-Based Evaluation Framework for Sustainable Technology-Enhanced Learning Using Z-Numbers and Fuzzy Logarithm Methodology of Additive Weights

As technology continues to shape the landscape of education, the need for effective evaluation frameworks for sustainable technology-enhanced learning (TEL) becomes increasingly vital. This study presents an expert-opinion-based evaluation framework, utilizing Z-numbers and the fuzzy logarithm methodology of additive weights (LMAW), to assess the sustainability of TEL approaches. This framework focuses on four main criteria: cloud services compliance, cloud M-Learning essentials, system and technological advancement, and organizations management readiness. Additionally, it incorporates 17 sub-criteria to provide a comprehensive evaluation of the system. Drawing on the expertise of subject matter specialists, the evaluation framework utilizes Z-numbers to account for the inherent uncertainty and imprecision in expert judgments. The fuzzy LMAW is applied to calculate the overall scores for each criterion and sub-criterion, enabling a quantitative measure of their importance in the evaluation process. The findings of this study will contribute to the development of a robust and scientifically rigorous evaluation framework for sustainable TEL. By incorporating expert opinions and employing Z-LMAW, decision-makers and stakeholders can objectively assess the sustainability of TEL systems. This framework holds promise for informing the design and implementation of strategies to enhance the quality, compliance, and technological advancements in TEL environments.

VAST: a practical validation framework for e-assessment solutions

The influx of technology in education has made it increasingly difficult to assess the validity of educational assessments. The field of information systems often ignores the social dimension during validation, whereas educational research neglects the technical dimensions of designed instruments. The inseparability of social and technical elements forms the bedrock of socio-technical systems. Therefore, the current lack of validation approaches that address both dimensions is a significant gap. We address this gap by introducing VAST: a validation framework for e-assessment solutions. Examples of such solutions are technology-enhanced learning systems and e-health applications. Using multi-grounded action research as our methodology, we investigate how we can synthesise existing knowledge from information systems and educational measurement to construct our validation framework. We develop an extensive user guideline complementing our framework and find through expert interviews that VAST facilitates a comprehensive, practical approach to validating e-assessment solutions.

Students’ competencies discovery and assessment using learning analytics and semantic web

Traditional content-based assessment systems, which depend on the score as a key criterion for students’ evaluation, have proven to have many drawbacks, especially with the development of learning methods in recent years. Based on these developments, there is a need to adopt new assessment methods to assess the actual skills of students in the digital age. Therefore, the competency-based assessment approach is adopted in this paper to address the subject of students’ competency modelling and discovery in technology-enhanced learning systems. This method of assessment is perfectly suited to modern teaching trends. The authors proposed an approach of assessment semantic analytics to be used for discovering and assessing students’ competencies. This study notes that, all knowledge about students and their competencies has been modelled by semantic representations. Student’s models have been subjected to a set of learning analytics approaches to analyse data generated by students’ activities in order to discover their explicit and latent competencies hidden behind their activities. This experimental study indicates that the competency-based assessment approach is efficient and expected to show significant advantages in evaluating students’ competencies. Implications for practice or policy: Students become able to organise their gains, then integrate and employ them in solving life's problems. Educators get to know more about the extent to which the objectives of their educational process are achieved by evaluating the intellectual, cultural, knowledge, and skilful assets that the learners obtain. Educational policymakers can have a pedagogical and technical vision to move from the culture of content-based evaluations to a competency-based assessment.

Comparing the Effects of Stroke-Appearing and Stroke-Disappearing on Learning the Order of Strokes in Chinese Characters

Different approaches to stimulating perceptions in learning can be easily designed with technology-enhanced learning systems. This study aimed to explore how different approaches can influence learners' perceptions that may negatively or positively affect their learning performance of writing Chinese characters using the correct Chinese order of strokes (COS). We therefore designed an e-learning system which was subdivided into two modes: stroke-appearing (i.e., using red to mark incorrect strokes) and stroke-disappearing (i.e., using blanks to mark incorrect strokes) to indicate strokes written in the incorrect order. We then investigated the modes that would facilitate a higher level of attention and better learning outcomes. A total of 10 third-grade elementary school students participated in the experiment, divided into two test groups. Their EEG data were collected, and time series analysis and t-tests were utilized to analyze the differences. The results indicated that: (1) there was a significant difference in the attention levels of the students practicing with the stroke-appearing and stroke-disappearing modes when learning COS, and (2) there was a significant difference in the learning outcomes of the students practicing with the stroke-appearing and stroke-disappearing modes when learning COS. These findings support the specific role of stroke order knowledge in learning Chinese characters and the need for the design of an effective method for teaching children to learn Chinese characters.

An alternative educational method: Computer-based simulation program for advanced cardiac life support education

Background/Aim: Technology is gaining importance in medical education, along with distance learning and technology-enhanced learning systems. In certain conditions, such as the Covid-19 outbreak, adapting technology to our medical education is essential. Computer-based simulation is one of those technologies that can be used in medical education. We aimed to measure the contribution of computer-based simulation to students’ knowledge of cardiac rhythms in the advanced cardiac life support (ACLS) curriculum, compared to the classic educational method. Methods: Interns (6th-grade medical students) were included in this observational study and divided into a study group and a control group. Both groups received a 2.5-hour-long ACLS rhythms lecture. Afterward, case studies were completed with a computer-based simulation program in the study group and with the classical didactic method in the control group. The participants took a multiple-choice test to measure the level of knowledge before (pre-test) and 4 weeks after (post-test) the training. “ACLS Simulator 2016” licensed program was used. Results: A total number of 80 medical students were included in the study. There were 35 (43.75%) males and 45 (56.25%) females, with a mean age of 23.7 (1.1) years. The mean number of correct answers in the pre-training test was 12.6 (3.2), and similar between the two groups (P=0.131), but significantly increased to 15.7 (3.3) (P<0.001) after the training. In the post-training test, the study and the control groups answered 16.0 (3.6) and 15.5 (3.1) questions correctly, respectively (P=0.477). Conclusion: Adapting a computer-based simulation program improves students’ level of knowledge. Case scenario training with a computer-based simulation is as effective as the classical method.

Technology-enhanced and game based learning for children with special needs: a systematic mapping study

Technology-based education of children with special needs has become the focus of many research works in recent years. The wide range of different disabilities that are encompassed by the term “special needs”, together with the educational requirements of the children affected, represent an enormous multidisciplinary challenge for the research community. In this article, we present a systematic literature review of technology-enhanced and game-based learning systems and methods applied on children with special needs. The article analyzes the state-of-the-art of the research in this field by selecting a group of primary studies and answering a set of research questions. Although there are some previous systematic reviews, it is still not clear what the best tools, games or academic subjects (with technology-enhanced, game-based learning) are, out of those that have obtained good results with children with special needs. The 18 articles selected (carefully filtered out of 614 contributions) have been used to reveal the most frequent disabilities, the different technologies used in the prototypes, the number of learning subjects, and the kind of learning games used. The article also summarizes research opportunities identified in the primary studies.

Leveraging Learners’ Metacognitive Activities for Recommendation in Technology Enhanced Learning Systems

There has been a growing interest in assisting learners develop control over their learning and behaviour. Metacognition — the ability to think about thinking — can be an effective learning strategy that encourages learners take control of their learning. Typically, while reading, learners engage in a number of metacognitive reading activities e.g. text marking, highlighting. This study examines the effectiveness of utilizing the metacognitive activities generated by learners as a preference elicitation method to guide the recommendation of personalized learning resources. Providing appropriate resources that facilitate personalized learning is considered imperative given that learning differs from one learner to another.

Interface Xperience

Digital technology has proven to enhance learning outcomes across educational sectors and contexts, yet critical challenges remain, notably: minimising the decay of digital interventions over time; and, achieving widespread learning outcomes in diverse, multicultural and complex settings (Aguayo, 2016; Dunn &amp; Marinetti, 2008; Hennessy et al., 2019). One ambitious solution to these challenges may lie in a theoretical concept coming from biology called ‘autopoiesis’. Autopoiesis, literally meaning self-making, defines living organisms as self-organising units capable of adapting to unpredictable changes in their environments while maintaining internal coherence over time (Maturana &amp; Varela, 1980). The Santiago school of cognition (Luisi, 2016), founded on the concept of autopoiesis, considers this adaptive capacity of living organisms towards their environment as an ‘intelligent’ and ‘cognitive’ process. But most importantly, it establishes that human experience and cognition are unique to every individual and context (Thompson, 2007). This has profound epistemological consequences when designing digital technology in education, as the dominant ‘one solution fits all’ paradigm becomes invalid; on the contrary, digital technology and their associated educational processes on learners ought to provide as many (intelligent) solutions as individuals and contexts there are (Aguayo, 2018, 2019). Hence, from the perspective of the Santiago school, the notion of ‘user experience design’ (UX design) is inadequate.&#x0D; &#x0D; Based on the above, Aguayo (2018) proposes that digital technology can be embedded with autopoietic properties found in living systems during the design of the ‘user interface’ (UI design), potentially creating ‘intelligent’ technology-enhanced learning tools, platforms, affordances, experiences and/or systems that can, in theory, self-adapt to changing conditions and socio-culturally different learners over time. This means that during the process of creating digital technology tools and affordances – or ‘systems’, the focus should be on developing adaptable and flexible interfaces that can actively facilitate the learning process and learning experience on users – a process termed here as ‘interface experience design’ or IX design. Such an epistemological view of technology-enhanced learning design becomes important given that learners bring into the learning process complex and unpredictable socio-cultural and emotional backpacks that determine their own learning experience in unique ways. Ultimately, the aim behind the notion of IX design is to promote a more efficient and adaptable type of design, development and use of technology-enhanced learning systems over time. In this session, the underlying theoretical and conceptual arguments from the Santiago school of cognition for reconsidering UI/UX design in technology-enhanced learning will be introduced and explored in relation to promoting adaptable and long-lasting meaningful learning processes on diverse audiences.

Methods of Integrating Multi-Modal Data for Assessing Aberrant Test-Taking Behaviors

Recently, the innovative technology-enhanced learning system (ITELS) has drawn much attention by researchers in educational assessment settings (see, e.g., Ercikan & Pellegrino, 2017; Man & Harring...

New Approach for Context-dependent Learner Model for Technology Enhanced Learning System

New Approach for Context-dependent Learner Model for Technology Enhanced Learning System

Automatic Assessment of Tone Quality in Violin Music Performance.

The automatic assessment of music performance has become an area of increasing interest due to the growing number of technology-enhanced music learning systems. In most of these systems, the assessment of musical performance is based on pitch and onset accuracy, but very few pay attention to other important aspects of performance, such as sound quality or timbre. This is particularly true in violin education, where the quality of timbre plays a significant role in the assessment of musical performances. However, obtaining quantifiable criteria for the assessment of timbre quality is challenging, as it relies on consensus among the subjective interpretations of experts. We present an approach to assess the quality of timbre in violin performances using machine learning techniques. We collected audio recordings of several tone qualities and performed perceptual tests to find correlations among different timbre dimensions. We processed the audio recordings to extract acoustic features for training tone-quality models. Correlations among the extracted features were analyzed and feature information for discriminating different timbre qualities were investigated. A real-time feedback system designed for pedagogical use was implemented in which users can train their own timbre models to assess and receive feedback on their performances.

Characterizing Movement Fluency in Musical Performance: Toward a Generic Measure for Technology Enhanced Learning.

Virtuosity in music performance is often associated with fast, precise, and efficient sound-producing movements. The generation of such highly skilled movements involves complex joint and muscle control by the central nervous system, and depends on the ability to anticipate, segment, and coarticulate motor elements, all within the biomechanical constraints of the human body. When successful, such motor skill should lead to what we characterize as fluency in musical performance. Detecting typical features of fluency could be very useful for technology-enhanced learning systems, assisting and supporting students during their individual practice sessions by giving feedback and helping them to adopt sustainable movement patterns. In this study, we propose to assess fluency in musical performance as the ability to smoothly and efficiently coordinate while accurately performing slow, transitionary, and rapid movements. To this end, the movements of three cello players and three drummers at different levels of skill were recorded with an optical motion capture system, while a wireless electromyography (EMG) system recorded the corresponding muscle activity from relevant landmarks. We analyzed the kinematic and coarticulation characteristics of these recordings separately and then propose a combined model of fluency in musical performance predicting music sophistication. Results suggest that expert performers' movements are characterized by consistently smooth strokes and scaling of muscle phasic coactivation. The explored model of fluency as a function of movement smoothness and coarticulation patterns was shown to be limited by the sample size, but it serves as a proof of concept. Results from this study show the potential of a technology-enhanced objective measure of fluency in musical performance, which could lead to improved practices for aspiring musicians, instructors, and researchers.

A holistic self-regulated learning model: A proposal and application in ubiquitous-learning

Technology enhanced learning (TEL) represents an expert and intelligent paradigm in which technological affordances are used to facilitate learners' acquisition of domain knowledge (DK), where Ubiquitous–Learning (u–learning) is a TEL instance that recreates situated and immersive settings. However in such settings, learners are stressed by diverse, heterogeneous, and simultaneous stimuli that challenge their cognitive skills, increase the cognitive load, trigger emotional reactions, and bias conduct. Thus this research proposes a smart Sequencing approach that enables TEL systems to lead students to regulate their learning process. The essence of the proposal is a holistic self–regulated learning (SRL) model that encourage students to develop higher–order thinking through the practice of metacognitive skills, motivational factors, and behavioral affairs to become aware of their own learning endeavors. The approach was applied as part of the sequencing module of a u–Learning system, where students follow its suggested cognitive strategies to assist them during the programming of control equipment. Results show that, although experimental subjects had to deal with higher cognitive load, they are expected to reach higher learning achievements than their control peers. The experience reveals how TEL systems are enabled to foster learners to handle their own apprenticeship processes. As a consequence, the smart sequencing functionality of TEL is cognitively enhanced to facilitate students the simultaneal acquisition DK and development of higher–order thinking.

Using machine learning to predict student difficulties from learning session data

The student’s performance prediction is an important research topic because it can help teachers prevent students from dropping out before final exams and identify students that need additional assistance. The objective of this study is to predict the difficulties that students will encounter in a subsequent digital design course session. We analyzed the data logged by a technology-enhanced learning (TEL) system called digital electronics education and design suite (DEEDS) using machine learning algorithms. The machine learning algorithms included an artificial neural networks (ANNs), support vector machines (SVMs), logistic regression, Naive bayes classifiers and decision trees. The DEEDS system allows students to solve digital design exercises with different levels of difficulty while logging input data. The input variables of the current study were average time, total number of activities, average idle time, average number of keystrokes and total related activity for each exercise during individual sessions in the digital design course; the output variables were the student(s) grades for each session. We then trained machine learning algorithms on the data from the previous session and tested the algorithms on the data from the upcoming session. We performed k-fold cross-validation and computed the receiver operating characteristic and root mean square error metrics to evaluate the models’ performances. The results show that ANNs and SVMs achieve higher accuracy than do other algorithms. ANNs and SVMs can easily be integrated into the TEL system; thus, we would expect instructors to report improved student’s performance during the subsequent session.

Towards a new requirements’ definition methodology using ontologies for Pervasive Games Based Learning Systems

Since a Pervasive Games Based Learning System (PGBLSs) is considered as technology enhanced learning system, it becomes important to enhance the development process. Despite the growing presence of mobile devices and the wireless network communication technologies, users needs satisfaction is particularly challenging due to problems arising from the highly dynamic environments in which services will operate. We propose, in this paper, a semantic model driven requirements engineering process in order to improve the development of PGBLSs. This model is based on an ontology of requirements (RO) as a powerful formalism to assist requirements' analysts for fulfilling changing requirements in PGBLSs dynamic contexts. In such environments, analysts have to establish the relative priorities of requirements for resolving conflicting requests. For this issue, a requirements analysis technique is also proposed.

A multi-agents system to compute human learning indicators activities based on model-driven engineering approach

This paper presents a multi-agent architecture and its implementation for facilitating the evaluation of learners' activities in real learning situations mediated by a technology enhanced learning systems. Our proposal is based on model-driven engineering using modelled activity traces to compute human learning indicators. We claim this approach facilitates the computation, the management and the reuse of learning indicators independently of any learning platform.

The rhetoric and reality of technology-enhanced learning developments in UK higher education: reflections on recent UCISA research findings (2012–2016)

ABSTRACTThis article reviews the investment that UK higher education institutions have made in technology-enhanced learning (TEL) services in recent years, and considers the impact this has had on academic practice. Drawing on UCISA survey and case study research, our analysis shows that whilst the range of centrally supported TEL tools and services in support of teaching and learning has increased across the sector, evidence of transformational change in pedagogic practice through their use has been harder to discern. We observe an increasing number of TEL systems that instructors are being encouraged to engage with as part of their academic practice; however, there have been limited changes in the mode of course delivery, with content-focused and supplementary uses of the web still very much in vogue. The evidence suggests a gap between the institutional rhetoric on TEL developments and the reality of academic practice across the sector. Using Barnett’s “conditions of flexibility” as a frame of reference [Barnett, R. (2014). Conditions of flexibility: Securing a more responsive higher education system. York: The Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/system/files/conditions_of_flexibility_securing_a_more_responsive_higher_education_system.pdf], the article discusses the factors behind this mismatch, exploring how a balanced institutional focus on service development and academic support may be needed to foster transformative and sustainable changes in the way that TEL tools are employed in course design and delivery.

Experiencing the Analects of Confucius: An experiential game-based learning approach to promoting students' motivation and conception of learning

The Analects of Confucius is an important course in the curriculum of Asian Studies in the Chinese community and around the world. Students have to learn a collection of the thoughts of Confucius which have shaped world history and the soul of China. However, educators have indicated that most students fail to understand its abstract thoughts, or even realize its spirit in their daily life experience. Meanwhile, with the advancements of technology, learning with computer games is currently a rapidly developing area of interest for researchers, teachers, material writers and application developers in the educational field. Several studies have shown that by properly incorporating learning contents into game scenarios, an experiential game-based learning approach might foster students' motivation to learn through experience. In addition, the experiential game-based approach is a learning method with great potential for motivating students and stimulating their willingness to engage in continuous and constant learning. Thus, in this study, an experiential digital game has been developed and presented to a fifth grade class learning the Analects of Confucius at an elementary school in Taipei city. An experiment was conducted to evaluate the effectiveness of the proposed approach by situating the experimental group in an experiential game-based learning scenario, while the control group learned with a conventional technology-enhanced learning system. The experimental results showed that the proposed approach effectively enhanced the students' learning effects in terms of their learning motivation, deep learning strategy and acceptance of the technology. As a consequence, it is concluded that an experiential digital game-based learning approach can help students understand the conception and meaning of learning, which is important for them to become life-long learners with positive learning attitudes.

Designing visualizations of temporal relations for children: action research meets HCI

The diffusion of ICT products in everyday life is bringing into the realm of technological artifacts new users and their demands, which translate into novel design/research issues, like in the case of children-oriented Technology Enhanced Learning (TEL) systems. In this paper we report our experience within the framework of the EU project TERENCE, which developed an adaptive learning system supporting 7---11 years old children characterized by "poor text comprehension", a cognitive disability related to reading activities. In particular we discuss how our design approach allowed us to overcome the inadequacy of existing consolidated techniques for visualization of temporal relations and data gathering, which turned out not to comply with constraints typical of children-oriented TEL systems. We show how the definition of a novel children-oriented data gathering technique allowed us to carry out a study on the children mental model of time and, based on it, to design a children-oriented integrated "read-n-play" visual environment able to force the acquisition of the capability of reasoning about temporal events within a story. Since the aim of the stimulation is to drive children towards a mature mental model of time, the challenge was to overcome the drawbacks of adult-oriented techniques by building on concepts already possessed by children, while at the same time retaining some basic features of adult-oriented temporal visualization to favor the transition.

Favouring reflexivity in technology-enhanced learning systems: towards smart uses of traces

During learning activities, reflexive processes allow learners to realise what they have done, understand why, decide on new actions and gain motivation. They help learners to regulate their actions by themselves, that is, to develop metacognitive regulation skills. Computer environments can support reflexive processes to support human learning, for example by analysing traces of learner activity and providing synthetic views by the way of indicators. Nevertheless, traces are underused in technology-enhanced learning (TEL) systems. In this article, we draw up the potential and limits of TEL systems based on traces for reflexive purposes. We then highlight the characteristics which TEL systems should have to use traces to foster reflexivity. We finally discuss how systems could enrich the self-confrontation process with traces.