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Article
Publication date: 3 July 2017

Leony Derick, Gayane Sedrakyan, Pedro J. Munoz-Merino, Carlos Delgado Kloos and Katrien Verbert

The purpose of this paper is to evaluate four visualizations that represent affective states of students.

Abstract

Purpose

The purpose of this paper is to evaluate four visualizations that represent affective states of students.

Design/methodology/approach

An empirical-experimental study approach was used to assess the usability of affective state visualizations in a learning context. The first study was conducted with students who had knowledge of visualization techniques (n=10). The insights from this pilot study were used to improve the interpretability and ease of use of the visualizations. The second study was conducted with the improved visualizations with students who had no or limited knowledge of visualization techniques (n=105).

Findings

The results indicate that usability, measured by perceived usefulness and insight, is overall acceptable. However, the findings also suggest that interpretability of some visualizations, in terms of the capability to support emotional awareness, still needs to be improved. The level of students’ awareness of their emotions during learning activities based on the visualization interpretation varied depending on previous knowledge of information visualization techniques. Awareness was found to be high for the most frequently experienced emotions and activities that were the most frustrating, but lower for more complex insights such as interpreting differences with peers. Furthermore, simpler visualizations resulted in better outcomes than more complex techniques.

Originality/value

Detection of affective states of students and visualizations of these states in computer-based learning environments have been proposed to support student awareness and improve learning. However, the evaluation of visualizations of these affective states with students to support awareness in real life settings is an open issue.

Details

Journal of Research in Innovative Teaching & Learning, vol. 10 no. 2
Type: Research Article
ISSN: 2397-7604

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Article
Publication date: 13 May 2019

Ana Pedro, João Piedade, João Filipe Matos and Neuza Pedro

The construction of learning scenarios is a way to plan for teaching activities, promoting the development of skills related to problem solving, collaboration, critical…

Abstract

Purpose

The construction of learning scenarios is a way to plan for teaching activities, promoting the development of skills related to problem solving, collaboration, critical thinking and creativity. Using learning scenarios as a lesson planning strategy becomes a powerful tool in initial teacher education. On the one hand, it mobilizes teaching-related scientific concepts, and on the other hand, it offers opportunities to think on innovative pedagogic approaches involving strategies and capacities essential for the future teacher. Research shows that teacher education programs within real school contexts enriched with digital technologies represent an important factor in increasing the quality of teachers’ preparation and their future professional practice. The paper aims to discuss these issues.

Design/methodology/approach

The authors present the analysis of practice of design and implementation of learning scenarios in teachers’ initial education courses developed with students of teaching master degrees. Activity theory is used in the analysis of a case study of a student-teacher in Computer Science.

Findings

The results have been analyzed, contributing to the specification of the principles underlying the learning scenarios in initial teacher education.

Research limitations/implications

Results show the affordances and possibilities of using learning scenarios as structuring resources for the initial teacher education practice.

Originality/value

Therefore, the use of learning scenarios brings a set of potentialities to teacher training given its prospective nature.

Details

The International Journal of Information and Learning Technology, vol. 36 no. 3
Type: Research Article
ISSN: 2056-4880

Keywords

Content available
Article
Publication date: 21 November 2019

Xu Du, Juan Yang, Brett Shelton and Jui-Long Hung

Online learning is well-known by its flexibility of learning anytime and anywhere. However, how behavioral patterns tied to learning anytime and anywhere influence…

Abstract

Purpose

Online learning is well-known by its flexibility of learning anytime and anywhere. However, how behavioral patterns tied to learning anytime and anywhere influence learning outcomes are still unknown.

Design/methodology/approach

This study proposed concepts of time and location entropy to depict students’ spatial-temporal patterns. A total of 5,221 students with 1,797,677 logs, including 485 on-the-job students and 4,736 full-time students, were analyzed to depict their spatial-temporal learning patterns, including the relationships between identified patterns and students’ learning performance.

Findings

Analysis results indicate on-the-job students took more advantage of anytime, anywhere than full-time students. Students with a higher tendency for learning anytime and a lower level of learning anywhere were more likely to have better outcomes. Gender did not show consistent findings on students’ spatial-temporal patterns, but partial findings could be supported by evidence in neural science or by cultural and geographical differences.

Research limitations/implications

A more accurate approach for categorizing position and location might be considered. Some findings need more studies for further validation. Finally, future research can consider connections between other well-known performance predictors (such as financial situation, motivation, personality and major) and the type of learning patterns.

Practical implications

The findings gained from this study can help improve the understandings of students’ learning behavioral patterns and design as well as implement better online education programs.

Originality/value

This study proposed concepts of time and location entropy to identify successful spatial-temporal patterns of on-the-job and full-time students.

Details

Information Discovery and Delivery, vol. 47 no. 4
Type: Research Article
ISSN: 2398-6247

Keywords

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