Integrating IRT analysis into LMS for item pool optimization

Due to the computerization of assessment tests, the use of Item Response Theory (IRT) has become commonplace for educational assessment development, evaluation, and refinement. When used appropriately by a Learning Management System (LMS), IRT can improve the assessment quality, increase the efficiency of the testing process, and provide in-depth descriptions of item and test properties. This paper introduces a methodological and architectural framework which embeds an IRT analysis tool in an LMS so as to extend its functionality with assessment optimization support. By applying a set of validity rules to the statistical indices produced by the IRT analysis, the enhanced LMS is able to detect several defective items from an item pool which are then reported for reviewing of their content. Assessment refinement is achieved by repeatedly employing this process until all flawed items are eliminated

Customizing Open Source LMSs in order to Meet Localization and Synchronous Communication Requirements

Learning Management Systems (LMSs) are applications that facilitate the management, observation and delivery of educational material through the Internet. Nowadays several of these systems are of such high quality that despite their free distribution and open source nature they are gaining popularity among distinct academic institutions. This paper addresses the issue of installing and adopting the open source LMS Dokeos to deliver SCORM lessons in the Greek language. Additionally, the authors demonstrate the extension of the system with direct support for new services such as videoconferencing and streaming video. The proposed methodology is applicable to any LMSs and therefore can function as the basis for coping with similar localization problems in discrete e-learning platforms

VRLAB: an interactive 3D learning environment

The recent information and networks explosion has greatly affected the fields of education and distance learning, leading to the development of educational material that provides support for interactive communication between trainers and learners. Web technology in particular stands as a medium with great educational value, mainly due to its ability to grant access to training material without any spatial or temporal constraints, thus motivating and attracting new users to experience this novel form of learning. As the Internet constantly evolves, new technologies tend to influence the domains of e-learning. The combination of the Web, multimedia and 3D graphics has resulted to the implementation of new training tools bearing advanced navigational and interactive functionalities along with appealing user interfaces that encourage learners to actively participate in the learning process. Moreover, 3D Virtual Worlds have surfaced making available new forms of visualization, distribution and presentation of training material. The objectives of the present paper are to discuss the educational value of 3D virtual worlds and the emerging challenges regarding the analysis, design and development of these innovative user interfaces. VRLAB is an e-learning system created solely to address the aforementioned issues. It offers a three dimensional multimedia user interface with extended interactivity, permitting learners to participate virtually in studying and performing simulated lab experiments for a course in Computer Graphics

Climbing Up the Leaderboard: An Empirical Study of Applying Gamification Techniques to a Computer Programming Class

Conventional taught learning practices often experience difficulties in keeping students motivated and engaged. Video games, however, are very successful at sustaining high levels of motivation and engagement through a set of tasks for hours without apparent loss of focus. In addition, gamers solve complex problems within a gaming environment without feeling fatigue or frustration, as they would typically do with a comparable learning task. Based on this notion, the academic community is keen on exploring methods that can deliver deep learner engagement and has shown increased interest in adopting gamification – the integration of gaming elements, mechanics, and frameworks into non-game situations and scenarios – as a means to increase student engagement and improve information retention. Its effectiveness when applied to education has been debatable though, as attempts have generally been restricted to one-dimensional approaches such as transposing a trivial reward system onto existing teaching materials and/or assessments. Nevertheless, a gamified, multi-dimensional, problem-based learning approach can yield improved results even when applied to a very complex and traditionally dry task like the teaching of computer programming, as shown in this paper. The presented quasi-experimental study used a combination of instructor feedback, real time sequence of scored quizzes, and live coding to deliver a fully interactive learning experience. More specifically, the “Kahoot!” Classroom Response System (CRS), the classroom version of the TV game show “Who Wants To Be A Millionaire?”, and Codecademy’s interactive platform formed the basis for a learning model which was applied to an entry-level Python programming course. Students were thus allowed to experience multiple interlocking methods similar to those commonly found in a top quality game experience. To assess gamification’s impact on learning, empirical data from the gamified group were compared to those from a control group who was taught through a traditional learning approach, similar to the one which had been used during previous cohorts. Despite this being a relatively small-scale study, the results and findings for a number of key metrics, including attendance, downloading of course material, and final grades, were encouraging and proved that the gamified approach was motivating and enriching for both students and instructors

A web-based learning environment exploiting 3D virtual worlds

There is no doubt that during the last few years the learning process has been greatly affected by the rapidly evolving era of information and technological development. The continuously increasing pace in computer power advancement in conjunction with new Internet technologies have led to the extensive usage of multimedia and 3D graphics, resulting to new forms of visualization, distribution and presentation of training material. The objectives of this work are to present an integrated view of interactive 3D virtual worlds used in the implementation of learning activities through the web and to analyze and design an e-learning system based on the exploitation of multimedia technologies, the Internet and 3D virtual worlds. The proposed system provides learners with an interactive 3D virtual learning environment thus enabling them to participate virtually in studying and performing simulated lab experiments for a course in Computer Graphics. Some of the aforementioned system’s highlights include the increased management and security capabilities of the virtual environment along with additional features offering simulation of various laboratory exercises

Climbing up the leaderboard: An empirical study of applying gamification techniques to a computer programming class

Conventional taught learning practices often experience difficulties in keeping students motivated and engaged. Video games, however, are very successful at sustaining high levels of motivation and engagement through a set of tasks for hours without apparent loss of focus. In addition, gamers solve complex problems within a gaming environment without feeling fatigue or frustration, as they would typically do with a comparable learning task. Based on this notion, the academic community is keen on exploring methods that can deliver deep learner engagement and has shown increased interest in adopting gamification – the integration of gaming elements, mechanics, and frameworks into non-game situations and scenarios – as a means to increase student engagement and improve information retention. Its effectiveness when applied to education has been debatable though, as attempts have generally been restricted to one-dimensional approaches such as transposing a trivial reward system onto existing teaching materials and/or assessments. Nevertheless, a gamified, multi-dimensional, problem-based learning approach can yield improved results even when applied to a very complex and traditionally dry task like the teaching of computer programming, as shown in this paper. The presented quasi-experimental study used a combination of instructor feedback, real time sequence of scored quizzes, and live coding to deliver a fully interactive learning experience. More specifically, the “Kahoot!” Classroom Response System (CRS), the classroom version of the TV game show “Who Wants To Be A Millionaire?”, and Codecademy’s interactive platform formed the basis for a learning model which was applied to an entry-level Python programming course. Students were thus allowed to experience multiple interlocking methods similar to those commonly found in a top quality game experience. To assess gamification’s impact on learning, empirical data from the gamified group were compared to those from a control group who was taught through a traditional learning approach, similar to the one which had been used during previous cohorts. Despite this being a relatively small-scale study, the results and findings for a number of key metrics, including attendance, downloading of course material, and final grades, were encouraging and proved that the gamified approach was motivating and enriching for both students and instructors

LMS assessment: using IRT analysis to detect defective multiple-choice test items

Due to the computerisation of assessment tests, the use of Item Response Theory (IRT) has become commonplace for educational assessment development, evaluation and refinement. When used appropriately by a Learning Management System (LMS), IRT can improve the assessment quality, increase the efficiency of the testing process and provide in-depth descriptions of item properties. This paper introduces a methodological and architectural framework which embeds an IRT analysis tool in an LMS so as to extend its functionality with assessment optimisation support. By applying a set of validity rules to the statistical indices produced by the IRT analysis, the enhanced LMS is able to detect several defective items from an item pool which are then reported for reviewing of their content. Assessment refinement is achieved by repeatedly employing this process until all flawed items are eliminated

Customising open source LMSs in order to meet localization and synchronous communication requirements

Learning Management Systems (LMSs) are applications that facilitate the management, observation and delivery of educational material through the Internet. Nowadays several of these systems are of such high quality that despite their free distribution and open source nature they are gaining popularity among distinct academic institutions. This paper addresses the issue of installing and adopting the open source LMS Dokeos to deliver SCORM lessons in the Greek language. Additionally, the authors demonstrate the extension of the system with direct support for new services such as videoconferencing and streaming video. The proposed methodology is applicable to any LMSs and therefore can function as the basis for coping with similar localization problems in discrete e-learning platforms