Introduction to Smart Learning Analytics: Foundations and Developments in Video-Based Learning

Smart learning has become a new term to describe technological and social developments (e.g., Big and Open Data, Internet of Things, RFID, and NFC) enable effective, efficient, engaging and personalized learning. Collecting and combining learning analytics coming from different channels can clearly provide valuable information in designing and developing smart learning. Although, the potential of learning analytics to enable smart learning is very promising area, it remains non-investigated and even ill-defined concept. The paper defines the subset of learning analytics that focuses on supporting the features and the processes of smart learning, under the term Smart Learning Analytics. This is followed by a brief discussion on the prospects and drawbacks of Smart Learning Analytics and their recent foundations and developments in the area of Video-Based Learning. Drawing from our experience with the recent international workshops in Smart Environments and Analytics in Video-Based Learning, we present the state-of-the-art developments as well as the four selected contributions. The paper further draws attention to the great potential and need for research in the area of Smart Learning Analytics

Towards an educational data literacy framework: enhancing the profiles of instructional designers and e-tutors of online and blended courses with new competences

In the era of digitalization of learning and teaching processes, Educational Data Literacy (EDL) is highly valued and is becoming essential. EDL is conceptualized as the ability to collect, manage, analyse, comprehend, interpret, and act upon educational data in an ethical, meaningful, and critical manner. The professionals in the field of digitally supported education, i.e., Instructional Designers (IDs) and e-Tutors (eTUTs) of online and blended courses, need to be ready to inform their decisions with educational data, and face the upcoming data-related challenges; they need to update and enhance their profiles with relevant competences. This paper proposes a framework for EDL competence profiles of IDs/eTUTs and evaluates the proposal with the participation of worldwide professionals (N = 210) with experience in digitally supported education. The evaluation aims at validating the proposal and assesses (a) the current EDL-readiness of IDs/eTUTs; and (b) the extent to which the framework captures and describes the essential EDL competences. The findings indicate that professionals are not EDL-competent yet, but the proposed dimensions and related competences are offering a solid approach to support EDL development

Preface: CrossMMLA in practice: Collecting, annotating and analyzing multimodal data across spaces

Learning is a complex processthat is associated with many aspects of interaction and cognition (e.g., hard mental operations, cognitive friction etc.) and that can take across diverse contexts (online, classrooms, labs, maker spaces, etc.). The complexity of this process and its environments means that it is likely that no single data modality can paint a complete picture of the learning experience, requiring multiple data streams from different sources and times to complement each other. The need to understand and improve learning that occurs in ever increasingly open, distributed, subject-specific and ubiquitous scenarios, require the development of multimodal and multisystem learning analytics. Following the tradition of CrossMMLA workshop series, the proposed workshop aims to serve as a place to learn about the latest advances in the design, implementation and adoption of systems that take into account the different modalities of human learning and the diverse settings in which it takes place. Apart from the necessary interchange of ideas, it is also the objective of this workshop to develop critical discussion, debate and co-development of ideas for advancing the state-of-the-art in CrossMMLA

Serologic indices of hepatitis B virus infection in military recruits in Greece (2004–2005)

BACKGROUND: The prevalence of hepatitis B virus infection in Greece has been decreasing over the last decades. However, recent epidemiological data are lacking. METHODS: We studied 1,840 Army recruits from 05/2004 until 10/2005, and performed serological testing for HBsAg, anti-HBsAg, and anti-HBcAg. We also examined their association with several factors, including age, residential area, socioeconomic class, and educational level. RESULTS: Mean age (± SD) of the recruits was 20.5 (± 2.1) years. Antibodies to HBV core antigen [anti-HBcAg (+)] were found in 31 (1.68%) of 1,840 participants. Only 6 (0.32%) were HBsAg (+)/anti-HBsAg (-)/anti-HBcAg (+), while 21 (1.14%) were HBsAg (-)/anti-HBsAg (+)/anti-HBcAg (+), and 4 (0.22%) were HBsAg (-)/anti-HBsAg (-)/anti-HBcAg (+). Overall, 1,144 recruits (62.17%) had antibodies against HBsAg [HBsAg (-)/anti-HBsAg (+)/anti-HBcAg (-)]; 665 recruits (36.14%) had undetectable anti-HBsAg levels. Multivariable analysis showed that younger age (OR: 0.87; 95% CI: 0.82–0.92) and advanced educational level (OR: 1.59; 95% CI: 1.32–1.93) were independently associated with serologic evidence suggestive of previous HBV vaccination. CONCLUSION: We document a further decline of the prevalence of chronic HBV infection among Greek military recruits, a fact that may support the effectiveness of the ongoing immunization programme

Designing Playful Games and Applications to Support Science Centers Learning Activities

In recent years there has been a renewed interest on science, technology, engineering, and mathematics (STEM) education. Following this interest, science centers\u27 staff started providing technology enhanced informal STEM education experiences. The use of well-designed mobile and ubiquitous forms of technology to enrich informal STEM education activities is an essential success factor. The goal of our research is to investigate how technology applications can be better used and developed for taking full advantage of the opportunities and challenges they provide for students learning about STEM concepts. In our approach, we have conducted a series of interviews with experts from science center curating and outdoor learning activities development, with the final goal of exploring and improving current learning environments and practices. This paper presents the development of set of design considerations for the development of STEM games and applications of young students. An initial set of best practices was first developed through semi-structures interviews with experts; and afterwards, by employing content analysis, a revised set of considerations was obtained. These results are useful for STEM education teachers, curriculum designers, curators and developers for K-12 education environments

Characterizing Comment Types and Levels of Engagement in Video-Based Learning as a Basis for Adaptive Nudging

Video is frequently used as a learning medium in a variety of educational settings, including large online courses as well as informal learning scenarios. To foster learner engagement around instructional videos, our learning scenario facilitates interactive note taking and commenting similar to popular social video-sharing platforms. This approach has recently been enriched by introducing nudging mechanisms, which raises questions about ensuing learning effects. To better understand the nature of these effects, we take a closer look at the content of the comments. Our study is based on an ex post analysis of a larger data set from a recent study. As a first step of analysis, video comments are clustered based on a feature set that captures the temporal and semantic alignment of comments with the videos. Based on the ensuing typology of comments, learners are characterized through the types of comments that they have contributed. The results will allow for a better targeting of nudges to improve video-based learning

A bibliometric study of human–computer interaction research activity in the Nordic-Baltic Eight countries

Human–computer interaction (HCI) has become an important area for designers and developers worldwide, and research activities set in national cultural contexts addressing local challenges are often needed in industry and academia. This study explored HCI research in the Nordic-Baltic countries using bibliometric methods. The results show that the activity varies greatly across the region with activities dominated by Finland, Sweden, and Denmark, even when adjusting for differences in population size and GDP. Research output variations were larger for the top-tier conferences compared to entry-tier conferences and journals. Locally hosted conferences were associated with local increases in research activity. HCI research longevity appears to be an indicator of research maturity and quantity. HCI researchers typically collaborated either with colleagues within the same institution or with researchers from countries outside the Nordic-Baltic region such as US and the UK. There was less collaboration between national and Nordic-Baltic partners. Collaboration appeared especially prevalent for top-tier conference papers. Top-tier conference papers were also more frequently cited than regional-tier and entry-tier conferences, yet journal articles were cited the most. One implication of this study is that the HCI research activity gaps across the Nordic-Baltic countries should be narrowed by increasing the activity in countries with low research outputs. To achieve this, first-time authors could receive guidance through collaborations with experienced authors in the same institution or other labs around the world. More conferences could also be hosted locally. Furthermore, journals may be more effective than conferences if the goal is to accumulate citations.publishedVersio

Science teachers’ experiences of inquiry-based learning through a serious game:a phenomenographic perspective

This study employed a phenomenographic approach to investigate science teachers’ conceptions of inquiry-based learning through a serious game. Simaula is a prototype game designed and used as a virtual practicum for eliciting understandings on how in-game inquiry was appeared to, or experienced by, the participating teachers. Group interviews with 20 secondary education science teachers revealed four qualitatively different ways of experiencing inquiry-based learning through Simaula: (a) as uncovering insights about student’s learning needs, interests and emotions; (b) as generating ideas and concepts for meaningful inquiry; (c) as a set of operations for designing and carrying out scientific research; and (d) as authentic inquiry for enabling knowledge building processes. Seven dimensions of variation have been identified viewed as contextual influences on conceptions of in-game inquiry constituting discernment of: epistemic inquiry-based learning modes; role of teacher; role of student; game-play focus; core mechanics focus; feedback and progress mechanics and game uncertainty. The results illuminated a partial in-game inquiry approach with distinct epistemic modes from developing empathy and meaning making to knowledge construction and knowledge building. The findings also indicated that game design elements played central role in shaping conceptions of in-game inquiry from focusing on rules and logic as means to completing the game’s level to understanding the complexity of core mechanics for developing and transferring in-game inquiry to the real classroom. This insinuates that distinct game design properties may be considered in terms of extending intrinsic in-game inquiry experiences to actual in-class inquiry practice