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Record Nr. |
UNINA9910838276503321 |
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Titolo |
Computer Supported Education : 15th International Conference, CSEDU 2023, Prague, Czech Republic, April 21–23, 2023, Revised Selected Papers / / edited by Bruce M. McLaren, James Uhomoibhi, Jelena Jovanovic, Irene-Angelica Chounta |
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Pubbl/distr/stampa |
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Cham : , : Springer Nature Switzerland : , : Imprint : Springer, , 2024 |
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ISBN |
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Edizione |
[1st ed. 2024.] |
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Descrizione fisica |
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1 online resource (195 pages) |
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Collana |
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Communications in Computer and Information Science, , 1865-0937 ; ; 2052 |
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Disciplina |
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Soggetti |
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Education - Data processing |
Application software |
User interfaces (Computer systems) |
Human-computer interaction |
Data mining |
Computer vision |
Computers and Education |
Computer and Information Systems Applications |
User Interfaces and Human Computer Interaction |
Data Mining and Knowledge Discovery |
Computer Vision |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Intro -- Preface -- Organization -- Contents -- Towards a Software Architecture to Provide Hybrid Recommendations for Smart Campuses -- 1 Introduction -- 2 Smart Campus -- 3 Recommendation Systems -- 3.1 Collaborative Filtering -- 3.2 Content-Based Filtering -- 3.3 Hybrid Filtering -- 3.4 Contextual-Sensitive Filtering -- 3.5 Knowledge-Based Filtering -- 3.6 Ontology-Based Filtering -- 4 Hybrid Recommender System for Personalized Recommendations -- 4.1 The SmartC Software Architecture -- 4.2 Content-Based Recommender -- 4.3 Collaborative Recommender -- 5 Results -- 5.1 Developed Prototypes -- 5.2 Evaluation of the Recommendation Algorithm -- 6 |
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Conclusion -- References -- Encouraging Grading: Per Aspera Ad A-Stars -- 1 Introduction -- 2 Related Work -- 2.1 Growth Mindset -- 2.2 Formative Assessment -- 2.3 Types of Feedback, Focus on the Process -- 2.4 Struggling Students -- 3 Research Context -- 3.1 Tools Used: Plussa, OpenDSA and Gitlab -- 3.2 Auto-Graders for Assignment -- 3.3 Method and Data Collection -- 4 Results and Discussion -- 4.1 Auto Grading -- 4.2 Manual Grading -- 4.3 Peer-Reviews -- 4.4 Comparisons -- 4.5 Learning Analytics -- 4.6 Fairness Aspects -- 4.7 Most Useful Graders -- 4.8 Submission Count -- 4.9 Growing with Each Submission and Grade -- 5 Conclusions -- 6 Further Studies -- References -- An Approach for Mapping Declarative Knowledge Training Task Types to Gameplay Categories -- 1 Introduction -- 2 Elements for Training Game Activities -- 2.1 Task Types for DK Training -- 2.2 Gameplay Categories for Dungeon-Like Games -- 3 Activity Generation: A Mapping Need -- 3.1 Research Question -- 3.2 Related Work -- 3.3 Research Positioning and Objectives -- 4 Mapping Approach Development -- 4.1 Identification of the Pivot -- 4.2 Mapping Task Types onto Gameplay Categories -- 5 A Systematic Mapping Approach. |
5.1 Proposed Mapping Approach -- 5.2 Relations Between Task Types and Gameplay Categories -- 5.3 Evaluation of the Relations -- 6 A Formal Modelling of the Mappings -- 7 Conclusion and Perspectives -- References -- Designing Declarative Knowledge Training Games: An Analysis Framework Based on the Roguelite Genre -- 1 Introduction -- 2 Research Context: The AdapTABLES Project -- 2.1 Declarative Knowledge Training -- 2.2 Different Tasks Objectives and Parameters -- 3 A Relevant Game Genre for Training Purposes -- 3.1 The Roguelite Genre -- 3.2 Adequacy of Declarative Knowledge Training with Roguelite Genre -- 3.3 Targeted Adaptations -- 3.4 Research Question -- 4 State of the Art -- 5 Analysis Framework for a Roguelite Learning Game -- 6 Framework Application: AdapTABLES Project -- 6.1 First Analysis -- 6.2 First Prototype -- 6.3 Experiment Feedback -- 6.4 Second Analysis -- 6.5 Second Prototype -- 7 Conclusion -- References -- Cultivating Higher Order Competencies: Complex Thinking in Latin American University Context -- 1 Introduction -- 2 Perspectives from Related Works -- 3 Methodology -- 4 Results -- 5 Discussion and Conclusion -- References -- Correlation Among Competences Involved in Digital Problem-Solving Activities with Upper Secondary School Students -- 1 Introduction -- 2 Theoretical Background -- 2.1 Problem Solving with an ACE -- 2.2 The Digital Math Training Project -- 3 Research Questions -- 4 Methodology -- 5 Results -- 5.1 Analysis of Case Study 1 -- 5.2 Analysis of Case Study 2 -- 5.3 Analysis of the Evaluations of All Students -- 6 Analysis of Students' Answers to the Final Questionnaire -- 7 Conclusions -- References -- Regulatory Strategies for Novice Programming Students -- 1 Introduction -- 2 Literature Review -- 3 Research Method -- 3.1 Procedures -- 3.2 Participants -- 3.3 Instruments -- 4 Results. |
4.1 Validity and Reliability of the Questionnaire Applied to the Students -- 4.2 Students Perceptions of Their Use of Regulatory Strategies -- 4.3 Evidence-Based Scripts for Students Regulation -- 5 Discussions -- 6 Conclusions -- References -- From GPT-3 to GPT-4: On the Evolving Efficacy of LLMs to Answer Multiple-Choice Questions for Programming Classes in Higher Education -- 1 Introduction -- 2 Background -- 2.1 Motivation -- 2.2 Related Work -- 3 Dataset -- 4 Experiments -- 4.1 Models -- 4.2 Experimental Design -- 5 Results -- 5.1 Quantitative Analysis -- 5.2 Qualitative Analysis -- 6 Implications for Teaching Practice -- 7 Limitations and Threats to Validity -- 8 Conclusions and Future Work -- References -- Author Index. |
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Sommario/riassunto |
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This book constitutes revised selected papers from the 15th International Conference on Computer Supported Education, CSEDU 2023, which took place in Prague, Czech Republic, during April 21–23, 2023. CSEDU 2023 accepted 34 full and 54 papers out of 162 papers submissions. Out of these, 8 contributions have been selected for inclusion in this book. The papers included in this book contribute to the understanding of relevant trends in the current research on Computer Supported Education, with a particular focus on: eLearning Platforms, Portals, Feedback and Learning Support, Game-Based and Simulation-Based Learning, Active Learning, Tools to Assess Learning, Learning with AI Systems, Higher Order Thinking Skills, Flipped Classroom, Faculty Development and Constructivism and Social Constructivism. |
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