The Experts below are selected from a list of 7385664 Experts worldwide ranked by ideXlab platform
David Baneres - One of the best experts on this subject based on the ideXlab platform.
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ict flag a web based e assessment platform featuring learning analytics and gamification
International Journal of Web Information Systems, 2017Co-Authors: David Ganan, Santi Caballe, Robert Clariso, Jordi Conesa, David BaneresAbstract:The purpose of this paper is to present an innovative web-based eLearning platform called ICT-FLAG that provides e-assessment tools with general-purpose formative assessment services featuring learning analytics and gamification.,The paper reports on the technical development of the platform driven by the Reference Model for Open Distributed Processing software methodology, which guides the platform construction, including the analysis and design steps.,The ICT-FLAG platform is technically tested by integrating it into a real e-assessment tool. Results are positive in terms of functional and non-functional aspects as well as user’s satisfaction on usability, emotional state, thus validating the platform as a valuable educational tool.,Because of the chosen technical paper as article type, validation of the impact of the ICT-FLAG platform in the learning process is not provided. Ongoing research with this platform is to measure the learning outcomes of its use in a real context of eLearning.,The paper shows implications of the main technical issues and challenges encountered during the integration of the ICT-FLAG platform with external eLearning tools, involving relevant aspects of interoperability, security, modularity, scalability, portability and so on.,This platform can fill the gap of many e-assessment systems, which currently do not have built-in analytical and gamification tools for learning, thus providing them with the experience to improve the quality of education and learning.
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ICT-FLAG: a web-based e-assessment platform featuring learning analytics and gamification
International Journal of Web Information Systems, 2017Co-Authors: David Ganan, Santi Caballe, Robert Clariso, Jordi Conesa, David BaneresAbstract:Purpose The purpose of this paper is to present an innovative web-based eLearning platform called ICT-FLAG that provides e-assessment tools with general-purpose formative assessment services featuring learning analytics and gamification. Design/methodology/approach The paper reports on the technical development of the platform driven by the Reference Model for Open Distributed Processing software methodology, which guides the platform construction, including the analysis and design steps. Findings The ICT-FLAG platform is technically tested by integrating it into a real e-assessment tool. Results are positive in terms of functional and non-functional aspects as well as user’s satisfaction on usability, emotional state, thus validating the platform as a valuable educational tool. Research limitations/implications Because of the chosen technical paper as article type, validation of the impact of the ICT-FLAG platform in the learning process is not provided. Ongoing research with this platform is to measure the learning outcomes of its use in a real context of eLearning. Practical implications The paper shows implications of the main technical issues and challenges encountered during the integration of the ICT-FLAG platform with external eLearning tools, involving relevant aspects of interoperability, security, modularity, scalability, portability and so on. Originality/value This platform can fill the gap of many e-assessment systems, which currently do not have built-in analytical and gamification tools for learning, thus providing them with the experience to improve the quality of education and learning.
Selim Zaim - One of the best experts on this subject based on the ideXlab platform.
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a machine learning based usability evaluation method for elearning systems
Decision Support Systems, 2013Co-Authors: Asil Oztekin, Ali Turkyilmaz, Dursun Delen, Selim ZaimAbstract:The research presented in this paper proposes a new machine learning-based evaluation method for assessing the usability of eLearning systems. Three machine learning methods (support vector machines, neural networks and decision trees) along with multiple linear regression are used to develop prediction models in order to discover the underlying relationship between the overall eLearning system usability and its predictor factors. A subsequent sensitivity analysis is conducted to determine the rank-order importance of the predictors. Using both sensitivity values along with the usability scores, a metric (called severity index) is devised. By applying a Pareto-like analysis, the severity index values are ranked and the most important usability characteristics are identified. The case study results show that the proposed methodology enhances the determination of eLearning system problems by identifying the most pertinent usability factors. The proposed method could provide an invaluable guidance to the usability experts as to what measures should be improved in order to maximize the system usability for a targeted group of end-users of an eLearning system. Usability assessment of eLearning systems is a necessary and challenging problem.Machine learning techniques are effective tools for usability assessments.Pareto-like analysis can help devise severity index values.Sensitivity analysis can help rank the most important usability factors.
Lorainne Tudor Car - One of the best experts on this subject based on the ideXlab platform.
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choice of outcomes and measurement instruments in randomised trials on elearning in medical education a systematic mapping review protocol
Systematic Reviews, 2018Co-Authors: Gloria Chun Yi Law, Christian Apfelbacher, Pawel Posadzki, Sandra Kemp, Lorainne Tudor CarAbstract:Background There will be a lack of 18 million healthcare workers by 2030. Multiplying the number of well-trained healthcare workers through innovative ways such as eLearning is highly recommended in solving this shortage. However, high heterogeneity of learning outcomes in eLearning systematic reviews reveals a lack of consistency and agreement on core learning outcomes in eLearning for medical education. In addition, there seems to be a lack of validity evidence for measurement instruments used in these trials. This undermines the credibility of these outcome measures and affects the ability to draw accurate and meaningful conclusions. The aim of this research is to address this issue by determining the choice of outcomes, measurement instruments and the prevalence of measurement instruments with validity evidence in randomised trials on eLearning for pre-registration medical education.
Vatcharaporn Esichaikul - One of the best experts on this subject based on the ideXlab platform.
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Gamification to Enhance Motivation and Engagement in Blended eLearning for Technical and Vocational Education and Training
Technology Knowledge and Learning, 2020Co-Authors: Janaka Jayalath, Vatcharaporn EsichaikulAbstract:Delivery of blended-mode eLearning programs is challenging due to a range of factors, including motivational and engagement issues. This is more challenging in the context of Technical and Vocational Education and Training (TVET), which aims to develop competencies to empower learner to find gainful employment. This study proposes an operational model and gamification design to develop blended eLearning programs, which embed motivational and engagement designs as an effective means of achieving learner success in the TVET context. The motivational design uses a motivational framework with the factors of attention, relevance, confidence, and satisfaction. The engagement design includes behavioural, emotional, and cognitive aspects for enhancing learning. Accordingly, appropriate game dynamics, mechanics, and components are used to gamify a blended eLearning course. This gamification design and operational model could be used as a tool to gamify and deliver the competency-based educational programs, using the blended eLearning approach. The study proposes fifteen game dynamics, relevant mechanics, and appropriate game components. The design utilises structural and content gamification in a sample online course, deploying an open-source learning management system. Furthermore, the study suggests embedding game components at the implementation stage of providing learning opportunities, to motivate and engage learners, thereby achieving the acquisition of expected competencies. The gamified course will be delivered to a selected group of learners in the TVET context to assess the feasibility and viability of this approach in anticipation of the future work.
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Gamification to Enhance Motivation and Engagement in Blended eLearning for Technical and Vocational Education and Training
Technology Knowledge and Learning, 2020Co-Authors: Janaka Jayalath, Vatcharaporn EsichaikulAbstract:Delivery of blended-mode eLearning programs is challenging due to a range of factors, including motivational and engagement issues. This is more challenging in the context of Technical and Vocational Education and Training (TVET), which aims to develop competencies to empower learner to find gainful employment. This study proposes an operational model and gamification design to develop blended eLearning programs, which embed motivational and engagement designs as an effective means of achieving learner success in the TVET context. The motivational design uses a motivational framework with the factors of attention, relevance, confidence, and satisfaction. The engagement design includes behavioural, emotional, and cognitive aspects for enhancing learning. Accordingly, appropriate game dynamics, mechanics, and components are used to gamify a blended eLearning course. This gamification design and operational model could be used as a tool to gamify and deliver the competency-based educational programs, using the blended eLearning approach. The study proposes fifteen game dynamics, relevant mechanics, and appropriate game components. The design utilises structural and content gamification in a sample online course, deploying an open-source learning management system. Furthermore, the study suggests embedding game components at the implementation stage of providing learning opportunities, to motivate and engage learners, thereby achieving the acquisition of expected competencies. The gamified course will be delivered to a selected group of learners in the TVET context to assess the feasibility and viability of this approach in anticipation of the future work.
Kin Fai Cheng - One of the best experts on this subject based on the ideXlab platform.
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Investigating relationships between features of learning designs and student learning outcomes
Educational Technology Research and Development, 2012Co-Authors: Carmel Mcnaught, Paul Lam, Kin Fai ChengAbstract:This article reports a study of eLearning in 21 courses in Hong Kong universities that had a blended design of face-to-face classes combined with online learning. The main focus of the study was to examine possible relationships between features of online learning designs and student learning outcomes. Data-collection strategies included expert reviews of the learning designs, student surveys of perceptions of the web environment and their own learning outcomes, and a SOLO (structure of observed learning outcomes) analysis of assessment evidence of student learning outcomes. The findings of this correlational study indicate mild relationships between features of learning design and student perceptions of their learning outcomes. Both the provision of learning resources and the engagement of students in online communication relate to aspects of learning (acquisition of knowledge and skills, and enhancement of learning motivation). Also, the relationship was stronger when eLearning strategies were more extensively used. However, no relationship was found between learning design and the student performance in assessment tasks, possibly because of the limited assessment data that was examined.
