A service-orientated architecture for adaptive and collaborative e-learning systems

This research proposes a new architecture for Adaptive Educational Hypermedia Systems (AEHS). Architectures in the context of this thesis refer to the components of the system and their communications and interactions. The architecture addresses the limitations of AEHS regarding interoperability, reusability, openness, flexibility, and limited tools for collaborative and social learning. It presents an integrated adaptive and collaborative Web-based learning environment. The new e-learning environment is implemented as a set of independent Web services within a service-oriented architecture (SOA). Moreover, it uses a modern Learning Management System (LMS) as the delivery service and the user interface for this environment. This is a two-way solution, whereby adaptive learning is introduced via a widely adopted LMS, and the LMS itself is enriched with an external - yet integrated - adaptation layer. To test the relevance of the new architecture, practical experiments were undertaken. The interoperability, reusability and openness test revealed that the user could easily switch between various LMS to access the personalised lessons. In addition, the system was tested by students at the University of Nottingham as a revision guide to a Software Engineering module. This test showed that the system was robust; it automatically handled a large number of students and produced the desired adaptive content. However, regarding the use of the collaborative learning tools, the test showed low levels of such usage

A service-orientated architecture for adaptive and collaborative e-learning systems

This research proposes a new architecture for Adaptive Educational Hypermedia Systems (AEHS). Architectures in the context of this thesis refer to the components of the system and their communications and interactions. The architecture addresses the limitations of AEHS regarding interoperability, reusability, openness, flexibility, and limited tools for collaborative and social learning. It presents an integrated adaptive and collaborative Web-based learning environment. The new e-learning environment is implemented as a set of independent Web services within a service-oriented architecture (SOA). Moreover, it uses a modern Learning Management System (LMS) as the delivery service and the user interface for this environment. This is a two-way solution, whereby adaptive learning is introduced via a widely adopted LMS, and the LMS itself is enriched with an external - yet integrated - adaptation layer. To test the relevance of the new architecture, practical experiments were undertaken. The interoperability, reusability and openness test revealed that the user could easily switch between various LMS to access the personalised lessons. In addition, the system was tested by students at the University of Nottingham as a revision guide to a Software Engineering module. This test showed that the system was robust; it automatically handled a large number of students and produced the desired adaptive content. However, regarding the use of the collaborative learning tools, the test showed low levels of such usage

Resolving the Problem of Intelligent Learning Content in Learning Management Systems

Current e-learning standardization initiatives have put much effort into easing interoperability between systems and the reusability of contents. For this to be possible, one of the most relevant areas is the definition of a run-time environment, which allows Learning Management Systems to launch, track and communicate with learning objects. However, when dealing with intelligent content, these environments show important restrictions. In this article, we study these restrictions, comparing several standardized run-time environments with nonstandardized solutions that aim to overcome these constraints

A safety tracking and sensoring system for school buses in Saudi Arabia

Technology can facilitate the daily movement of students to and from the schools. There are a number of IT systems that support the transportation of students, but the most important aspect is to ensure students’ safety. Especially with increasing accidents of forgotten students who fall asleep inside school buses. Such incidents may result in asphyxiation or death. This paper presents a system that contributes to reducing the accidents of forgotten the students inside the school buses by enabling the parents to track their children. It includes installing a sensor system in school buses to protect the students during their daily journeys to and from their School by utilizing IoT technologies

PICA-PICA: Exploring a Customisable Smart STEAM Educational Approach via a Smooth Combination of Programming, Engineering and Art

The STEAM approach in education has been gaining increasing popularity over the last decade. This is due to its potential in enhancing students' learning, when teaching arts and scientific disciplines together. This paper introduces the PICA-PICA concept, where we aim to develop a smart customisable environment, combining, in a unique way, teaching programming in conjunction with the engineering of artworks. The PICA-PICA concept was implemented, used and tested in real-life, by upper primary school students in Japan, during a 4-day workshop. Initial results illustrated the quality of the solution proposed by PICA-PICA. We noted that the integration was perceived as smooth, and not contrived: all participants understood how to use the PICA-PICA environment to engineer programmable art objects. Furthermore, the PICA-PICA approach led to high motivation: children did not get bored and were fully engaged. Finally, the quality of their work as a learning outcome was high: by including a programming segment with the other expressive activities in the artwork, the children were able to design the electronics in a more concentrated and meaningful way than their curriculum-structured learning. This study also presents an innovative implementation of the STEAM approach using Micro:bits technology to create exciting artwork whilst using household recyclable items, which also teaches about sustainability. The involvement of parents and their interest in learning is another unique aspect of this study

Creating an Immersive XR Learning Experience: A Roadmap for Educators

The use of extended reality (XR) technologies, namely Augmented Reality (AR), Virtual Reality (VR) and Mixed Reality (MR) in education, has attracted much attention in recent years. Many educators have described how XR benefits learners and how useful AR and VR technologies are in the classroom. However, creating AR and VR educational tools, apps or learning environments is a complex process, hence providing an immersive learning experience using these technologies is not a straightforward journey. As a result, the adoption of these emerging technologies in education might be delayed or halted despite their reported benefits to today’s learners. In this paper, websites, technical articles, academic journals, reports and mobile app stores, relating to the use of XR technologies in education, have been examined. A number of themes have emerged and been reported in this paper, which provides a roadmap for those who would like to create XR experiences for learning and training purposes. The paper also describes the factors that should be considered when selecting an option to follow to introduce such immersive learning experiences

A Social Virtual Reality Mobile Application for Learning and Practicing English

Many studies promise that virtual reality (VR) applications will be one of the most used tools in foreign language learning. This is because VR keeps learners engaged, motivated, and prepared with better communication skills due to the simulation of real-life environments. As a result of the COVID-19 pandemic and social distancing, it became difficult to use and practice newly learned language skills with real people directly. This paper proposes a social VR mobile application that can be used anytime anywhere to offer a set of different VR environments that simulate real-life situations in order to learn and practice the English language. The application aims to improve speaking skills by offering a private session with a native speaker tutor or a community of learners to practice speaking. It combines the benefits of mobile learning, social networks, and VR. Initial usability testing results showed that the application is simple and easy to use, with some problems discovered and resolved. The application demonstrates that applying VR tools could contribute positively to learning English among the language learners using it