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The purpose of this study is to compare the overall usability and user experience of desktop computers and mobile-devices when used in a summative assessment in the context of a higher education course.

The study follows a between-groups design. The participants were 110 first-year undergraduate students from a European university. Students in the experimental group participated in the assessment using mobile devices, whereas students in the control group participated using desktop computers. After the assessment, students self-reported their experiences with computer-based assessment (CBA) and mobile-based assessment (MBA), respectively. The instruments used were the user experience questionnaire and the system usability scale.

Attractiveness and novelty were reported significantly higher in the experimental group (MBA), while no significant differences were found between the two groups in terms of efficiency, perspicuity, dependability and stimulation. The overall score for the system usability was not found to differ between the two conditions.

The usability and user experience issues discussed in this study can inform educators and policymakers about the potential of using mobile devices in online assessment practices, as an alternative to desktop computers.

The study is novel, in that it provides quantitative evidence for the usability and user experience of both desktop computers and mobile devices when used in a summative assessment in the context of a higher education course. Study findings can contribute towards the interchangeable usage of desktop computers and mobile devices in assessment practices in higher education.

In a collaborative learning environment there will be many learners with diverse cultures. These learners should be supported to communicate and collaborate among themselves. The variety of the communication and collaboration tools and modes available to each learner would depend on his/her personal cultural background. The purpose of this paper is to suggest the adaptation of the collaborative learning environment to the learner's cultural profile. So, first it aims to present learner's models with respect to his/her cultural characteristics. It also aims to present the various communication and collaboration tools and modes that would be available to the learners. Then, each learner has at his/her disposal the appropriate communication and collaboration tools and modes according to his/her cultural characteristics.

The cultural models of Trompenaars and Hampden‐Turner, as well Hofsted are modified relaxing the dualism of their dimensions. The modified models are used in a collaborative learning environment. The various attributes and types of communication and collaboration among learners and teachers in a collaborative learning environment are also identified.

This paper presents learner's cultural models across several cultural dimensions. Each cultural dimension weights differently. Also, a learner may not belong strictly to a cultural extreme of a dimension, but he/she may have characteristics from both cultural extremes of each dimension. Based on a learner's cultural profile, different communication and collaboration tools would be available to the learner.

Based on the learner's profile, either the adaptation engine, or the teacher, or the learner him/herself may select the appropriate communication and collaboration tools and modes for the particular learner. Designers, developers and evaluators of collaborative learning systems may benefit from these learners' cultural models and the communication and collaboration attributes. For example, they may create collaborative learning systems with flexible communication and collaboration attributes that provide to each learner personalized communication and collaboration tools according to his cultural profile.

This paper proposes the adaptation of the collaborative learning environment to the cultural characteristics of the learner. Future research may assign the specific communication and collaboration tools to each particular learner's cultural profile.

This paper proposes the adaptation of the communication and collaboration tools and modes that are used by a learner in a collaborative learning environment to the learner's cultural characteristics. First, the paper presents new cultural models of a learner. Then, it presents the communication and collaboration attributes and types that would be used by the learners in a collaborative learning environment. A learner would have at disposal the appropriate personalized communication and collaboration tools.

The purpose of this paper is to review ontologies and data models currently in use for augmented reality (AR) applications, in the cultural heritage (CH) domain, specifically in an urban environment. The aim is to see the current trends in ontologies and data models used and investigate their applications in real world scenarios. Some special cases of applications or ontologies are also discussed, as being interesting enough to merit special consideration.

A search using Google Scholar, Scopus, ScienceDirect and IEEE Xplore was done in order to find articles that describe ontologies and data models in AR CH applications. The authors identified the articles that analyze the use of ontologies and/or data models, as well as articles that were deemed to be of special interest.

This review found that CIDOC-CRM is the most popular ontology closely followed by Historical Context Ontology (HiCO). Also, a combination of current ontologies seems to be the most complete way to fully describe a CH object or site. A layered ontology model is suggested, which can be expanded according to the specific project.

This study provides an overview of ontologies and data models for AR CH applications in urban environments. There are several ontologies currently in use in the CH domain, with none having been universally adopted, while new ontologies or extensions to existing ones are being created, in the attempt to fully describe a CH object or site. Also, this study suggests a combination of popular ontologies in a multi-layer model.

The purpose of this paper is to show the effectiveness of innovative mobile technologies in learning, to develop a new testing system with a mobile application and to investigate the influence of its use on the level of students’ knowledge.

Modern information assessment methods of knowledge, testing, including application of mobile devices and statistical analysis tools were used in the present research.

In recent times, students are motivated to use mobile technologies in education. This paper offers one of the approaches for achieving the effective integration of mobile technologies into the learning process. The software is developed for in-class testing as a client-server and its mobile application.

The practical research verified many advantages of mobile device usage during testing. It contributes to higher academic performance; in addition, it is economically advantageous as it does not require special equipment in classrooms and is psychologically comfortable for students who are accustomed to constantly using their mobile devices.

Well-educated people play a role in the development of modern society. Mobile technologies can transform education into a seamless part of the ordinary life so that a person does not recognize it as training at all. The learning process will become more natural and easier and that will improve its quality.

This paper demonstrates how mobile devices can satisfy the learning expectations of students who frequently use mobile services on the Web and can attract their study interest implementing the created testing system in full-time education process.

Nowadays, more interest is found among the researchers in MANETs in practical and theoretical areas and their performance under various environments. WSNs have begun to combine with the IoT via the sensing capability of Internet-connected devices and the Internet access ability of sensor nodes. It is essential to shelter the network from attacks over the Internet by keeping the secure router.

This paper plans to frame an effective literature review on diverse intrusion detection and prevention systems in Wireless Sensor Networks (WSNs) and Mobile Ad hoc NETworks (MANETs) highly suitable for security in Internet of Things (IoT) applications. The literature review is focused on various types of attacks concentrated in each contribution and the adoption of prevention and mitigation models are observed. In addition, the types of the dataset used, types of attacks concentrated, types of tools used for implementation, and performance measures analyzed in each contribution are analyzed. Finally, an attempt is made to conclude the review with several future research directions in designing and implementing IDS for MANETs that preserve the security aspects of IoT.

It observed the different attack types focused on every contribution and the adoption of prevention and mitigation models. Additionally, the used dataset types, the focused attack types, the tool types used for implementation, and the performance measures were investigated in every contribution.

This paper presents a literature review on diverse contributions of attack detection and prevention, and the stand of different machine learning and deep learning models along with the analysis of types of the dataset used, attacks concentrated, tools used for implementation and performance measures on the network security for IoT applications.