دانلود کتاب Computer Supported Education: 12th International Conference, CSEDU 2020, Virtual Event, May 2–4, 2020, Revised Selected Papers (Communications in Computer and Information Science)

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Preface
Organization
Contents
Strategies for the Utilization of Virtual Reality Technologies in the First Year of Architectural Education
1 Introduction
1.1 Aim of the Study
2 The Course Structure in the First Year of Architectural Education
2.1 Theoretical Courses
2.2 Technical Courses
2.3 Design Courses
3 Computer Support in Architectural Education
3.1 Computer Aid for Architectural Design Education in the First Year Architectural Education
3.2 Virtual Reality and Architectural Education
4 A Study on the Benefits of VR Technologies in the First Year of Architectural Education
4.1 Structure of the Study
4.2 Data Analysis
4.3 Results and Outcomes
5 Strategies for Implementing VR into the First Year of Architectural Education
5.1 Implementing VR Technologies into Theoretical Courses
5.2 Implementing VR Technologies into Technical Courses
5.3 Implementing VR Technologies into Design Courses
6 Conclusion and Discussion
References
MOOCs, Learning Analytics and OER: An Impactful Trio for the Future of Education!
1 Introduction
2 Background, Guiding Theses and Approach
3 MOOCs as Means to Open-Up Higher Education
3.1 Introduction into MOOCs
3.2 MOOCs Open-Up University for New Target Groups
3.3 MOOCs Open-Up Learning Experiences
3.4 MOOCs Open-Up Horizons of Own Students
4 Learning Analytics in MOOCs to Get Insights into Learning
4.1 Introduction into LA for MOOCs
4.2 LA in MOOCs Reveals: High Dropout-Rate on MOOCs is a Legend
4.3 LA in MOOCs Tells Us More About Learning in General
4.4 LA in MOOCs Supports Learners and Learning
4.5 LA in MOOCs Are the Better Alternative of Data Collection for Marketing or Recruiting
5 OER as Driver for Innovations and Impact
5.1 Introduction into OER as MOOCs
5.2 OER in MOOCs Innovates MOOC Designs and Learning Innovations
5.3 OER in MOOCs Allows New Co-operations
5.4 OER in MOOCs Enhances MOOC Impact
6 Summary
7 Limitations and Outlook
References
Human Factors 4.0 for Engineering and Design Education
1 Introduction
1.1 What Are Human Factors?
1.2 What is Industry 4.0?
2 The Role of Human Factors in Product and Process Design
3 The Importance of Human Factors in Industry
3.1 Human Factors in Workstations
3.2 Human Factors in Product Design
4 Teaching Human Factors in a Non-digital Environment
5 Virtual Ergonomics and Anthropometrics
6 Case Studies in the Classroom
6.1 Product and Service Design
6.2 Advanced Industrial Automation
6.3 Mechatronic Design and Mechatronics Laboratory
7 Evaluation of the Learning Experience
7.1 Material
7.2 Product-Design Activity
7.3 Process-Design Activity
8 Conclusions and Discussion
References
The Effect of Online Discussions on Student’s Cognitive and Metacognitive Development
1 Introduction
1.1 Research Questions
2 Research Methodology
3 Literature Review
4 Blog Platform Design
4.1 Online Radio Lab Prototype
4.2 Online Radio Lab Design Requirements
4.3 Online Radio Lab Design Implementation
4.4 Online Radio Lab Usability Evaluation
5 Case Study
6 Results
7 Conclusion
References
Practising Reading Fluency with Virtual Voice Assistants: Theoretical Perspectives and Experiences
1 Introduction
2 Problem, Approach and Objectives
3 State of the Art
4 Methodology: Design-Based Research
5 Concept
6 Implementation
7 Evaluation
8 Discussion
9 Summary and Outlook
References
Participation in Asynchronous Online Forums for Prediction of Learning Performance
1 Introduction
2 Review of the Literature
3 Case Study: Description, Goals and Dataset
4 Network Analysis
4.1 Network Structure
4.2 Forum Activity and Grading: A Correlation Study
5 Predicting the Outcomes
5.1 Background
5.2 Methodology
6 Conclusions
References
The Code.org Platform in the Developing of Computational Thinking with Elementary School Students
1 Introduction
2 Contextualization
2.1 Computational Thinking
3 Code.org
3.1 Assessing the Content
3.2 Course Organization and Self-efficacy Control Tools
3.3 Well-Chosen Characters
3.4 Instant Feedback
3.5 Reward System
3.6 Points to Improve
4 Method
5 Results
5.1 Flappy Bird Challenge
5.2 Working @ Home
5.3 Daily Classes
5.4 Evaluation by Students
6 Conclusions
References
Improving Learner Experience, Motivation and Knowledge Gain When Using Mulsemedia-Based Technology Enhanced Learning
1 Introduction
2 Related Work
3 Mulsemedia-Enhanced Learning Environment
4 Research Study
4.1 Research Methodology
4.2 Analysis of the Impact on Learner Experience, Engagement and Motivation
4.3 Analysis of the Impact Knowledge Gain
5 TEL and Mulsemedia as a TEL Method: Students and Educators Perspective
6 Conclusion
References
Effects of Adaptive Educational Games on Adults’ Computational Thinking
1 Introduction
2 Related Research
3 The AutoThinking Game
3.1 Overview of the Game
3.2 Adaptivity in Game-Play
3.3 Adaptivity in Learning
4 Case Study
4.1 Research Methodology
4.2 Results Analysis
5 Conclusion
References
Using Augmented Reality in an Inquiry-Based Physics Laboratory Course
1 Introduction
1.1 Inquiry-Based Learning and Laboratory Courses
1.2 Multiple Representations, Cognitive Load and Multimedia Learning
1.3 Emotions and Multimedia Learning
1.4 Dimensions of Emotion
1.5 Prior Work
1.6 Hypotheses and Research Question
2 Materials and Methods
2.1 Development of the Learning Environment
2.2 Procedure and Materials
3 Results
3.1 Effects on Cognitive Load
3.2 Effects on Performance
3.3 Effects on Emotion
3.4 Motivation
3.5 Usability
3.6 Interference
4 Discussion
5 Conclusion and Further Research
References
Creative Learning in Problem Solving and Development of Computational Thinking
1 Introduction
2 Theoretical Background
2.1 Computational Thinking
2.2 Programmıng Teachıng and Learnıng
2.3 Creativity
2.4 Creative Learning
2.5 Creative Problem Solving (CPS)
3 Related Work
3.1 Computer Unplugged
4 Conceptual Model
4.1 Conceptual Model Creative Process and Computational Thinking
4.2 The Participants
4.3 The Study
4.4 Results
4.5 Discussion
5 Conclusion
5.1 Paper Contribution
5.2 Limitations
5.3 Future Works
References
Through the Lens of Different Stakeholders: Development and Application of a Change Management Guideline for Flipped Classroom Implementations
1 Introduction
2 Development of a Change Management Guideline
2.1 Procedure of the Systematic Literature Review
2.2 Findings in Systematic Literature Review
2.3 Synthesis of the Findings to Develop the Guideline
2.4 Overview of the Guideline
2.5 Specific CM Tasks and Responsible Stakeholders
3 Application of the Change Management Guideline
3.1 Survey Development
3.2 Data Collection
3.3 Analysis
3.4 Recommendations for Action
4 Conclusion
References
Successful Virtual Collaborative Learning: A Shift in Perspective
1 Introduction
2 VCL Framework
3 Design Dimensions for Quality Assurance
3.1 Professionalized Pedagogical Support
3.2 Tasks
3.3 Platform
3.4 Social Learning Analytics
4 Application Scenarios
4.1 Bachelor Module: Case Study Work in the Virtual Classroom
4.2 Master Module: Introduction to Community Management
5 Methodology
6 Results
7 Design Recommendations
8 Conclusion
References
TAEP4.0: Pathways to Education 4.0
1 Introduction
2 Background and Related Works
3 TAEP4.0 Methodological Process
4 TAEP4.0
5 First Exploratory Study
5.1 Study Planning
5.2 Study Execution
5.3 Quantitative Analysis
5.4 Qualitative Analysis
6 Second Exploratory Study
6.1 Study Planning
6.2 Study Execution
6.3 Qualitative Analysis
7 Threats to Validity
8 Conclusions and Future Work
References
Lukewarm Starts for Computerized Adaptive Testing Based on Clustering and IRT
1 Introduction
2 Related Works
3 Preliminaries
4 Lukewarm Start CATs
4.1 Framework CAT-LW
4.2 Framework CAT-S
5 Conclusion
References
Technology Enhanced Assessment: Objective Structured Clinical Examination Supported by Simuportfolio
1 Introduction
1.1 A Subsection Sample
1.2 Objective Structured Clinical Examination
1.3 SIMUportfolio Integration Platform
1.4 ICT Support During OSCEs
2 Methods
2.1 Simulation-Based Teaching
2.2 Computerisation of the OSCE Process
2.3 Technologies Used in the Development
2.4 Pilot Runs
3 Results
3.1 Stage-Designed Modules
3.2 Feedback from OSCE Team
4 Conclusion
References
Working on Interdisciplinary Projects to Strengthen Creative Computational Thinking and to Support Talent Development
1 Introduction
2 The Pedagogical Concept: COOL Informatics
3 The Children\'s Congress
3.1 Target Groups
3.2 Phases
3.3 Procedure
3.4 Projects
3.5 Evaluation
3.6 Statistics
4 The Three Pillars of Honors Education
4.1 Creating Community
4.2 Enhancing Academic Competence
4.3 Offering Bounded Freedom
5 Methodology
5.1 Participants
5.2 Data Collection
5.3 Data Analysis
6 Results
6.1 Creating Community
6.2 Enhancing Academic Competence
6.3 Offering Bounded Freedom
7 Summary
8 Discussion
9 Outlook
References
Automatic Formative Assessment Strategies for the Adaptive Teaching of Mathematics
1 Introduction
2 Theoretical Framework
2.1 Adaptive Teaching, Formative Assessment, and Feedback
2.2 Our Model of Automatic Formative Assessment and Interactive Feedback
2.3 Adaptive Teaching in the National PP&S Project
3 From Standardized Assessment to Formative Assessment
4 Methodology
5 Results
5.1 General Overview of the Participants in the Module and the Activities Carried Out
5.2 Examples of Questions Created by Teachers
5.3 Observations on Students’ Answers to Questions Created by Teachers
5.4 Observations on the Experimentation with Students
5.5 Teachers’ Observations on the Training Module
6 Conclusions
References
bASES21: A Model for the Self-assessment of 21st-Century Skills in the Context of Computing Education in K-12
1 Introduction
2 Related Work
3 Research Methodology
4 Development of the bASES21 Model
5 Evaluation of the bASES21 Model
5.1 Definition of the Evaluation
5.2 Execution of the Evaluation
5.3 Data Analysis
5.4 Proposed Changes to the Measurement Instrument
5.5 Threats to Validity
6 Conclusions
References
Learner Models for MOOC in a Lifelong Learning Context: A Systematic Literature Review
1 Introduction
2 Theoretical Background
2.1 Learner Models and Personalization
2.2 Role of Learner Models in MOOC
2.3 Importance of Lifelong Learning in MOOC
2.4 Considerations When Contrasting Learner Models
3 Literature Review Methodology
3.1 Need for a Literature Review [A]
3.2 Research Questions [B]
3.3 Review Protocol [C]
3.4 Selection of Quality Studies [D]
3.5 Learner Models Comparison [E]
3.6 Interpretation and Discussion [F]
4 Conclusion and Perspectives
Appendix
References
The Effect of Prior Knowledge on Persistence, Participation and Success in a Mathematical MOOC
1 Introduction
2 Background
3 Mathe im Advent
3.1 Rules and Mechanisms of the MiA Prize Competition
3.2 Surveys Before and After the Advent Calendar
3.3 During the COVID-19 Pandemic
3.4 Available Data for Analysis
4 Method
4.1 Method: Research Questions 1a and 1b
4.2 Method: Research Question 2
4.3 Method: Research Question 3
5 Results
5.1 Results: Research Question 1a and 1b
5.2 Results: Research Question 2
5.3 Results: Research Question 3
6 Discussion
7 Conclusion
References
Systematic Literature Review of Fairness in Learning Analytics and Application of Insights in a Case Study
1 Introduction
2 Systematic Literature Review
2.1 Search Procedure
2.2 Screening, Eligibility and Inclusion Process
2.3 Results
3 Case Study
3.1 Background
3.2 OULAD Dataset
3.3 Procedures for Course-Outcome Prediction and Evaluation
3.4 Results
4 Discussion
5 Conclusion and Outlook
References
Gaze-Based Prediction of Students\' Understanding of Physics Line-Graphs: An Eye-Tracking-Data Based Machine-Learning Approach
1 Introduction
2 Theoretical Background
2.1 Multiple External Representations in Physics Education
2.2 Eye Tracking in Physics Education Research
2.3 Machine Learning Using Learners\' Data
2.4 Research Question
3 Methodology
3.1 Participants
3.2 Visual Stimuli
3.3 Eye-Tracking Procedure
3.4 Position and Size of AOIs
3.5 Machine Learning as a Classification Tool
4 Results
5 Discussion
5.1 Visual Attention During the Solution Process of a Slope Problem
5.2 Cross-Linking Information During the Solution Process of a Slope Problem
5.3 Predictability of the Response Correctness of the Slope Concept Question
6 Conclusion and Outlook
References
Recognition of Students’ Multiple Mental States in Conversation Based on Multimodal Cues
1 Introduction
2 Related Work
2.1 Facial-Signal-Based Detection
2.2 Physiological-Signal-Based Detection
2.3 Present Approach and Contributions
3 Methodology of Multimodal Conversational Data Collection
3.1 Participants and Study Protocol
3.2 Annotation of Speaker-Students’ Mental States
3.3 Multimodal Dataset
4 Methodology of Mental States Recognition
4.1 Multimodal Feature Sets
4.2 Supervised Learning for Learning-Centered Mental States Prediction
5 Results and Discussion
6 Conclusion and Future Work
References
Automatic Evaluation of Students\' Learning Experience Based on Their Freely-Written Comments
1 Introduction
2 Methodology
2.1 Data Acquisition
2.2 Data Labeling
2.3 Data Exploration
2.4 Feature Preprocessing
2.5 Feature Transformation
2.6 Model Building Approaches
2.7 Optimization and Genetic Programming
2.8 Overall Workflow
3 Experimental Results
4 Discussion
5 Conclusion and Future Work
References
Author Index