A conceptual model for e-learning supporting tools design based on cue model and Kansei engineering

The Covid-19 pandemic has triggered changes in learning due to the practice of social distancing to curb the spread of the virus. E-learning platforms have become the main platform for learning throughout the pandemic. However, e-learning does have challenges when it comes to ensuring student’s optimum participation throughout the learning experience that require extensive research about techniques and methods for an optimum e-learning experience. This includes various e-learning supporting tools that provides easy communication and immediate assistance to enhance user experience. The supporting tools or software usability and functionality design determined as imperative in enhancing the e-learning user experience. Thus, this research proposes a conceptual model for designing the e-learning supporting tools based on the CUE Model, integrated with Kansei Engineering for optimum user experience that can serve as a guideline for the e-learning supporting tools designer. The outcome of this research will create new research fields that incorporate multiple domains, including the e-learning domain, software and supporting tools design, emotions and user experience

Learn Smarter, Not Harder – Exploring the Development of Learning Analytics Use Cases to Create Tailor-Made Online Learning Experiences

Our world is significantly shaped by digitalization, fostering new opportunities for technology-mediated learning. Therefore, massive amounts of knowledge become available online. However, concurrently these formats entail less interaction and guidance from lecturers. Thus, learners need to be supported by intelligent learning tools that provide suitable knowledge in a tailored way. In this context, the use of learning analytics in its multifaceted forms is essential. Existing literature shows a proliferation of learning analytics use cases without a systematic structure. Based on a structured literature review of 42 papers we organized existing literature contributions systematically and derived four use cases: learning dashboards, individualized content, tutoring systems, and adaptable learning process based on personality. Our use cases will serve as a basis for a targeted scientific discourse and are valuable orientation for the development of future learning analytics use cases to give rise to the new form of Learning Experience Platforms

Design Knowledge for Virtual Learning Companions from a Value-centered Perspective

The increasing popularity of conversational agents such as ChatGPT has sparked interest in their potential use in educational contexts but undermines the role of companionship in learning with these tools. Our study targets the design of virtual learning companions (VLCs), focusing on bonding relationships for collaborative learning while facilitating students’ time management and motivation. We draw upon design science research (DSR) to derive prescriptive design knowledge for VLCs as the core of our contribution. Through three DSR cycles, we conducted interviews with working students and experts, held interdisciplinary workshops with the target group, designed and evaluated two conceptual prototypes, and fully coded a VLC instantiation, which we tested with students in class. Our approach has yielded 9 design principles, 28 meta-requirements, and 33 design features centered around the value-in-interaction. These encompass Human-likeness and Dialogue Management, Proactive and Reactive Behavior, and Relationship Building on the Relationship Layer (DP1,3,4), Adaptation (DP2) on the Matching Layer, as well as Provision of Supportive Content, Fostering Learning Competencies, Motivational Environment, and Ethical Responsibility (DP5-8) on the Service Layer

Recognizing emotional state of user based on learning method and conceptual memories

With the increased use of computers, electronic devices and human interaction with computer in the broad spectrum of human life, the role of controlling emotions and increasing positive emotional states becomes more prominent. If a user's negative emotions increase, his/her efficiency will decrease greatly as well. Research has shown that colors are to be considered as one of the most influential basic functions in sight, identification, interpretation, perception and senses. It can be said that colors have impact on individuals' emotional states and can change them. In this paper, by learning the reactions of users with different personality types against each color, communication between the user's emotional states and personality and colors were modeled for the variable "emotional control". For the sake of learning, we used a memory-based system with the user’s interface color changing in accordance with the positive and negative experiences of users with different personalities. The end result of comparison of the testing methods demonstrated the superiority of memory-based learning in all three parameters of emotional control, enhancement of positive emotional states and reduction of negative emotional states. Moreover, the accuracy of memory- based learning method was almost 70 percent

NEUROSCIENCE IN DEVELOPING STUDENTS' INTELLECTUAL INTELLIGENCE OF AL-AZHAR ISLAMIC PRIMARY SCHOOL

Abstract:Neuroscience in developing students' intellectual intelligence is crucial to know by teachers. The nervous system structure is an aspect that underlies human actions both from cognitive, affective, and psychomotor aspects. This research aimed to find out information related to neuroscience in developing students' intellectual intelligence of Al-Azhar Islamic Primary School Bumi Serpong Damai. This research was qualitative research using a phenomenological approach. The subjects were one principal as a supporting informant, five teachers, and the students of 1 to 6 grades. The data were analyzed to interpret the data into information so that the data's characteristics or properties can be easily understood and useful to answer problems related to research activities. The results showed that neuroscience could grow the students’ attention, develop an active and creative learning model, consider the diversity of brain development of students, develop fun learning stimulation, and create positive emotions.Abstrak:Ilmu saraf dalam mengembangkan kecerdasan intelektual siswa sangat penting untuk diketahui oleh guru. Struktur sistem saraf merupakan aspek yang mendasari tindakan manusia baik dari aspek kognitif, afektif, dan psikomotorik. Penelitian ini bertujuan untuk mengetahui informasi yang berkaitan dengan ilmu saraf dalam mengembangkan kecerdasan intelektual siswa di Sekolah Dasar Islam Al-Azhar Bumi Serpong Damai. Penelitian ini merupakan penelitian kualitatif dengan pendekatan fenomenologi. Subjek penelitian ini adalah satu kepala sekolah sebagai informan pendukung, lima orang guru, dan siswa kelas 1 sd 6. Data dianalisis untuk menginterpretasikan data menjadi informasi sehingga sifat atau sifat data dapat dengan mudah dipahami dan berguna untuk menjawab permasalahan yang berkaitan dengan kegiatan penelitian. Hasil penelitian menunjukkan bahwa ilmu saraf dapat menumbuhkan perhatian siswa, mengembangkan model pembelajaran yang aktif dan kreatif, mempertimbangkan keberagaman perkembangan otak siswa, mengembangkan stimulasi belajar yang menyenangkan, dan menciptakan emosi yang positif

Design practices business organizations employ to deliver virtual classroom training

The purpose of the literature review is to investigate what instructional design practices organizations employ to deliver virtual classroom training to their workforces. The review examines why companies are implementing virtual classrooms, positive and negative elements of implementing, instructional design strategies companies use to deliver effective virtual training and how learners perceive virtual classroom training compared to traditional face-to-face settings. Best practice with research shows that the most critical factors in successful virtual classroom training are engaging learners, using the software technology effectively, applying instruction design practices and accurately evaluating learner perception. By understanding the best practices, instructional designers can enhance the participants\u27 learning experience, demonstrate return on investment and improve efficiency and employee effectiveness

Enforcing Customization in e-Learning Systems: an ontology and product line-based approach

In the era of e-Learning, educational materials are considered a crucial point for all the stakeholders. On the one hand, instructors aim at creating learning materials that meet the needs and expectations of learners easily and effec-tively; On the other hand, learners want to acquire knowledge in a way that suits their characteristics and preferences. Consequently, the provision and customization of educational materials to meet the needs of learners is a constant challenge and is currently synonymous with technological devel-opment. Promoting the personalization of learning materials, especially dur-ing their development, will help to produce customized learning materials for specific learners' needs. The main objective of this thesis is to reinforce and strengthen Reuse, Cus-tomization and Ease of Production issues in e-Learning materials during the development process. The thesis deals with the design of a framework based on ontologies and product lines to develop customized Learning Objects (LOs). With this framework, the development of learning materials has the following advantages: (i) large-scale production, (ii) faster development time, (iii) greater (re) use of resources. The proposed framework is the main contribution of this thesis, and is char-acterized by the combination of three models: the Content Model, which addresses important points related to the structure of learning materials, their granularity and levels of aggregation; the Customization Model, which con-siders specific learner characteristics and preferences to customize the learn-ing materials; and the LO Product Line (LOPL) model, which handles the subject of variability and creates matter-them in an easy and flexible way. With these models, instructors can not only develop learning materials, but also reuse and customize them during development. An additional contribution is the Customization Model, which is based on the Learning Style Model (LSM) concept. Based on the study of seven of them, a Global Learning Style Model Ontology (GLSMO) has been con-structed to help instructors with information on the apprentice's characteris-tics and to recommend appropriate LOs for customization. The results of our work have been reflected in the design of an authoring tool for learning materials called LOAT. They have described their require-ments, the elements of their architecture, and some details of their user inter-face. As an example of its use, it includes a case study that shows how its use in the development of some learning components.En la era del e¿Learning, los materiales educativos se consideran un punto crucial para todos los participantes. Por un lado, los instructores tienen como objetivo crear materiales de aprendizaje que satisfagan las necesidades y ex-pectativas de los alumnos de manera fácil y efectiva; por otro lado, los alumnos quieren adquirir conocimientos de una manera que se adapte a sus características y preferencias. En consecuencia, la provisión y personaliza-ción de materiales educativos para satisfacer las necesidades de los estudian-tes es un desafío constante y es actualmente sinónimo de desarrollo tecnoló-gico. El fomento de la personalización de los materiales de aprendizaje, es-pecialmente durante su desarrollo, ayudará a producir materiales de aprendi-zaje específicos para las necesidades específicas de los alumnos. El objetivo fundamental de esta tesis es reforzar y fortalecer los temas de Reutilización, Personalización y Facilidad de Producción en materiales de e-Learning durante el proceso de desarrollo. La tesis se ocupa del diseño de un marco basado en ontologías y líneas de productos para desarrollar objetos de aprendizaje personalizados. Con este marco, el desarrollo de materiales de aprendizaje tiene las siguientes ventajas: (i) producción a gran escala, (ii) tiempo de desarrollo más rápido, (iii) mayor (re)uso de recursos. El marco propuesto es la principal aportación de esta tesis, y se caracteriza por la combinación de tres modelos: el Modelo de Contenido, que aborda puntos importantes relacionados con la estructura de los materiales de aprendizaje, su granularidad y niveles de agregación, el Modelo de Persona-lización, que considera las características y preferencias específicas del alumno para personalizar los materiales de aprendizaje, y el modelo de Línea de productos LO (LOPL), que maneja el tema de la variabilidad y crea ma-teriales de manera fácil y flexible. Con estos modelos, los instructores no sólo pueden desarrollar materiales de aprendizaje, sino también reutilizarlos y personalizarlos durante el desarrollo. Una contribución adicional es el modelo de personalización, que se basa en el concepto de modelo de estilo de aprendizaje. A partir del estudio de siete de ellos, se ha construido una Ontología de Modelo de Estilo de Aprendiza-je Global para ayudar a los instructores con información sobre las caracterís-ticas del aprendiz y recomendarlos apropiados para personalización. Los resultados de nuestro trabajo se han plasmado en el diseño de una he-rramienta de autor de materiales de aprendizaje llamada LOAT. Se han des-crito sus requisitos, los elementos de su arquitectura, y algunos detalles de su interfaz de usuario. Como ejemplo de su uso, se incluye un caso de estudio que muestra cómo su empleo en el desarrollo de algunos componentes de aprendizaje.En l'era de l'e¿Learning, els materials educatius es consideren un punt crucial per a tots els participants. D'una banda, els instructors tenen com a objectiu crear materials d'aprenentatge que satisfacen les necessitats i expectatives dels alumnes de manera fàcil i efectiva; d'altra banda, els alumnes volen ad-quirir coneixements d'una manera que s'adapte a les seues característiques i preferències. En conseqüència, la provisio' i personalitzacio' de materials edu-catius per a satisfer les necessitats dels estudiants és un desafiament constant i és actualment sinònim de desenvolupament tecnològic. El foment de la personalitzacio' dels materials d'aprenentatge, especialment durant el seu desenvolupament, ajudarà a produir materials d'aprenentatge específics per a les necessitats concretes dels alumnes. L'objectiu fonamental d'aquesta tesi és reforçar i enfortir els temes de Reutilització, Personalització i Facilitat de Producció en materials d'e-Learning durant el procés de desenvolupament. La tesi s'ocupa del disseny d'un marc basat en ontologies i línia de productes per a desenvolupar objec-tes d'aprenentatge personalitzats. Amb aquest marc, el desenvolupament de materials d'aprenentatge té els següents avantatges: (i) produccio' a gran esca-la, (ii) temps de desenvolupament mes ràpid, (iii) major (re)ús de recursos. El marc proposat és la principal aportacio' d'aquesta tesi, i es caracteritza per la combinacio' de tres models: el Model de Contingut, que aborda punts im-portants relacionats amb l'estructura dels materials d'aprenentatge, la se-ua granularitat i nivells d'agregació, el Model de Línia de Producte, que ges-tiona el tema de la variabilitat i crea materials d'aprenentatge de manera fàcil i flexible. Amb aquests models, els instructors no solament poden desenvolu-par materials d'aprenentatge, sinó que també poden reutilitzar-los i personalit-zar-los durant el desenvolupament. Una contribucio' addicional és el Model de Personalitzacio', que es basa en el concepte de model d'estil d'aprenentatge. A partir de l'estudi de set d'ells, s'ha construït una Ontologia de Model d'Estil d'Aprenentatge Global per a ajudar als instructors amb informacio' sobre les característiques de l'aprenent i recomanar els apropiats per a personalitzacio'. Els resultats del nostre treball s'han plasmat en el disseny d'una eina d'autor de materials d'aprenentatge anomenada LOAT. S'han descrit els seus requi-sits, els elements de la seua arquitectura, i alguns detalls de la seua interfície d'usuari. Com a exemple del seu ús, s'inclou un cas d'estudi que mostra com és el desenvolupament d'alguns components d'aprenentatge.Ezzat Labib Awad, A. (2017). Enforcing Customization in e-Learning Systems: an ontology and product line-based approach [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/90515TESI

Emotional safety and identity expression within online learning environments in higher education:Insights from a Canadian college

Assuring quality learning is increasingly important to higher education institutions (HEIs) in Canada, especially with continued e-marketplace, online enrolment growth, and programming internationalization. This thesis narrows the topic of quality assurance (QA) in learning to emotional safety and identity expression in online learning environments (OLEs). Creating and facilitating a safe OLE is imperative for many reasons, most notably because it can positively impact retention, learner satisfaction, and academic success. This thesis will argue that feeling safe within an OLE is a necessary condition for learners to express aspects of their identity, resulting in a perceived increase in grades. Identity expression is part of transformational learning and thus becomes important to teaching and learning. The conditions for expressing identity online, therefore, ought to be encouraged and enhanced, making the role of the instructor paramount in this aspect of quality. The study was conducted by gathering the thoughts and experiences of nine instructors and nine learners (n=18) using a single-site data gathering methodology. Through study findings, this thesis contributes to educational research in four ways. One, my theoretical framework is based on Illeris' (2007, 2014a, 2018a) learning and identity theory, which supports the emerging notion that identity is intrinsically connected to and centrally positioned within the overall learning process. Two, I gathered perspectives and experiences of both instructors and learners on this topic, which is uncharacteristic within educational research yet arguably critical when developing a comprehensive understanding of such topics and in the design and provision of HE supports and services. Three, this research study extends the sparsely researched area of emotional safety in conjunction with identity expression within HE OLEs and confirmed its importance and role in QA. Four, the findings support the importance of an emotionally safe OLE and such an OLE can positively impact learner grades and experience