Book sale: Save up to 25% on print and eBooks. No promo code needed.
Book sale: Save up to 25% on print and eBooks.
Formative Assessment, Learning Data Analytics and Gamification
In ICT Education
1st Edition - May 9, 2016
Authors: Santi Caballé, Robert Clarisó
Paperback ISBN:9780128036372
9 7 8 - 0 - 1 2 - 8 0 3 6 3 7 - 2
eBook ISBN:9780128036679
9 7 8 - 0 - 1 2 - 8 0 3 6 6 7 - 9
Formative Assessment, Learning Data Analytics and Gamification: An ICT Education discusses the challenges associated with assessing student progress given the explosion of… Read more
Purchase Options
LIMITED OFFER
Save 50% on book bundles
Immediately download your ebook while waiting for your print delivery. No promo code is needed.
Formative Assessment, Learning Data Analytics and Gamification: An ICT Education discusses the challenges associated with assessing student progress given the explosion of e-learning environments, such as MOOCs and online courses that incorporate activities such as design and modeling. This book shows educators how to effectively garner intelligent data from online educational environments that combine assessment and gamification.
This data, when used effectively, can have a positive impact on learning environments and be used for building learner profiles, community building, and as a tactic to create a collaborative team. Using numerous illustrative examples and theoretical and practical results, leading international experts discuss application of automatic techniques for e-assessment of learning activities, methods to collect, analyze, and correctly visualize learning data in educational environments, applications, benefits and challenges of using gamification techniques in academic contexts, and solutions and strategies for increasing student participation and performance.
Discusses application of automatic techniques for e-assessment of learning activities
Presents strategies to provide immediate and useful feedback on students’ activities
Provides methods to collect, analyze, and correctly visualize learning data in educational environments
Explains the applications, benefits, and challenges of using gamification techniques in academic contexts
Offers solutions to increase students’ participation and performance while lowering drop-out rates and retention levels
Researchers and professionals in the educational domain interested in e-learning assessment and data analytics particularly in MOOCs.
Dedication
List of Contributors
Foreword
Preface
Final Words
Part 1: Formative e-Assessment
Chapter 1: Collaborative e-Assessment as a Strategy for Scaffolding Self-Regulated Learning in Higher Education
Abstract
Acknowledgments
1 Introduction
Research Questions
Annex 1 Instructions for the Co-Assessment Task on the Moodle Workshop
Chapter 2: Towards an Adaptive e-Assessment System Based on Trustworthiness
Abstract
Acknowledgments
1 Introduction
2 State of the Art
3 Adaptive Trust-Based Model
4 General Adaptive e-Assessment System
5 Adaptive Trust-Based e-Assessment System
6 Simulation of a Trust-Based Adaptive Assessment System
7 Discussion and Challenges
8 Conclusions and Future Work
Chapter 3: e-Assessment for Skill Acquisition in Online Engineering Education: Challenges and Opportunities
Abstract
1 Introduction
2 e-Assessment
3 Formative e-Assessment
4 e-Assessment Models, Systems, and Tools
5 Challenges and Opportunities in Online Engineering Education
6 Conclusions
Chapter 4: Evaluation Model for e-Assessment
Abstract
1 Introduction
2 The SURE Model
3 Theoretical Foundation for Data Processing
4 Examples for the SURE Model
5 A Tool for e-Assessment With the SURE Model
6 Conclusion
Chapter 5: Confidence and Learning: Affective and Cognitive Aspects in Online Mathematics With Automatic Feedback
Abstract
Acknowledgments
1 Introduction
2 Theoretical Framework
3 Research Methodology
4 Main Findings and Discussion
5 Conclusions and Future Lines
Chapter 6: Teaching and Learning Methods at the Open University of Japan: Transition From the Broadcasting Model to a More Personalized Learning Model
Abstract
1 The Open University of Japan
2 First Online Courses at OUJ
3 Possible Solutions to the Obstacles
4 Conclusions
Part 2: Learning Analytics
Chapter 7: An Assessment Analytics Framework (AAF) for Enhancing Students’ Progress
Abstract
1 Introduction
2 Motivation
3 Methodology
4 Results
5 Discussion and Conclusions
Chapter 8: Automating Learner Feedback in an eTextbook for Data Structures and Algorithms Courses
Abstract
Acknowledgments
1 Introduction
2 Monitoring the Student Learning Process: What We Learn From Surveys and Learning Analytics
3 Gamification: How Feedback Motivates Student Behavior
4 Conclusion and Future Work
Chapter 9: Creating University Analytical Information Systems: A Grand Challenge for Information Systems Research
Abstract
Acknowledgments
1 Introduction
2 Business Analytical IS
3 Universities Analytical IS
4 Towards a Global University Analytical IS
5 Is This a Grand Challenge?
6 Conclusions
Chapter 10: Methodology of Predictive Modeling of Students’ Behavior in Virtual Learning Environment
Abstract
Acknowledgment
1 Introduction
2 Related Work
3 Methodology of Predictive Modeling
4 Discussion and Conclusions
Chapter 11: A Review of Emotion-Aware Systems for e-Learning in Virtual Environments
Abstract
Acknowledgments
1 Introduction
2 Methodological Study
3 Affective Learning
4 Affective Learning Tools to Collect Emotional Information
5 Affective Feedback Strategies
6 Discussion
7 Findings and Next Goals
8 Conclusions and Future Work
Part 3: Gamification
Chapter 12: LudifyME: An Adaptive Learning Model Based on Gamification
Abstract
1 Introduction
2 Learning and Technology
3 Learning and Gamification
4 LudifyME Model
5 Case Study: PLMan
6 Lessons Learned and Conclusions
Chapter 13: κPAX: Experiences on Designing a Gamified Platform for Serious Gaming
Abstract
Acknowledgments
1 Introduction
2 Background
3 κPAX Conceptual Design
4 κPAX Architectural Design
5 Conclusions
Chapter 14: An Attrition Model for MOOCs: Evaluating the Learning Strategies of Gamification
Abstract
1 Introduction
2 Related Work
3 Research Methodology
4 Design of Experiments
5 Experimentation Findings
6 Conclusions and Future Work
Chapter 15: Conversational Agents as Learning Facilitators: Experiences With a Mobile Multimodal Dialogue System Architecture
Abstract
1 Introduction
2 State of the Art
3 Our Framework to Develop Educative Multimodal Conversational Interfaces for Mobile Devices
4 The Geranium Pedagogical System
5 Conversational Metabot Providing Academic Information
6 Conclusions
Author Index
Subject Index
No. of pages: 382
Language: English
Published: May 9, 2016
Imprint: Academic Press
Paperback ISBN: 9780128036372
eBook ISBN: 9780128036679
SC
Santi Caballé
Santi Caballé is a full professor at the Universitat Oberta de Catalunya (UOC) based in Barcelona, Spain. He holds a PhD, Master's, and Bachelor’s in computing engineering from the UOC where he teaches on-line courses on software engineering and conducts research activity on the interdisciplinary field of learning engineering by combining e-learning, artificial intelligence, software engineering and distributed computing. He has over 250 peer-reviewed publications, including 15 books, 60 papers in indexed journals, and 150 conference papers. Professor Caballé has led and participated in over 30 national and international research projects and has been involved in the organization of many international research events. He also serves as editor for books and special issues of leading international journals.
Affiliations and expertise
Professor, Faculty of Computer Science, Multimedia and Telecommunications, Universitat Oberta de Catalunya, Barcelona, Spain
RC
Robert Clarisó
Dr. Robert Clarisó is an Associate Professor of IT, Multimedia and Telecommunications Department at the Open University of Catalonia (UOC). His current research interests include research interests include Formal Methods, Software Engineering and Tools for E-Learning. He currently serves as Academic Director of Computing Engineering .