Methodologies and Intelligent Systems for Technology Enhanced Learning, 13th International Conference / / edited by Marcelo Milrad, Nuno Otero, María Cruz Sánchez‑Gómez, Juan José Mena, Dalila Durães, Filippo Sciarrone, Claudio Alvarez-Gómez, Manuel Rodrigues, Pierpaolo Vittorini, Rosella Gennari, Tania Di Mascio, Marco Temperini, Fernando De la Prieta

• Autore: Milrad Marcelo
• Pubblicazione: Cham : , : Springer Nature Switzerland : , : Imprint : Springer, , 2023
• Edizione: 1st ed. 2023.
• Descrizione fisica: 1 online resource (275 pages)
• Disciplina: 006.3
• Soggetto topico: Computational intelligence; Artificial intelligence; Computational Intelligence; Artificial Intelligence
• Altri autori: OteroNuno Sánchez‑GómezMaría Cruz MenaJuan José DurãesDalila SciarroneFilippo Alvarez-GómezClaudio RodriguesManuel VittoriniPierpaolo GennariRosella
• Nota di contenuto: Intro -- Preface -- Organization of MIS4TEL 2023 -- Contents -- Statistical Analysis of the Influence of Teaching Experience on the Perception of Virtual Reality -- 1 Introduction -- 2 Materials and Methods -- 2.1 Participants -- 2.2 Variables -- 3 Methodological Approach -- 3.1 Instrument -- 3.2 Methodology -- 4 Results -- 5 Discussion -- 6 Conclusions -- References -- Multiple-Choice Questions Difficulty Prediction with Neural Networks -- 1 Introduction -- 2 Related Work -- 3 Methodology -- 3.1 Data -- 3.2 Features -- 3.3 Models -- 4 Results -- 4.1 Baseline -- 4.2 Results and Analysis of the Proposed Models -- 4.3 Discussion and Future Work -- 5 Conclusion -- References -- Mixed Study on the use of Flipped Classroom Methodology in the Subject of Community Mental Health Care -- 1 Introduction -- 2 Methodology -- 2.1 Participant and Settings -- 2.2 Research Design -- 2.3 Data Collection -- 2.4 Data Analysis -- 3 Results -- 4 Discussion -- 5 Conclusions -- References -- Assessing the Impact of Computer Simulations on Physics and Chemistry Learning -- 1 Introduction -- 2 Related Work -- 3 Methods -- 3.1 Participants -- 3.2 Lesson Plans -- 3.3 Support Materials -- 3.4 Students' Learning Evaluation -- 4 Results and Discussion -- 5 Conclusions and Future Work -- References -- Analysis of the Digital Competence of the Students of Mathematics Sciences of the Francisco de Morazán National Pedagogical University -- 1 Introduction -- 2 Methodology -- 2.1 Participant and Settings -- 2.2 Research Design -- 2.3 Data Collection -- 3 Results -- 4 Discussion -- 5 Conclusions -- References -- Leveraging Topic Modeling to Investigate Learning Experience and Engagement of MOOC Completers -- 1 Introduction -- 2 Research Method -- 3 Results and Discussion -- 4 Conclusion and Future Work -- References. ; AI4Architect: An Intelligent Help System to Support Students in the Design Domain -- 1 Introduction -- 2 Related Work -- 3 The AI4Architect System -- 3.1 The Fine-Tuning Pre-processing Step -- 3.2 The System -- 4 Methods -- 5 Conclusions and Future Work -- References -- DeeJay in Action: Evaluating it by its Application in Technology-Enhanced Learning -- 1 Introduction -- 2 Background -- 2.1 Evaluating a Methodological Framework: State-of-the-Art -- 2.2 The DeeJay Methodological Framework: The Foundations -- 3 Applying DeeJay in Two TEL Projects Across Different Application Domains -- 3.1 The CrazySquare Project -- 3.2 The MONICA Project -- 4 A Preliminary Evaluation of DeeJay -- 5 Conclusion and Future Works -- References -- Prediction of Students' Grades Based on Non-academic Data -- 1 Introduction -- 2 Literature Review -- 3 Data Mining -- 3.1 Data Preparation -- 3.2 Discussion -- 4 Conclusion -- References -- Linking Swedish Learning Materials to Exercises through an AI-Enhanced Recommender System*-5pt -- 1 Introduction -- 2 Textual Similarity Technology and Model Selection -- 3 Data -- 4 Method -- 4.1 Pooling Method -- 4.2 Evaluation Metrics -- 5 Results -- 5.1 Paragraph-Level Pooling -- 5.2 Model Results -- 5.3 Error Analysis -- 6 Conclusion and Future Work -- References -- Technology as a Vehicle Towards Full Inclusion in the Classroom -- 1 Introduction -- 2 Inclusive Education -- 3 ICT as an Enabler of Inclusion in Classrooms -- 4 ICT Tools and Materials for Inclusion -- 5 Conclusion -- References -- Use of Exergames with Elderly Adults, a Qualitative Study -- 1 Introduction -- 2 Methodology -- 3 Results -- 3.1 Article Content Analysis -- 4 Discussion and Conclusions -- References -- Reflections on Methods for Eliciting Teachers Understanding, Attitudes and Emotions About AI -- 1 Introduction. ; 2 Current Theoretical Perspectives on AI in Education -- 2.1 Integrating AI and Digital Literacy in Education -- 2.2 The Teacher's Perspective -- 2.3 Methods to Investigate Teachers' Knowledge Structures, Attitudes and Beliefs Towards Digital Technologies -- 3 Methodological Considerations When Eliciting Teachers' Knowledge, Attitudes and Emotions of AI -- 3.1 From Written Individual Responses to Group Discussion: Consistencies, Inconsistencies and Gaps -- 3.2 Reflecting on the Methods Used and Their Implications for Study Design -- 3.3 Analysing the Potential Inquiring Approaches for Eliciting Teachers' Understanding -- 4 Conclusions and Future Work -- References -- OSAS Virtual Reality Lab: An Experience in OSH Training -- 1 Introduction -- 1.1 Immersive Technologies for Education and Cognitive Aspects in Learning -- 2 Aims -- 3 Material and Methods -- 3.1 The Virtual Laboratory -- 3.2 Evaluation Tool -- 4 Results -- 5 Discussion and Conclusion -- References -- First Evaluation of an Adaptive Tool Supporting Formative Assessment in Data Science Courses -- 1 Introduction -- 2 Related Work -- 3 Study -- 3.1 Material and Methods -- 3.2 The Adaptive rDSA System -- 3.3 Results -- 3.4 Discussion -- 4 Conclusions and Future Work -- References -- Domain-Specific Automatic Item Generation for Higher Competence Levels: A Comparative Study on Three Cases -- 1 Introduction -- 1.1 The Educational Perspective -- 1.2 The Technological Perspective -- 1.3 Contributions -- 2 Item Generation Process -- 3 Sample Item Comparison -- 3.1 Case 1: Computer Science -- 3.2 Case 2: Electrical Engineering -- 3.3 Case 3: Language Learning -- 3.4 Comparison Overview -- 4 Conclusions and Future Work -- References -- PathIt: Computational Thinking Training for Visually Impaired Individuals -- 1 Introduction -- 2 Visually Impaired People -- 3 PathIt Overview. ; 3.1 PathIt Runtime Examples -- 4 PathIt System Architecture -- 5 PathIt Development -- 6 Conclusion -- References -- Delivering Engaging Curricular Lessons - A Case of Mixed Reality Technology in Education -- 1 Introduction -- 2 Background Literature -- 3 Mixed Reality Prototype Implementation -- 4 Preliminary Case Study -- 5 Analysis and Results -- 5.1 Pedagogic and Teaching Perspectives -- 5.2 Technology Perspectives -- 5.3 Students' Engagement Perspectives -- 6 Discussion -- 6.1 Mixed Reality Technology for Students' Engagement -- 6.2 Teaching Strategies for Delivering Engaging Lessons in Mixed Reality -- 7 Conclusions -- References -- Distance Mathematics Teaching During the Pandemic - Experiences from Secondary Schools in Romania -- 1 Introduction -- 2 Student Survey -- 2.1 Description of the Questionnaire -- 2.2 Findings Regarding Educational Platforms and Personal Logistics -- 2.3 Findings Regarding the Effectiveness of the Online Teaching Approach -- 2.4 Findings Regarding an Ideal Platform for Distance Mathematics Education -- 3 Teacher Interviews -- 4 Discussion and Conclusion -- References -- Technology Enhanced Learning in Training Medical Residents in Anesthesiology. The Experience with a New Generation Simulator to Perform PECS II BLOCK in Breast Surgery -- 1 Introduction -- 2 The Research Project -- 2.1 Participants -- 2.2 Setting -- 2.3 Procedures -- 2.4 Measures -- 2.5 Statistical Analysis -- 3 Results -- 4 Discussion and Conclusions -- References -- Using Nearpod for Reviewing Lessons to Increase Motivation and Academic Performance: A Case Study with Engineering Students -- 1 Introduction -- 1.1 Use of Technology in Education -- 1.2 Implementation of SRS Tools -- 1.3 Aim of the Study -- 2 Methodology -- 2.1 Overview of the Nearpod tool -- 2.2 Creation of the Nearpod Review Sessions -- 2.3 Participants and Data Collection. ; 3 Results -- 3.1 Previous Experience of the Students -- 3.2 Content and Duration -- 3.3 Perception about the Use of Nearpod in the Lessons -- 3.4 Effect on Motivation -- 3.5 Effect on Learning Performance and Knowledge Retention -- 4 Conclusions -- References -- Computational Thinking & -- Artificial Intelligence in K-12 Education: Two Distinct but Still Complementary Worlds -- 1 Introduction -- 2 The Background of CT and AI in K-12 -- 2.1 CT in K-12 Education -- 2.2 AI in K-12 Education and a New View on CT -- 3 Methodological Approach -- 3.1 Literature Search -- 3.2 Inclusion and Exclusion Criteria -- 3.3 Review of the Literature -- 3.4 CT Versus AI Over Time -- 4 Analysis -- 4.1 Concepts and Practices of CT -- 4.2 AI, the Five Big Ideas and How They Relate to CT -- 4.3 Differences between CT and AI -- 5 Discussions and Conclusions -- References -- Predicting Student Performance with Virtual Resources Interaction Data at Different Stages of the Course -- 1 Introduction -- 2 Related Work -- 3 Material and Methods -- 3.1 Dataset -- 3.2 Problem Definition -- 3.3 Classifiers -- 4 Experiments and Results -- 4.1 Experimental Setup -- 4.2 Binary Classification -- 4.3 Multiclass Classification -- 5 Discussion -- 6 Conclusions -- References -- Mindfulness Lessons in a Virtual Natural Environment to Cope with Work-Related Stress -- 1 Reduce Work-Related Stress Through a Mindfulness in Nature Virtual Practice -- 1.1 Stress in Work Environments -- 1.2 The Role of Mindfulness and Nature in Coping with Stress -- 1.3 Mindfulness Classes in a Virtual Natural Environment -- 2 A Digital Training Platform to Address Work-Related Stress: MINDLIVEN -- 3 Preliminary Results from the Pilot Test -- 4 Conclusions -- References -- Collaborative Learning in Mixed Reality Using WebXR and H5P -- 1 Introduction -- 2 Related Work. ; 3 Collaborative WebXR-Based H5P Learning Module.
• Sommario/riassunto: Education is the cornerstone of any society; it serves as one of the foundations for many of its social values and characteristics. mis4TEL’23 promotes the interaction among the scientific community to discuss applications of Technology Enhanced Learning solutions targeting not only cognitive and social processes but also motivational, personality, or emotional factors. In addition, current trends concerning the use of artificial intelligence can help and augment learning opportunities for learners and educators. The 13th International Conference on Methodologies and Intelligent Systems for Technology Enhanced Learning (mis4TEL’23) technical program includes 26 contributions (13 full papers and 13 short papers). mis4TEL’23 is hosted by the LASI and Centro Algoritmi of the University of Minho (Portugal). The authors would like to thank all the contributing authors, the members of the Program Committee, National Associations (AEPIA and APPIA), and the sponsors (AIR Institute and Camara Municipal de Guimarães).
• Titolo autorizzato: Methodologies and Intelligent Systems for Technology Enhanced Learning, 13th International Conference
• ISBN: 3-031-41226-5
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910743697803321
• Lo trovi qui: Univ. Federico II
• Serie: Lecture Notes in Networks and Systems, . 2367-3389 ; ; 764