An approach to designing and developing an LMS framework appropriate for young pupils

The lifestyle of the new people generation, called in the scientific literature Generation Z, is closely related to the Internet, computer and information technology. Therefore, people and children belonging to this group can be viewed in terms of software technology as specific users who have high requirements regarding the functions and interface of the software applications, connectivity to social networks and instant communication via the Internet. This influenced not only on the teaching and learning methods but also on the software applications used in the learning process. In recent years, new theoretical teaching methods have emerged, and the number of electronic learning systems increased. However, students lack motivation for the learning process. This requires developing new conceptual models of training and learning software, tailored to the skills and preferences of the end-users. The young students up to 12 years of age: from kindergartens to preschools and primary schools are special users who have not been studied exhaustively. In order to present the problem related to the development of learning and training software thoroughly, the most commonly used standards and current trends, as well as the advantages and disadvantages of LMS platforms have been reviewed. Attention is drawn to the commonly used software design and development technologies. This is the reason to propose a strategy for developing a web-based e-learning management system according to the possibilities of young pupils as a specific user. Having in mind this strategy we described a software architecture, based on SCORM's specification, and we developed an LMS prototype. Its design was tailored to the skills of young children. The basic methodology used in the design and creation of the system we propose is user-centered design. The document is intended for developers, educators and scientists, studying child-computer interaction

The "Quizer" e-learning platform as a tool for creating interactive quizzes with multiplayer functionality

Modern IT and teaching solutions are increasingly used in the distance learning process. The introduction of game elements in the e-learning allows to increase the interest and motivation of the user when performing tasks. The "Quizer" e-learning platform has been designed to create interactive multimedia courses with elements of gameplay, including the multiplayer format. The paper discusses the technologies and tools used to build the platform. An example of a game designed in a multiplayer format is presented

The Multimodal Tutor: Adaptive Feedback from Multimodal Experiences

This doctoral thesis describes the journey of ideation, prototyping and empirical testing of the Multimodal Tutor, a system designed for providing digital feedback that supports psychomotor skills acquisition using learning and multimodal data capturing. The feedback is given in real-time with machine-driven assessment of the learner's task execution. The predictions are tailored by supervised machine learning models trained with human annotated samples. The main contributions of this thesis are: a literature survey on multimodal data for learning, a conceptual model (the Multimodal Learning Analytics Model), a technological framework (the Multimodal Pipeline), a data annotation tool (the Visual Inspection Tool) and a case study in Cardiopulmonary Resuscitation training (CPR Tutor). The CPR Tutor generates real-time, adaptive feedback using kinematic and myographic data and neural networks

Mazetec: A Scenario-Based Learning Platform

This work presents Mazetec, a scenario-based learning platform for delivering non-linear scenarios format asynchronously. It enables subject matter experts to create interactive, state-dependent case studies or courses with branching logic for online learning and knowledge testing. Mazetec is a complex web application designed to deliver decision-based or case-based educational scenarios and simulations in a time-limited, non-linear format. There are many e-learning systems in the open source and commercial markets, but while these systems may have similar functions, we have found none that are both domain independent and able to deliver state-dependent content asynchronous and non-linearly. Mazetec can serve as a standalone training system or serve as a supplementary activity provider to an existing course in an organization\u27s existing learning management system (LMS)

Reflective Analytics for Interactive e-books

This paper presents an analytics platform that has been developed for designers and teachers who build and use interactive e-books for learning. The analytics dashboard aims to increase awareness of the use of the e-books so that designers (and teachers in their role as designers) can make informed decisions on how to redesign and improve them taking into account both the overall learning design and the data from their usage. This paper presents architectural and design decisions on key features of the dashboard, and the evaluation of a high-fidelity prototype. We discuss findings related to use of the dashboard for exploratory data analysis and inquiry and how these generalise and can be taken into account by our future work or that of others

TOWARDS A LEARNING ANALYTICS REFERENCE FRAMEWORK TO PREDICT AT-RISK STUDENTS AT THE FACULTY OF MILITARY SCIENCE

School for Geospatial Studies and Information System

D1.4 – First version applied gaming asset methodology

This deliverable (D1.4) is an intermediate document, expressly included to inform the first project review about RAGE’s methodology of software asset creation and management. The final version of the methodology description (D1.1) will be delivered in Month 29. The document explains how the RAGE project defines, develops, distributes and maintains a series of applied gaming software assets that it aims to make available. It describes a high-level methodology and infrastructure that are needed to support the work in the project as well as after the project has ended.This study is part of the RAGE project. The RAGE project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 644187. This publication reflects only the author's view. The European Commission is not responsible for any use that may be made of the information it contains