A REST-based framework to support non-invasive and early coeliac disease diagnosis

The health sector has traditionally been one of the early adopters of databases, from the most simple Electronic Health Record (formerly Computer-Based Patient Record) systems in use in general practice, hospitals and intensive care units to big data, multidata based systems used to support diagnosis and care decisions. In this paper we present a framework to support non-invasive and early diagnosis of coeliac disease. The proposed framework makes use of well-known technologies and techniques, both hardware and software, put together in a novel way. The main goals of our framework are: (1) providing users with a reliable and fast repository of a large amount of data; (2) to make such repository accessible by means of a suitable API in multiple modes, such as intuitive web-based or mobile visual interfaces; (3) to allow for data processing and analysis, as a basis for decision support systems

Exploring Immersive Learning Experiences: A Survey

Immersive technologies have been shown to significantly improve learning as they can simplify and simulate complicated concepts in various fields. However, there is a lack of studies that analyze the recent evidence-based immersive learning experiences applied in a classroom setting or offered to the public. This study presents a systematic review of 42 papers to understand, compare, and reflect on recent attempts to integrate immersive technologies in education using seven dimensions: application field, the technology used, educational role, interaction techniques, evaluation methods, and challenges. The results show that most studies covered STEM (science, technology, engineering, math) topics and mostly used head-mounted display (HMD) virtual reality in addition to marker-based augmented reality, while mixed reality was only represented in two studies. Further, the studies mostly used a form of active learning, and highlighted touch and hardware-based interactions enabling viewpoint and select tasks. Moreover, the studies utilized experiments, questionnaires, and evaluation studies for evaluating the immersive experiences. The evaluations show improved performance and engagement, but also point to various usability issues. Finally, we discuss implications and future research directions, and compare our findings with related review studies

model driven reverse engineering approaches a systematic literature review

This paper explores and describes the state of the art for what concerns the model-driven approaches proposed in the literature to support reverse engineering. We conducted a systematic literature review on this topic with the aim to answer three research questions. We focus on various solutions developed for model-driven reverse engineering, outlining in particular the models they use and the transformations applied to the models. We also consider the tools used for model definition, extraction, and transformation and the level of automation reached by the available tools. The model-driven reverse engineering approaches are also analyzed based on various features such as genericity, extensibility, automation of the reverse engineering process, and coverage of the full or partial source artifacts. We describe in detail and compare fifteen approaches applying model-driven reverse engineering. Based on this analysis, we identify and indicate some hints on choosing a model-driven reverse engineering approach from the available ones, and we outline open issues concerning the model-driven reverse engineering approaches

Studying and Supporting Activity Awareness in Collaborative Learning Groups: Using a Persuasive Social Actor

Collaborative learning is known as an effective learning method and various different kinds of technologies have been developed to support and facilitate collaborative learning. Many of these technologies are used to support the functional activities of a group of learners by enabling students to communicate, share documents and materials, track the work of the group, or distribute and allocate tasks. One factor that influences the success of collaborative groups is the awareness that members have of each others' activities i.e. activity awareness (Gutwin et al., 2004). Limited attention has been paid to promoting activity awareness in the collaborative learning literature. The work that does exist has focused on enhancing activity awareness by capturing and sharing details of the activity (e.g. Ganoe et al., 2003; Carroll et al., 2003). In contrast, there are no technologies that focus on the learners’ attitudes and behaviours with regard to activity awareness without considering the functional aspects of the group's work. This PhD hypothesises that persuasive technologies can offer a novel way of promoting activity awareness by changing learners’ attitudes and behaviours and persuading them to be more aware of fellow group members’ activities. This approach to enhancing activity awareness was investigated by using a persuasive social actor to change the attitudes and behaviours of learners who were working on collaborative learning projects over extended periods of time. Four studies were conducted: a pilot study to explore collaborative learning groups, an exploratory study to understand collaboration and activity awareness, a follow-up study to study activity awareness in depth, and a main study where a persuasive social actor for activity awareness in collaborative learning groups was developed and tested. All of these studies focused on a specific collaborative learning setting, in which small numbers of students (3 to 5) worked together in collaborative groups to complete real learning projects over approximately 6 weeks. This thesis makes four contributions to the fields of HCI and collaborative learning. The main contribution is a novel approach to enhance activity awareness in collaborative learning groups by changing learners’ attitudes and behaviours using a persuasive technology i.e. a persuasive social actor. The second contribution is a new method to evaluate activity awareness in collaborative learning groups. The third contribution is insight into how the Persuasive Systems Design (PSD) model (Oinas-kukkonen & Harjumaa, 2009) can be used in the design and evaluation of a persuasive social actor. The fourth contribution is an analysis of how students collaborate in long-term collaborative learning projects in naturalistic settings