Learning Technologies and Systems (Lecture Notes in Computer Science)

✍ Scribed by Carina S. González-González (editor), Baltasar Fernández-Manjón (editor), Frederick Li (editor), Francisco José García-Peñalvo (editor), Filippo Sciarrone (editor), Marc Spaniol (editor), Alicia García-Holgado (editor), Manuel Area-Moreira (editor), Matthias Hemmje (editor)

• Publisher: Springer
• Year: 2023
• Tongue: English
• Leaves: 553
• Category: Library

✦ Synopsis

This book constitutes the refereed conference proceedings of the 21st International Conference on Web-Based Learning, ICWL 2022 and 7th International Symposium on Emerging Technologies for Education, SETE 2022, held in Tenerife, Spain in November 21–23, 2022.

The 45 full papers and 5 short papers included in this book were carefully reviewed and selected from 82 submissions. The topics proposed in the ICWLSETE Call for Papers included several relevant issues, ranging from Semantic Web for E-Learning, through Learning Analytics, Computer-Supported Collaborative Learning, Assessment, Pedagogical Issues, E-learning Platforms, and Tools, to Mobile Learning.
&

In addition to regular papers, ICWL&SETE 2022 also featured a set of special workshops and tracks:

The 5th International Workshop on Educational Technology for Language Learning (ETLL 2022),

• The 6th International Symposium on User Modeling and Language Learning (UMLL 2022), Digitalization in Language and Cross-Cultural Education,
• First Workshop on Hardware and software systems as enablers for lifelong learning (HASSELL).

✦ Table of Contents

Preface
Organization
Designing a Game-Based Learning Environment for College Students’ Campus Learning (Keynote)
Contents
ICWL 2022. International Conference on Web-based Learning
Digital Divide, Local and Global? Surveying Augmented Reality Educational Usage in Europe and South America
1 Introduction
2 Related Work
3 Methodology
4 Results
4.1 Quantitative Data Analysis
4.2 Qualitative Data Analysis
5 Discussion
5.1 Comparison Between Two Datasets (First Research Goal)
5.2 Impact of the Digital Divide (Second Research Goal)
5.3 Limitations and Implications
6 Conclusion
References
Gamifying Experiential Learning Theory
1 Introduction
2 Related Work
3 Game Mechanics
4 Gamification of Experiential Learning
5 Implementation of a Field-Based Learning Game
6 Evaluation
7 Conclusion and Future Work
References
The Learning Analytics System that Improves the Teaching-Learning Experience of MOOC Instructors and Students
1 Introduction
2 State of the Art
3 MOOC: Introduction to Development of Web Applications
4 edX-LIMS: System for Learning Intervention and Its Monitoring for edX MOOCs
4.1 The Initial LA System
4.2 The Improvement of the LA System
5 User Satisfaction with the LA System
6 Conclusions and Future Work
References
Intelligent Instructional Design via Interactive Knowledge Graph Editing
1 Introduction
2 Related Work
2.1 Knowledge Graphs
2.2 Course Plan Generation
2.3 Consistency Management
2.4 Instructional Design
3 Methodology
3.1 Knowledge Graph Preprocessing
3.2 Course Plan Generation
3.3 Consistency Management
3.4 Instructional Data Visualization
4 Future Work
4.1 Incorporating with Knowledge Graph Technology
4.2 Extensibility for Consistency Management
5 Conclusions
References
A Two-Step Process for Analysing Teacher's Behaviors Using a Scenario-Based Platform
1 Introduction and Background
2 The ScenoClasse Platform and Its Scenario Model
3 Experimental Study
3.1 Participants
3.2 Traces Model
3.3 Analysis Process
4 Evaluation of the Two-Step Analysis Process
4.1 Clustering
4.2 Pattern Mining
4.3 Discussion
5 Conclusion and Future Work
References
New Digital Tools to Teach Soft Skills and Sustainability for the Labor Market: Gamification as a Tool for Competency Acquisition in Realistic Contexts
1 Introduction
2 Game Design
2.1 The Soft Skill Selection
2.2 Storyline Structure
2.3 Game Structure
2.4 Competency Measurement
2.5 Assessment
3 Conclusions
References
Pocket English Master – Language Learning with Reinforcement Learning, Augmented Reality and Artificial Intelligence
1 Introduction
2 Literature Review
3 Methodology
3.1 Adaptive Learning Component
3.2 Conversational Speaking Bot
3.3 Picture Description Generator
3.4 Augmented Reality Based Grammar Checker
4 Results and Discussion
5 Conclusion
References
The Design of an Adaptive Tool Supporting Formative Assessment in Data Science Courses
1 Introduction
2 Educational Scenario and Impact
3 Adaptive Learning
4 Design
4.1 Context of Use
4.2 Requirements
4.3 Models
4.4 Evaluation
5 Conclusions
References
Serious Games for Social Problems
1 Introduction
2 Related Work
3 Methods
3.1 Objectives
3.2 The Game
3.3 Developing a Serious Game
3.4 First Evaluation
4 Results
5 Conclusions
References
Contextual Ontology-Based Feature Selection for Teachers
1 Introduction
2 Related Work
2.1 Feature Selection Algorithms
2.2 Variance-Based Feature Selection
2.3 Educational-Related Feature Selection
2.4 Summary
3 Methodology
3.1 Teacher Context Ontology Representation
3.2 Feature Selection Approach
4 Scenarios and Discussion
5 Conclusion and Perspectives
References
Automated Assessment in Computer Science: A Bibliometric Analysis of the Literature
1 Introduction
2 Methodology
3 Results
3.1 Data Summary
3.2 Authors
3.3 Citations
3.4 Topics and Keywords
4 Discussion
5 Conclusion
References
Can Educators Develop Digital Role-Playing Games?
1 Introduction
2 Related Work
3 ARQS Tool
4 Usability Study of the ARQS Tool
5 Results
5.1 Task Completion
5.2 Usability of the Tool
5.3 Positive and Negative Aspects of the Tool
6 Discussion
7 Conclusion
References
Constructing Low-Redundant and High-Accuracy Knowledge Graphs for Education
1 Introduction
2 Methodology
2.1 Ontology Design
2.2 Backbone with Entity Set and Hierarchical Relations
2.3 Completing Knowledge Graph with Unstructured Data
2.4 Active Learning Based Knowledge Graph Refinement
3 Experiments
3.1 Human Evaluation and Scoring
3.2 Visualization and Case Study
4 Related Work
5 Conclusions and Future Work
References
Extracting the Language of the Need for Urgent Intervention in MOOCs by Analysing Text Posts
1 Introduction
2 Related Work
2.1 Instructor Intervention in MOOCs
2.2 Topic Modelling in MOOCs
2.3 Visualisation in MOOCs
3 Methods
3.1 The Stanford MOOCPosts Data Set
3.2 Data Preprocessing
3.3 Extracting Urgent Language
3.4 Instructor Visualisation Aid
4 Results and Discussion
4.1 Results of Topic Modelling (LDA)
4.2 Results of Extracting Urgent Language via LDA
4.3 Results of Instructor Visualisation Aid
5 Conclusion
References
Challenges in the Implementation of Web Based Digital Content Repository for Teachers in Bulgaria
1 Introduction
2 Design Methodology
3 Results and Analyses
4 Conclusion
References
Providing Meaningful Digital Competence Assessment Feedback for Supporting Teachers Professional Development
1 Introduction
2 Theoretical Background
3 Methodology
3.1 Sampling
3.2 Data Analysis
4 Results
4.1 Connections Between Teachers’ Self-assessment of Digital Competence and School’s Digital Maturity
4.2 Digital Competence Self-assessment Instrument Applicability and Feedback Expectations
4.3 Digital Competence Self-assessment Feedback Loop Prototype
5 Discussion and Conclusions
References
An Intelligent Chatbot Supporting Students in Massive Open Online Courses
1 Introduction
2 Related Work
3 The Chatbot
3.1 The Architecture of the System
3.2 The System at Work
4 The Chatbot at Work
4.1 Case Study 1: The FAQ Level of Service
4.2 Case Study 2: The Context Level of Service
4.3 Case Study 3: The Wikipedia Level of Service
4.4 Case Study 4: The Teacher Level of Service
4.5 Discussion
5 Conclusions and Future Work
References
Using a MOOC to Train Teachers to Design and Deliver MOOCs
1 Introduction
2 MOOC Design and Delivery Program
3 Results
3.1 Demographics
3.2 Level of the Training Completion
3.3 Satisfaction with the Training/Module(s)
3.4 Knowledge and Skills Obtained
3.5 Impact and Outlook
4 Conclusions
References
Towards a Metaverse of Knowledge
1 Introduction
2 Constructivism
3 Immersive Learning and Visual Literacy
4 Constructivist Principles for Learning in Metaverse
5 K-Cube VR
6 Conclusion and Future Work
References
SETE 2022. International Symposium on Emerging Technologies for Education
Acceptance Evaluation of a Serious Game to Address Gender Stereotypes in Mexico
1 Introduction
1.1 Serious Games
1.2 Gender Stereotypes
2 Related Work
3 Kiddo
3.1 Design and Development
3.2 The First Chapter of Kiddo
4 Usability and Acceptance Evaluation
4.1 Methods
4.2 Participants
4.3 Evaluations
5 Results
5.1 Results of Usability Evaluation
5.2 Results of Acceptance Evaluation
5.3 Summary of Evaluation Results
6 Conclusions
References
Learning Experience Design with Maker Education
1 Introduction
2 Maker Education
3 Methodology
4 Results
4.1 Makerspace Visit Questionnaire
4.2 Classroom Experience Questionnaire
5 Conclusions
References
Mobile English Learning: A Meta-analysis
1 Introduction
1.1 M-Learning in English Education
1.2 Related Works
1.3 Purpose of the Study
2 Methods
2.1 Study Selection
2.2 Data Coding
2.3 Effect Size Calculation
2.4 Moderating Effect Analysis
3 Results and Discussion
3.1 Descriptive Data of the Studies
3.2 Impact of M-Learning on Student Achievement
3.3 Moderator Analysis
4 Control Treatment
5 Conclusion
References
360° Tour as an Interactive Tool for Virtual Laboratories: A Proposal
1 Introduction
2 Approach
3 Actual or Anticipated Outcomes
4 Conclusions
References
Wearable Devices for Smart Education Based on Sensing Data: Methods and Applications
1 Introduction
2 Sensing Technology and Sensing Data
2.1 Sensing Technology
2.2 Sensors and Sensing Data
3 Wearable Devices
3.1 The Origin Stage (the 1960s—early 1970s)
3.2 The Initial Stage (the 1970s—early 1990s)
3.3 The Development Stage (the Late 1990s—early 20th Century)
3.4 The Exploration Stage (20th Century to Present)
4 Wearable Devices for Smart Education Based on Sensing Data
4.1 Research History of Wearable Devices for Smart Education
4.2 Method and Application of Wearable Devices for Smart Education
5 Conclusion and Discussion
5.1 Adolescence of Application
5.2 Challenges and Opportunities
References
The Use of Verbs in International Chinese Language Education
1 Introduction
2 Research Methods
3 The Use of Xiàn ‘Trap’
3.1 The Syntactic Use of Xiàn ‘Trap’
3.2 The Semantic Use of Xiàn ‘Trap’
4 Conclusion
References
A Tangible Learning Application from the 3D Printer for the Practical Teaching of Meat Cutting in Inclusive Vocational Education
1 Introduction
2 State of the Art
3 Prototype
3.1 Learning Objectives
3.2 Concept
3.3 Implementation
4 Evaluation
4.1 Test Setting
4.2 UEQ+ 
4.3 Survey
4.4 Observation
5 Discussion
References
A New World of Open Space: Reflections and Perspectives of Chinese Scholars on the Digital Transformation of Education and Future Education Research
1 Introduction
2 Digital Transformation of Education in China
3 Data Collection and Analysis
3.1 Interviews
3.2 Data Analysis
4 Findings
4.1 Understanding and Attitudes Towards of Metaverse
4.2 New Issues and Challenges in the Field of Education Brought About by the Metaverse
4.3 AI Poses New Requirements for Modern Education
4.4 Duplexing Empowerment Between Education (Research) and AI, Big Data Technology
4.5 Future Trends in Education in the Context of AI
4.6 How AI Will Drive the Future of Education
5 Conclusions
References
Game-Based Co-creation for Children and Adolescents with Complex Health Conditions
1 Introduction
2 Research Methods
3 Game Based Co-creation Proposal
4 Conclusion
References
A Deep Learning System to Help Students Build Concept Maps
1 Introduction
2 Related Work
2.1 Concept Maps
2.2 Knowledge Graph Embedding
3 The System
3.1 The Architecture
3.2 The System at Work
4 Case Studies
4.1 First Case Study
4.2 Second Case Study
4.3 Discussion
5 Conclusions and Future Work
References
Flexible Heuristics for Supporting Recommendations Within an AI Platform Aimed at Non-expert Users
1 Introduction
2 Architecture
3 Heuristics Management
4 Discussion and Conclusions
References
The 5th International Workshop on Educational Technology for Language Learning (ETLL 2022)
Grammatical Strategies for Clause Combining and the Acquisition by Chinese EFL Learners
1 Introduction
2 Clause Complex Theory
3 A Classification of Grammatical Strategies for Clause Combining
4 Chinese EFL Learners’ Misuses of Grammatical Strategies for Clause Combing
4.1 Misuses of Clausal Naming Sharing
4.2 Misuses of Direct Non-naming Sharing
4.3 Misuses of Indirect Non-naming Sharing
4.4 Misuses of Non-nominal Antecedent Anaphora
5 Conclusion
References
Corpus-Based Sociolinguistic Study of Undergraduate English Writing and Its Implications for Business English Teaching
1 Introduction
2 Related Works
2.1 Sociolinguistic Study of Second Language Acquisition
2.2 Business English Learning as SLA
2.3 Business English Writing and Corpus Study
3 Research Design
3.1 Learner BE Writing Corpus
3.2 Procedures of Analysis
4 Results and Discussion
4.1 Overall Developing Trend
4.2 Lexical Items
4.3 Sentence Length
5 Conclusion and Implication
References
Learner Portrait in Blended College English Listening and Speaking Instruction
1 Introduction
2 Learner Portrait Modeling and Application
3 Learner Portrait for Teachers
4 Learner Portrait for Students
5 Conclusion
References
Turning the Class into a Boardgame: Conceptualizing a Gamified Flipped Model for ESL Classes
1 Introduction
2 Literature Review
2.1 Gamification in Educational Scenarios
2.2 The Flipped Classroom
2.3 The Definition of the Gamified Flipped Model
3 Extrinsic and Intrinsic Motivations: Theoretical Foundations of the Gamified Flipped Learning Model
4 The Classroom Boardgame: A Gamified Flipped Class
4.1 The Formation of a Gamified Flipped Class
4.2 Integration of Game Elements
5 Participants’ Acceptance of the Model
6 Conclusion and Future Research
References
Using Video Dubbing to Foster EFL College Students’ English News Broadcasting Ability
1 Introduction
2 Literature Review
2.1 Cognitive Apprenticeship
2.2 Video Dubbing and EFL Speaking Training
3 Method
3.1 Participants
3.2 Research Design
3.3 Procedures and Data Collection
4 Results
4.1 The Impact of English Video News Dubbing on EFL Students’ English News Broad-Casting Ability
4.2 Modeling Plays the Strongest Role in Improving English News Learners’ Speaking Tone, Body Language and Communication Capability
4.3 Reflection Plays an Important Role in Improving English News Learners’ Pronunciation, Intonation, Accents and Dialects
5 Conclusion and Discussion
References
The 6th International Symposium on User Modeling and Language Learning (UMLL 2022)
Exploring Learning Engagement of Higher Vocational College Students in MALL
1 Introduction
2 Method
2.1 Participants
2.2 Instrument
3 Results and Discussion
3.1 Reliability and Validity Test Analysis
3.2 Overall Situation of Higher Vocational College Students’ Learning Engagement
3.3 Descriptive Analysis of Behavioral Engagement
3.4 Descriptive Analysis of Emotional Engagement
3.5 Descriptive Analysis of Cognitive Engagement
3.6 Comparison of Gender Differences in Learning Engagement
3.7 Comparison of Profession Differences in Learning Engagement
4 Conclusion
5 Limitations and Future Research
References
Flipped Data Science Classrooms with Peer Instruction and Just-In-Time Teaching: Students’ Perceptions and Learning Experiences
1 Introduction
2 Literature Review
2.1 Flipped Classroom
2.2 Just-In-Time Teaching and Peer Instruction
3 Methodology
4 Results
5 Discussion
6 Conclusion
References
Using Vicarious Learning Feedback Videos as Self-directed Learning Resources in a LMOOC Context
1 Introduction
2 Literature Review
2.1 Two Models of Feedback Practices
2.2 Synchronous, Asynchronous and Vicarious Video Feedback
3 Method
3.1 Quantitative Results
3.2 Quantitative Results
4 Discussion
5 Conclusion
References
Blended Learning Approach in English Teaching: Effectiveness and Challenges
1 Introduction
2 Blended Learning Approach in English Teaching and Learning
3 Conclusion
References
Digitalization in Language and Cross-Cultural Education
The Structure of Motivation in Online Translation Learning and the Role of L2 Motivation Self System
1 Introduction
2 Literature Review
2.1 L2 Motivation Self System
2.2 Motivation in Translation Learning
2.3 Online Learning and Non-constraint Learning
3 Methodology
3.1 Survey Design and Data Collection
3.2 Exploratory Factor Analysis
3.3 Structural Equation Model
4 Results and Discussion
5 Conclusion
References
Transediting of Children’s Literature in the Age of Technology
1 Introduction
2 Studies on the Translation of Children’s Literature
3 Transediting for Children
4 Case Study
4.1 Bookworm Bilingual Series
4.2 Transediting of The Wizard of Oz
4.3 Technology in Bilingual Literary Books for Children
5 Conclusion
References
A Study on Knowledge Network Acceptability Facilitated by a Computer-Based Translation Learning Platform
1 Introduction
2 Translation Knowledge Network
2.1 Knowledge Network
2.2 Computer-Based Platform Design
3 Experiment Design
3.1 Participants
3.2 Data Collection
4 Analysis of Experiment Data
4.1 Score Data
4.2 Questionnaire Data
4.3 Interview Data
5 Findings and Conclusion
References
On the Design of Computer-Aided Translation Teaching
1 Introduction
2 Assisting Translation Teaching with the Online Platform
2.1 Literature Review on Computer-Aided Teaching
2.2 The Translation Teaching Platform
3 Teaching Design Based on TBLT
3.1 The Advanced Translation Course
3.2 The Teaching Method
3.3 Teaching Design
3.4 Assessment
4 Conclusion
References
Transferring of Communicative Rhetorical Modelling in College English Reading-Writing Teaching Based on Cognitive Apprenticeship Facilitated by Rain Classroom and Pigai.org
1 Introduction
2 Literature Review on Cognitive Apprenticeship and College English Teaching
2.1 Literature Review on Cognitive Apprenticeship
2.2 Cognitive Apprenticeship and College English Teaching
3 Research Design
3.1 Participants
3.2 Procedures
4 Data Analyses and Conclusion
4.1 Data Analyses and Findings
4.2 Conclusion and Implications
References
An Empirical Study on Knowledge-Network-Based Translation Learning
1 Introduction
2 Literature Review
3 A Research on the Application of Knowledge Network in English Translation Learning
3.1 Research Questions
3.2 Research Subjects
3.3 Research Design
3.4 Data Collection and Analysis
4 Discussion
4.1 Acceptability of Knowledge-Network-Based Learning Approach
4.2 Effects of Knowledge-Network-Based Learning Approach
5 Conclusion
References
Designing Blended Learning Model for Medical English Course Based on POA
1 Introduction
2 Literature Review
2.1 Blended Learning
2.2 POA Theory
3 Blended Learning Model for Medical English Course
3.1 Medical English Course
3.2 BL Model Designing Based on POA
4 Conclusion
References
Application of Formative Assessment Model in College English Course Assisted by Digital Platforms---Taking HFUT as an Example
1 Introduction
2 Formative Assessment in College English Course
2.1 Literature Review on Formative Assessment
2.2 Formative Assessment
3 FA Model Applied in HFUT
3.1 Prerequisite of the FA Model---Blended Teaching
3.2 Application of the FA Model
4 Questionnaire and Findings
5 Conclusion
References
Developing Translation Abilities Through Knowledge-Network-Based Translator Training
1 Trends and Problems in the Current Translation Industry and Translator Training
2 Textwells and Its Applications
3 Self-learning in News Translation: A Case Study
3.1 Teaching Objectives
3.2 Teaching Model
3.3 Assignment Design
4 Data Analysis and Discussion
4.1 Quantitative Analysis of Students’ Assignments
4.2 Qualitative Analysis of Students’ Assignments
5 Findings and Conclusions
References
1st Workshop on Hardware and Software Systems as Enablers for Lifelong Learning (HASSELL)
A Theoretical Framework for Computer Vision Learning Environment
1 Introduction
2 Background
2.1 Computer Vision
2.2 Privacy Regulation in Europe
2.3 Project Based Learning
3 Theoretical Framework
3.1 Hardware
3.2 Software Architecture Constraints
4 Conclusion
References
Correction to: Digital Divide, Local and Global? Surveying Augmented Reality Educational Usage in Europe and South America
Correction to: Chapter “Digital Divide, Local and Global? Surveying Augmented Reality Educational Usage in Europe and South America” in: C. S. González-González et al. (Eds.): Learning Technologies and Systems, LNCS 13869, https://doi.org/10.1007/978-3-031-33023-0_1
Correction to: Developing Translation Abilities Through Knowledge-Network-Based Translator Training
Correction to: Chapter “Developing Translation Abilities Through Knowledge-Network-Based Translator Training” in: C. S. González-González et al. (Eds.): Learning Technologies and Systems, LNCS 13869, https://doi.org/10.1007/978-3-031-33023-0_48
Author Index