Conference Scan: Rising and Falling Terms - Conference Proceedings from ICALT, ECTEL and ICWL 2010

Abstracts Containing the Highlighted Rising Terms

Papers Containing "serious"

Prediction of Players Motivational States Using Electrophysiological Measures during Serious Game Play.

Lotfi Derbali, Claude Frasson, ICALT 2010 (id=1428)
This study investigated players' motivation during serious game play. It is based on a theoretical model of motivation. Statistical analysis showed a significant increase of motivation during the game. This study tried to dissect predictors of Players' Motivational States. Multiple linear regression showed statistical significance of specific electrophysiological data. The theta wave in the frontal regions and motivation were positively correlated. High-beta wave in the left-center region was also a significant predictor for high level of motivation. Skin conductance was also a significant predictor for motivation. However, we could not find a significant correlation between players' motivation and their heart rate responses.

SeGAE: A Serious Game Authoring Environment.

Amel Yessad, Jean-Marc Labat, François Kermorvant, ICALT 2010 (id=1449)
Game-based learning or serious game is becoming an important trend in e-learning research area because it seems address several typical e-learning problems such as high dropout rates due to frustration and the lack of motivation to continue studying and the cognitive overload of the learner. However, an important problem of serious games is the difficulty for instructors to adapt the storyboard, the scripts and the game levels of the videogame to new pedagogical objectives once the game development is achieved. This paper presents SeGAE, an author-friendly environment that offers to instructors a set of editors in order to modify the game design by defining new characters, objectives, victory conditions, authorised actions among other objects in the serious games even after the development stage. Particularly, we apply our authoring approach on Blossom Flowers, a serious game developed by Ktm Advance. This paper presents SeGAE, an author-friendly environment that offers to instructors a set of editors in order to modify the game design by defining new characters, objectives, victory conditions, authorised actions among other objects in the serious games even after the development stage. Particularly, we apply our authoring approach on Blossom Flowers, a serious game developed by Ktm Advance.

Playing Games on the Screen: Adapting Mouse Interaction at Early Ages.

Juan Enrique Agudo, Héctor Sánchez, Mercedes Rico, ICALT 2010 (id=1498)
Technology is changing the way today's children learn. Based on our experience in the development of educational software for children, it is our belief that computer interaction should consider the factors that affect children's cognitive abilities and take an active part in the realm of the methodological process of hypermedia design. Departing from the results of a preliminary study with pre-school children, serious difficulties regarding mouse interaction when playing computer games are detected, mainly in the movements requiring more complex psychomotor abilities, such as double click and interactions leading to dragging the cursor. The evaluation reports on the need to adapt the mouse interaction to children's cognitive development, from point-and-click to drag-and-drop, and the suitability of introducing intermediate variations adapted to young learners' needs.

Disaster Readiness through Education - Training Soft Skills to Crisis Units by Means of Serious Games in Virtual Environments

Nina Haferkamp and Nicole C. Krämer, ECTEL 2010 (id=1950)
The training of soft skills in organizational settings has become very important for an effective communicative exchange between members of staff. Especially in companies where the line of communication has to be fast and unmistakable, e.g. in crisis management units, the regular training of communication skills is therefore indispensable. The DREAD-ED project proposes a technology-based teaching methodology to meet these needs. The methodology provides a serious game which enables its users to train soft skills in a virtual environment under safe conditions. The current paper presents the results of two trials conducted with crisis managers and university students.

Supporting Reflection in an Immersive 3D Learning Environment Based on Role-Play

Nils Malzahn, Hanno Buhmes, Sabrina Ziebarth and H. Ulrich Hoppe, ECTEL 2010 (id=1956)
This paper presents a framework for creating and conducting serious games. It focuses on role-playing game based learning scenarios in 3D environments. The feasibility of the presented approach is demonstrated by a training scenario for apprenticeship job interviews. Based on the assumption that reflection phases as an important part of successful learning processes are to be adequately supported, we show how phases of immersion during the role-play are connected to separate phases of reflection.

Evaluation of Learning Outcomes

Sylvia Encheva, ICWL 2010 (id=2327)
A lot of research has been done with respect to automated evaluation of students’ knowledge. Learning outcomes have been of serious interest to many research communities as well. In this article we apply dominance relations in rough sets approximations for assessing knowledge obtained in active learning environments.

Collaborative Learning by Means of Multiplayer Serious Games

Viktor Wendel, Felix Hertin, Stefan Göbel and Ralf Steinmetz, ICWL 2010 (id=2349)
The field of collaborative learning has been researched for many years with a focus on evaluation of the circumstances under which collaborative learning provides better learning effectiveness compared to individual learning. Traditional collaborative learning has been taking place as group work or discussions in a class. Recently, Serious Games for learning and Digital Educational Games (DEGs) have been established as a promising alternative to the traditional one-to-many teaching as it is still standard in today’s classrooms and with the uprising technology of Multiplayer Online Games (MOGs), new ways of collaborative learning are possible. In this paper we examine various chances and challenges for collaborative learning which arise by the use of Multiplayer Serious Games. Section[1] motivates this work, followed by a description of some important aspects of MOGs and collaboration in Section[2]. In Section[3] the concept of collaborative learning is explained and important concepts and methods for a collaborative game design are analyzed and discussed in Section[4], using some examples of collaborative Serious Games. Finally, we briefly introduce our own approach of a collaborative Serious MOG in Section[5]. In Section[6] the results are summarized and further work is pointed out.

Using the Petri Nets for the Learner Assessment in Serious Games

Amel Yessad, Pradeepa Thomas, Bruno Capdevila and Jean-Marc Labat, ICWL 2010 (id=2354)
Game-based learning or serious games is becoming an important trend in the e-learning research area and seems address several typical e-learning problems such as high dropout rates, due to the lack of motivation to continue studying. In serious games, it is very hard to define and mix the learning situations with the game characteristics, and to integrate an assessment and guidance process of the learner without disturbing the game progress and maintain the intrinsic characteristics of the video game: fun, player motivation, immersion and interaction. In this paper, we consider the serious game as an asynchronous and concurrent system, and we propose an approach based on a Petri net to assess learners and detect misconceptions. In the game design stage, a discussion between domain experts, learning experts, and game designers is engaged in order to identify the actions in the game that imply knowledge acquisition and allow achieving the learning objectives of levels. Therefore, in our approach, the Petri net models only game actions allowing the learner to acquire knowledge. We use the reachability graph of the Petri net to track the learner in order to detect, in real time, the learner’s misconceptions, improve learner assessment and provide an accurate feed back for both the learner and the instructor.

Papers Containing "qti"

E-learning Authoring with Docbook and SMIL.

Alberto González Téllez, ICALT 2010 (id=1486)
E-learning content material can be classified as text and multimedia. A common practice is to use text as backbone and multimedia as components to enrich the otherwise text-and-still-images-only documents. Nowadays e-learning content delivery over learning management systems (LMS) is becoming a common practice in academic institutions. Common authoring tools like office suites are good to generate printing format but at present they do not generate easily the interoperable standards used today in LMS (i.e. SCORM, IMS CP and IMS QTI). We propose a user friendly authoring environment to produce IMS interoperable formats, able to be imported in our Sakai based LMS named PoliformaT. We follow the text-based-multimedia-enriched document paradigm using Docbook for text and SMIL for multimedia composition. Both Docbook and SMIL are independent and XML compliant. Docbook's simple and well structured markup simplifies interoperability with other XML compliant languages, particularly those related to e-learning. In the multimedia side SMIL offers an open and flexible composition capability to author multimedia content for e-learning. The problem that we face with the proposed approaches is the lack of friendly and productive authoring tools. This is the issue we intend to contribute to with this work.

An Online Arabic Learning Environment Based on IMS-QTI.

Abdelkader Abdelkarim, Dalila Souilem Boumisa, Rafik Braham, ICALT 2010 (id=1487)
E-Learning is the modern model of education, transferring the classical text books to an electronic medium giving us the opportunity to learn almost anytime, anywhere. It has become an important stream of education in present and has a promising future. Successful e-learning applications for efficient language teaching require various corpora and Natural Language Processing (NLP) technologies. This paper deals with the application of NLP technology and IMS QTI standard to construct an online Arabic learning environment for learners. Our work is an integration of two areas: linguistics computer science. It focuses on three objectives: the development of linguistics resources and tools for the automatic processing of Arabic, the building of ontology for the Arabic language and the application and extension of the IMS-QTI for Arabic grammar as well.

A Formative eAssessment Co-Design Case Study.

David A. Bacigalupo, W. I. Warburton, E. A. Draffan, Pei Zhang, Lester Gilbert, Gary B. Wills, ICALT 2010 (id=1505)
Formative eAssessment can be very helpful in providing high quality higher education assignments. However, there are obstacles restricting the uptake of formative eAssessment in higher education including both cultural and technical issues. When a university is encouraging the uptake of formative eAssessment internally it is useful to have case studies from academic schools detailing how academics enthusiastic about formative eAssessment have used it in their modules. It is particularly helpful if these case studies document: i.) the principle obstacles that these champions had to deal with, ii.) a cooperative-design process through which these obstacles have been dealt with by the champions (with assistance from e.g. learning technologists), and iii.) an evaluation of the effectiveness of the resulting formative eAssessments. However there is a shortage of such real-world long-term case studies. This paper helps fill this gap in the literature by describing the case of a Modern Languages module within a Russell Group university (Southampton). The formative eAssessment solution resulting from the case study utilises our QTI, mobile QTI, accessibility, and web 2.0 tools and can be positioned at the cutting edge of formative eAssessment practice. We have evaluated this with undergraduate student volunteers from Spanish modules and received positive feedback.

dinsEditor: A Browser Extension for QTI-Compliant Assessment Item Authoring.

Sungjae Han, Jinjoo Kim, Youngseok Lee, Jaehyuk Cha, Byung-Uk Choi, ICALT 2010 (id=1589)
Many users want to author assessment items directly from web pages. Existing authoring tools usually use the clipboard to perform the `select-copy-paste' operation on web pages. Because web pages have complicated structures and can include invisible resources, the clipboard-based approach has several limitations: 1) it cannot keep the resource in its original form, 2) it cannot select invisible resources, and 3) it may have to select unnecessary resources. To overcome these limitations, this paper proposes dinsEditor as a browser-based approach for assessment item authoring tools. It is offered as a browser extension that allows the authoring environment to make full use of the resources of web pages and to utilize the exact resources user want. It enables web resources to be maintained in their original form during the assessment item authoring process. The assessment items created through dinsEditor observe the QTI standard by using the QTI Translator.

Tool for Generation IMS-QTI v2.1 Files with Java Server Faces.

Antonio García-Cabot, Roberto Barchino, Luis de Marcos, Eva García, José Ramón Hilera, José María Gutiérrez, Salvador Otón, José-Javier Martínez, José Antonio Gutiérrez, ICALT 2010 (id=1636)
This paper presents a web tool that uses Java Server Faces to design questions graphically, to test the outcome in a learning environment and to export them using the QTI v2.1 specification in order to ensure interoperability between different learning systems.

Delivering QTI Self-tests to Personal Learning Environments Using Wookie Widgets

Vladimir Tomberg, Raido Kuli, Mart Laanpere and Peeter Normak, ICWL 2010 (id=2345)
Although online tests are a quite popular form of assessing learning outcomes in traditional Learning Management Systems, it is quite difficult to deliver the wealth of existing re-usable QTI-compliant tests into Web 2.0 style Personal Learning Environments. This paper addresses both pedagogical scenarios and technical solution for using QTI self-tests in blogs, personal e-portfolios and social media platforms. The empirical part describes the development of the original QTI Assessment Proxy Service and QTI self-test player based on the Wookie widget engine.

Modelling Text File Evaluation Processes

José Paulo Leal and Ricardo Queirós, ICWL 2010 (id=2371)
Text file evaluation is an emergent topic in e-learning that responds to the shortcomings of the assessment based on questions with predefined answers. Questions with predefined answers are formalized in languages such as IMS Question & Test Interoperability Specification (QTI) and supported by many e-learning systems. Complex evaluation domains justify the development of specialized evaluators that participate in several business processes. The goal of this paper is to formalize the concept of a text file evaluation in the scope of the E-Framework – a service oriented framework for development of e-learning systems maintained by a community of practice. The contribution includes an abstract service type and a service usage model. The former describes the generic capabilities of a text file evaluation service. The later is a business process involving a set of services such as repositories of learning objects and learning management systems.

Papers Containing "book"

An Online Arabic Learning Environment Based on IMS-QTI.

Abdelkader Abdelkarim, Dalila Souilem Boumisa, Rafik Braham, ICALT 2010 (id=1487)
E-Learning is the modern model of education, transferring the classical text books to an electronic medium giving us the opportunity to learn almost anytime, anywhere. It has become an important stream of education in present and has a promising future. Successful e-learning applications for efficient language teaching require various corpora and Natural Language Processing (NLP) technologies. This paper deals with the application of NLP technology and IMS QTI standard to construct an online Arabic learning environment for learners. Our work is an integration of two areas: linguistics computer science. It focuses on three objectives: the development of linguistics resources and tools for the automatic processing of Arabic, the building of ontology for the Arabic language and the application and extension of the IMS-QTI for Arabic grammar as well.

An Audio Book Platform for Early EFL Oral Reading Fluency.

Kuo-Ping Liu, Cheng-Chung Liu, Chih-Hsin Huang, Kuo-Chun Hung, Chia-Jung Chang, ICALT 2010 (id=1531)
Oral reading fluency is essential to overall reading achievements and repeat reading has been found to be an effective strategy for oral reading fluency. Choral reading is the most authentic use of repeated readings in the EFL primary grades. However, teachers have neither sufficient time nor adequate expertise to deal with non-fluent readers. Hence, challenges with oral reading fluency and motivation have long been considered a common characteristic for teacher and students. Hence, this study proposed a one-to-one Audio Book Platform incorporating repeated reading strategy and record-play function. An intact sample of two classes of the sixth graders in Taiwan were randomly assigned and treated as experimental group and control (choral reading) group. An empirical study is conducted to assess whether there are differences in the effectiveness of enhancing oral reading fluency. A questionnaire elicited information concerning motivation included (1) anxiety, (2) intrinsic goal orientation, (3) extrinsic goal orientation, (4) task value, and (5) self-regulation is also conducted. Although no significant difference was uncovered in oral reading fluency and motivation, the findings could serve as some general principles for researchers who would like to experiment with one-to-one repeated reading in similar contexts.

Collaborative Development of an Augmented Reality Application for Digestive and Circulatory Systems Teaching.

David C. Pérez López, Manuel Contero, Mariano Alcañiz Raya, ICALT 2010 (id=1635)
Augmented Reality (AR) appears as a promising technology to improve students motivation and interest and support the learning and teaching process in educational contexts. We present the collaborative development of an AR application to support the teaching of the digestive and circulatory systems. We developed this system with the support of a private Spanish school. The main objective of the application is to show the student in primary school, in the most accurate way, digestive and circulatory systems. By other hand, we also develop our own AR library, HUMANAR, in order to ensure the integration of AR into our game engine and to overcome some drawbacks present in some public libraries. Moreover, our system provides several advantages over the traditional learning as books, videos or practice with animal organs.

Building the Association Catalog for Books Based on Association Linked Network

Xiao Wei, Wei Wu, Jiyan Xu and Zheng Xu, ICWL 2010 (id=2375)
Current library catalogs, such as author catalog, title catalog and so on, index the books from one aspect but cannot reflect the relations among relevant book classifications. In this paper, the association relations among book classifications are mined from a large amount of borrowing logs of readers. Based on the mined relations, the Association Linked Network of book classifications is built to present the association relations among book classifications. A new type of library catalog named Association Catalog for books (ACB) is proposed based on the association linked network of book classifications. By means of ACB readers can also get the books about the related disciplines, which are closely related to this book. The experiment results show that ACB can help the readers retrieve the related books in interdisciplinary learning and researching.

Semantic Annotation of Educational Resources through Linked Data

Estefanía Otero-García, Juan C. Vidal, Manuel Lama, Alberto Bugarín and José E. Domenech, ICWL 2010 (id=2396)
In this paper a context-based algorithm to semantically annotate e-learning contents is presented. This algorithm explores the DBpedia graph and uses both syntactic and semantic analysis techniques to identify the RDF triples which annotate the relevant terms that characterize the educational content. This algorithm has been applied to annotate learning fruits which are learning pills presented as web books that provide links to access to complementary and relevant information about the course.This work was supported by the Ministerio de Educación y Ciencia and the Xunta de Galicia under the projects TSI2007-65677C02-02 and 09SIN065E respectively.

Papers Containing "hybrid"

An Evaluation of Diagnosis in a Learning Environment for Object-Oriented Modeling.

Ludovic Auxepaules, Dominique Py, ICALT 2010 (id=1446)
This paper reports the first evaluation of a diagnostic module, called ACDC (Automatic Class Diagrams Comparator) since its integration into Diagram, a learning environment for UML class diagrams. ACDC is an hybrid matcher that compares the student diagram with a reference diagram and tries to match them. It produces a list of structural and content differences between these two diagrams. These differences are then analysed by the pedagogical component of Diagram for producing appropriate feedbacks. The evaluation of ACDC system was conducted using diagnosis traces and student diagrams collected in a Diagram experimentation during Fall 2008 with students in a UML course. For evaluating the quality of ACDC, we use four match quality measures: Precision, Recall, F-Measure and Overall. The evaluation results show that the diagnosis are fairly well but requires to be improved in some specific situations.

Recommending Learning Objects According to a Teachers’ Contex Model

Jorge Bozo, Rosa Alarcón and Sebastian Iribarra, ECTEL 2010 (id=1944)
Several online repositories make available learning resources known as Learning Objects (LOs), and tasks such as identifying useful metadata, diminishing the annotation effort, and facilitating LOs discovery and retrieval, remain still as open challenges. Advanced searching techniques such as recommending systems have been studied to address these issues, though mainly focused on students. We focus on teachers and exploit their context in order to identify metadata that describes LOs content. Teachers’ profiles consider also such metadata in a hybrid approach for recommending LOs to teachers and instructors.

Improving Hybrid Learning of Physical Education by Video Review

Yajun Pang, ICWL 2010 (id=2343)
Hybrid Learning is becoming one of important applications by integrating e-learning and traditional face-to-face instruction together. As an introduction to the reader the challenges in hybrid learning of physical education and architecture of Physical Education Hybrid Learning Platform (PEHLP) are firstly provided. The main character of PEHLP is using video instead of textual information as learning material. Then Video Review Module (VRM) is presented. Through the annotation composing functionality of VRM, the teacher can review the student’s actions video, pick out the wrong actions and add still annotations, which for now are either text or specific graphic symbols or audio-recording. And through the annotation viewing/browsing functionality, the student can watch annotated video, find out mistakes and get instructions. In order to control over bandwidths and promote video annotation, the geometry primitives of video annotation graphic symbols are presented in Geometry Primitive Language (GPL) in XML. The experiment shows that the annotation data is 0.37% of the annotation data in JPG format. The user case of this paper shows that 80.9% out of students think that the video review can afford the hybrid learning of physical education, but only 66.7% of them think the hybrid learning instruction mode can attain the same teaching effect in contrasted F2F instruction mode. So we suggest that the proportion of e-learning should be less than 60% in hybrid learning of physical education course.

Hybrid Filtering-Based Personalized Recommender System for Revitalization of Jeju Water Industry

Jungwon Cho, Eui-young Kang, Hanil Kim, Hyungchul Kim and Youngseok Lee, et al., ICWL 2010 (id=2370)
Information filtering is one of the core technologies in a recommender system for personalized services. Each filtering technology has such shortcomings as new user problems and sparsity. Moreover, a recommender system dependent on items decreases reusability. In order to solve these problems, we developed a personalized recommender framework with hybrid filtering. This framework consists of reusable and flexible modules for recommended items. Further, this framework improves the productivity of programming. As an application of this framework, we implemented a personalized tourist recommender system and analyzed it. Also, we applied the system to Jeju beer recommender system. The results show the performance of the framework proposed in this paper.

Papers Containing "public"

Active Sharing of Contextual Learning Experiences among Users in Personal Learning Environments Using a Peer-to-Peer Network.

Amel Bouzeghoub, Ngoc-Kien Do, ICALT 2010 (id=1467)

3D Digital Simulations in Participative Design of the Boulevard in Putrajaya: Implications on Academic, Organizational, and Informal Learning.

Rashidah Ab. Rahman, ICALT 2010 (id=1515)

Increasing Students In-Class Engagement through Public Commenting: An Exploratory Study.

Honglu Du, Hao Jiang, Mary Beth Rosson, John M. Carroll, ICALT 2010 (id=1617)

Collaborative Development of an Augmented Reality Application for Digestive and Circulatory Systems Teaching.

David C. Pérez López, Manuel Contero, Mariano Alcañiz Raya, ICALT 2010 (id=1635)

Audience Interactivity as Leverage for Effective Learning in Gaming Environments for Dome Theaters

Panagiotis Apostolellis and Thanasis Daradoumis, ECTEL 2010 (id=1941)

Components of a Research 2.0 Infrastructure

Thomas Daniel Ullmann, Fridolin Wild, Peter Scott, Erik Duval and Bram Vandeputte, et al., ECTEL 2010 (id=1964)

Assisting the Authoring Process of IMS-LD Using Web Parsing Technique

Ka-shing Chan and Lam-for Kwok, ICWL 2010 (id=2322)

Internet GIS and System Dynamic Modeling in Urban Public Safety and Security Studies: A Conceptual Framework

Danlin Yu and Jingyuan Yin, ICWL 2010 (id=2386)

Papers Containing "authentic"

Web Tests in LMS Using Fingerprint Identification.

Charo Gil, Manuel Castro, Mudasser F. Wyne, Russ Meier, ICALT 2010 (id=1475)

An Audio Book Platform for Early EFL Oral Reading Fluency.

Kuo-Ping Liu, Cheng-Chung Liu, Chih-Hsin Huang, Kuo-Chun Hung, Chia-Jung Chang, ICALT 2010 (id=1531)

Authenticity in Learning Game: How It Is Designed and Perceived

Celso Gonçalves, Marie-Caroline Croset, Muriel Ney, Nicolas Balacheff and Jean-Luc Bosson, ECTEL 2010 (id=1913)

Exploring Mediums of Pedagogical Support in an across Contexts Mobile Learning Activity

Jalal Nouri, Johan Eliasson, Fredrik Rutz and Robert Ramberg, ECTEL 2010 (id=1935)

Ambient Displays and Game Design Patterns

Sebastian Kelle, Dirk Börner, Marco Kalz and Marcus Specht, ECTEL 2010 (id=1951)

Exploring the Benefits of Open Standard Initiatives for Supporting Inquiry-Based Science Learning

Bahtijar Vogel, Arianit Kurti, Daniel Spikol and Marcelo Milrad, ECTEL 2010 (id=1965)

Papers Containing "negative"

Students' Perceptions of the Factors Leading to Unsuccessful Group Collaboration.

Shuangyan Liu, Mike Joy, Nathan Griffiths, ICALT 2010 (id=1431)

Using Feedback Tags and Sentiment Analysis to Generate Sharable Learning Resources Investigating Automated Sentiment Analysis of Feedback Tags in a Programming Course.

Stephen Cummins, Liz Burd, Andrew Hatch, ICALT 2010 (id=1503)

Design and Evaluation of an Affective Interface of the E-learning Systems.

Hui-Chun Chuang, Chin-Yeh Wang, Gwo-Dong Chen, Chen-Chung Liu, Baw-Jhiune Liu, ICALT 2010 (id=1545)

Learning by Pet-training Competition: Alleviating Negative Influences of Direction Competition by Training Pets to Compete in Game-Based Environments.

Zhi-Hong Chen, Calvin C. Y. Liao, Tak-Wai Chan, ICALT 2010 (id=1588)

Content, Social, and Metacognitive Statements: An Empirical Study Comparing Human-Human and Human-Computer Tutorial Dialogue

Myroslava O. Dzikovska, Natalie B. Steinhauser, Johanna D. Moore, Gwendolyn E. Campbell and Katherine M. Harrison, et al., ECTEL 2010 (id=1912)

Free-Riding in Collaborative Diagrams Drawing

Furio Belgiorno, Ilaria Manno, Giuseppina Palmieri and Vittorio Scarano, ECTEL 2010 (id=1942)

An Emotion Regulation Model in an E-Learning Environment

Jiwei Qin, Qinghua Zheng, Haifei Li and Huisan Zhang, ICWL 2010 (id=2344)

Papers Containing "etrain"

Technology-enhanced Training for All: Evaluation Results from the Use of the e-Access2Learn Framework.

Demetrios G. Sampson, Panayiotis Zervas, ICALT 2010 (id=1419)

Pedagogical Deigns and Principles in Vocational Training: The Case of ELEVATE.

Iraklis Paraskakis, Andreas Konstantinidis, Ikaros Tsantekidis, ICALT 2010 (id=1611)

e-Training DS: An Authoring Tool for Integrating Portable Computer Science Games in e-Learning

Roberto Tornero, Javier Torrente, Pablo Moreno-Ger and Baltasar Fernández Manjón, ICWL 2010 (id=2346)

Papers Containing "foreign"

A Perspective on Listening Comprehension: How ICT Enable a Chinese as a Foreign Language (CFL) Learner to Achieve Learning Metacognition.

Mei Jen Audrey Shih, Jie-Chi Yang, ICALT 2010 (id=1506)

Emotional Strategies for Vocabulary Learning.

Ramla Ghali, Claude Frasson, ICALT 2010 (id=1520)

An Integrated Model of Synchronous Cyber Assessment and Blended Learning Environment for Foreign Language Learners.

Sabrina Leone, Tommaso Leo, Nian-Shing Chen, ICALT 2010 (id=1560)

Taking Advantage of Web 2.0 and Video Resources for Developing a Social Service: Babelium Project, the Web Community for Foreign Language Speaking Practice.

Silvia Sanz-Santamaría, Juan Antonio Pereira Varela, Julián Gutiérrez Serrano, ICALT 2010 (id=1633)

Supporting Active Learning in CLIL through Collaborative Search

Ivana Marenzi, Rita Kupetz, Wolfgang Nejdl and Sergej Zerr, ICWL 2010 (id=2340)

Educational Game Design for Teaching Chinese as a Foreign Language by Effective Learning Environment, Flow, Motivation

Yi Zhang, Liming Shan and Shixiang Li, ICWL 2010 (id=2364)

Papers Containing "gamebas"

SeGAE: A Serious Game Authoring Environment.

Amel Yessad, Jean-Marc Labat, François Kermorvant, ICALT 2010 (id=1449)

Spatializing Social Practices in Mobile Game-Based Learning.

Susan Gwee, Yam San Chee, Ek Ming Tan, ICALT 2010 (id=1480)

Personalized Game Based Mobile Learning to Assist High School Students with Mathematics.

Vani Kalloo, Kinshuk, Permanand Mohan, ICALT 2010 (id=1521)

An Analysis of Students' Intention to Use Ubiquitous Video Game-Based Learning System.

Chun-Yi Shen, Han-Bin Chang, Wen-Chih Chang, Te-Hua Wang, ICALT 2010 (id=1576)

Learning by Pet-training Competition: Alleviating Negative Influences of Direction Competition by Training Pets to Compete in Game-Based Environments.

Zhi-Hong Chen, Calvin C. Y. Liao, Tak-Wai Chan, ICALT 2010 (id=1588)

Designing Game-Based Learning Framework - A Motivation-Driven Approach.

Kuo-chen Li, Jia-Chi Huang, Jia-Sheng Heh, Cheng-Ting Chen, Hui-Chih Wang, Shiou-Wen Yeh, ICALT 2010 (id=1596)

Pilot Study of Past Decade Game-Based Learning Journal Papers Survey from the Technology Perspective.

Ben Chang, ICALT 2010 (id=1610)

Using Game Quests to Incorporate Learning Tasks within a Virtual World.

Zhi-Hong Chen, Tak-Wai Chan, ICALT 2010 (id=1612)

Authenticity in Learning Game: How It Is Designed and Perceived

Celso Gonçalves, Marie-Caroline Croset, Muriel Ney, Nicolas Balacheff and Jean-Luc Bosson, ECTEL 2010 (id=1913)

Using the Petri Nets for the Learner Assessment in Serious Games

Amel Yessad, Pradeepa Thomas, Bruno Capdevila and Jean-Marc Labat, ICWL 2010 (id=2354)

Papers Containing "perceive"

Relationships between E-Learning Systems and Learning Outcomes: A Path Analysis Model.

Sean Eom, ICALT 2010 (id=1204)

Using Feedback Tags and Sentiment Analysis to Generate Sharable Learning Resources Investigating Automated Sentiment Analysis of Feedback Tags in a Programming Course.

Stephen Cummins, Liz Burd, Andrew Hatch, ICALT 2010 (id=1503)

Perceptions and Illusions about Adaptivity and Their Effects on Learning Outcomes.

Mieke Vandewaetere, Geraldine Clarebout, ICALT 2010 (id=1546)

An Analysis of Students' Intention to Use Ubiquitous Video Game-Based Learning System.

Chun-Yi Shen, Han-Bin Chang, Wen-Chih Chang, Te-Hua Wang, ICALT 2010 (id=1576)

Tangible Cubes Used as the User Interface in an Augmented Reality Game for Edutainment.

Carmen M. Juan, Giacomo Toffetti, Francisco Abad, Juan Cano, ICALT 2010 (id=1586)

Authenticity in Learning Game: How It Is Designed and Perceived

Celso Gonçalves, Marie-Caroline Croset, Muriel Ney, Nicolas Balacheff and Jean-Luc Bosson, ECTEL 2010 (id=1913)

GVIS: A Facility for Adaptively Mashing Up and Representing Open Learner Models

Luca Mazzola and Riccardo Mazza, ECTEL 2010 (id=1958)

Factors Affecting Lifelong Learners’ Intention to Continue Using E-Learning Website: An Empirical Study

Hsiu-Li Liao, Su-Houn Liu, Shih-Ming Pi and You-Jie Chou, ICWL 2010 (id=2376)

Papers Containing "emotion"

Modelling Affect in Learning Environments - Motivation and Methods.

Shazia Afzal, Peter Robinson, ICALT 2010 (id=1432)

Students Attitude and Learning Effectiveness of Emotional Agents.

Konstantina Chatzara, C. J. Karagiannidis, Demosthenes Stamatis, ICALT 2010 (id=1470)

Monitoring Learning Experiences and Styles: The Socio-emotional Level.

Chiara Spadavecchia, Carlo Giovannella, ICALT 2010 (id=1484)

Emotional Strategies for Vocabulary Learning.

Ramla Ghali, Claude Frasson, ICALT 2010 (id=1520)

Self-Esteem Conditioning for Learning Conditioning.

Imene Jraidi, Maher Chaouachi, Claude Frasson, ICALT 2010 (id=1540)

Design and Evaluation of an Affective Interface of the E-learning Systems.

Hui-Chun Chuang, Chin-Yeh Wang, Gwo-Dong Chen, Chen-Chung Liu, Baw-Jhiune Liu, ICALT 2010 (id=1545)

A Preliminary Study on Learners Physiological Measurements in Educational Hypermedia.

Nikos Tsianos, Panagiotis Germanakos, Zacharias Lekkas, Anna Saliarou, Costas Mourlas, George Samaras, ICALT 2010 (id=1573)

The Emotional Machine: A Machine Learning Approach to Online Prediction of User's Emotion and Intensity.

Amine Trabelsi, Claude Frasson, ICALT 2010 (id=1579)

Representing Contextual Features of Subtitles in an Educational Context.

Marion A. Hersh, James Ohene-Djan, ICALT 2010 (id=1602)

An Emotion Regulation Model in an E-Learning Environment

Jiwei Qin, Qinghua Zheng, Haifei Li and Huisan Zhang, ICWL 2010 (id=2344)

Papers Containing "besides"

Identifying Animals with Dynamic Location-aware and Semantic Hierarchy-Based Image Browsing for Different Cognitive Style Learners.

Dunwei Wen, Ming-Chi Liu, Yueh-Min Huang, Kinshuk, Pi-Hsia Hung, ICALT 2010 (id=1387)

A Flexible Mechanism for Providing Adaptivity Based on Learning Styles in Learning Management Systems.

Sabine Graf, Kinshuk, Cindy Ives, ICALT 2010 (id=1440)

An Approach for Designing and Implementing a Computerized Adaptive Testing Tool for Applicants with Disabilities.

Monjia Balloumi, Mohsen Laâbidi, Mohamed Jemni, ICALT 2010 (id=1468)

A Proposal to Improve the Simple Query Interface (SQI) of Learning Objects Repositories.

Salvador Otón, José Ramón Hilera, Eva García, Antonio García-Cabot, Luis de Marcos, Antonio Ortiz, José Antonio Gutiérrez de Mesa, José-Javier Martínez, José María Gutiérrez, Roberto Barchino, ICALT 2010 (id=1471)

Integration of External Tools in Virtual Learning Environments: Main Design Issues and Alternatives.

Carlos Alario-Hoyos, Juan I. Asensio-Pérez, Miguel L. Bote-Lorenzo, Eduardo Gómez-Sánchez, Guillermo Vega-Gorgojo, Adolfo Ruiz-Calleja, ICALT 2010 (id=1477)

3D Digital Simulations in Participative Design of the Boulevard in Putrajaya: Implications on Academic, Organizational, and Informal Learning.

Rashidah Ab. Rahman, ICALT 2010 (id=1515)

Emotional Strategies for Vocabulary Learning.

Ramla Ghali, Claude Frasson, ICALT 2010 (id=1520)

Smart Timetable Plate for Classroom.

Yuan-Chih Yu, Shing-chern D. You, Dwen-Ren Tsai, ICALT 2010 (id=1534)

Re-engineering of Pedagogical Scenarios Using the Data Combination Language and Usage Tracking Language.

Diem Pham Thi Ngoc, Sébastien Iksal, Christophe Choquet, ICALT 2010 (id=1585)

Using Tangible Learning Companions in English Education.

Yi Hsuan Wang, Shelley Shwu-Ching Young, Jyh-Shing Roger Jang, ICALT 2010 (id=1601)

TAO – A Versatile and Open Platform for Technology-Based Assessment

Eric Ras, Judith Swietlik, Patrick Plichart and Thibaud Latour, ECTEL 2010 (id=1973)

Papers Containing "path"

Relationships between E-Learning Systems and Learning Outcomes: A Path Analysis Model.

Sean Eom, ICALT 2010 (id=1204)

How to See Training Paths in Learning Management Systems?

Philippe Teutsch, Jean-François Bourdet, ICALT 2010 (id=1461)

Personalizing Learning Processes by Data Mining.

Rainer Knauf, Yoshitaka Sakurai, Kouhei Takada, Setsuo Tsuruta, ICALT 2010 (id=1481)

Kernel for a Semantic Learning Platform with Adapted Suggestions.

Ioan Szilagyi, Radu Balog-Crisan, Ioan Roxin, ICALT 2010 (id=1488)

From Mini Rover Programs to Algebraic Expressions.

G. Barbara Demo, ICALT 2010 (id=1496)

An Integrated Approach to Learning Object Sequencing.

Battur Tugsgerel, Rachid Anane, Georgios K. Theodoropoulos, ICALT 2010 (id=1507)

A New Approach Based on Modelled Traces to Compute Collaborative and Individual Indicators Human Interaction.

Tarek Djouad, Alain Mille, Christophe Reffay, Mohamed Benmohammed, ICALT 2010 (id=1530)

Enabling the Use of Real World Objects to Improve Learning.

Katja Niemann, Martin Wolpers, ICALT 2010 (id=1532)

An Interoperable ePortfolio Tool for All

Fabrizio Giorgini, ECTEL 2010 (id=1949)

Extending Learning Objects by Means of Social Networking

Julià Minguillón, M. Elena Rodríguez and Jordi Conesa, ICWL 2010 (id=2342)

An Open Model for Learning Path Construction

Fan Yang, Frederick W. B. Li and Rynson W. H. Lau, ICWL 2010 (id=2352)

Story Telling for Cultural Knowledge Sharing

Cat Kutay and Peter Ho, ICWL 2010 (id=2367)

A Knowledge-Driven Approach to Web-Based Learning for Formal Algorithm Development

Yujun Zheng, Haihe Shi and Jinyun Xue, ICWL 2010 (id=2389)

Groupized Learning Path Discovery Based on Member Profile

Xiuzhen Feng, Haoran Xie, Yang Peng, Wei Chen and Huamei Sun, ICWL 2010 (id=2395)

Papers Containing "game"

Prediction of Players Motivational States Using Electrophysiological Measures during Serious Game Play.

Lotfi Derbali, Claude Frasson, ICALT 2010 (id=1428)

SeGAE: A Serious Game Authoring Environment.

Amel Yessad, Jean-Marc Labat, François Kermorvant, ICALT 2010 (id=1449)

Interactive Widgets for Regualtion in Learning Games.

Thibault Carron, Jean-Charles Marty, Stephane Talbot, ICALT 2010 (id=1462)

Learning Words Using Augmented Reality.

M. Carmen Juan, Edith Llop, Francisco Abad, Javier Lluch, ICALT 2010 (id=1485)

Playing Games on the Screen: Adapting Mouse Interaction at Early Ages.

Juan Enrique Agudo, Héctor Sánchez, Mercedes Rico, ICALT 2010 (id=1498)

A Game Based Learning Content for Tutoring in Simplifying Boolean Functions.

Yong Suk Choi, ICALT 2010 (id=1508)

Modelling Computer Game Based Educational Experience for Teaching Children about Emergencies.

Mario Rafael Ruiz Vargas, Telmo Zarraonandia, Paloma Díaz, Ignacio Aedo, ICALT 2010 (id=1516)

Learning Biology with the Animated Agent in Game Based Learning Environment.

Hsin I Yung, ICALT 2010 (id=1519)

Personalized Game Based Mobile Learning to Assist High School Students with Mathematics.

Vani Kalloo, Kinshuk, Permanand Mohan, ICALT 2010 (id=1521)

An Adaptive Method for Selecting Question Pools Using C4.5.

Ahmad Mustafa Seet, Imran A. Zualkernan, ICALT 2010 (id=1528)

Towards the Generalization of Game-Based Learning: Integrating Educational Video Games in LAMS.

Ángel del Blanco, Javier Torrente, Pablo Moreno-Ger, Baltasar Fernández-Manjón, ICALT 2010 (id=1543)

Tangible Cubes Used as the User Interface in an Augmented Reality Game for Edutainment.

Carmen M. Juan, Giacomo Toffetti, Francisco Abad, Juan Cano, ICALT 2010 (id=1586)

Learning by Pet-training Competition: Alleviating Negative Influences of Direction Competition by Training Pets to Compete in Game-Based Environments.

Zhi-Hong Chen, Calvin C. Y. Liao, Tak-Wai Chan, ICALT 2010 (id=1588)

Designing Game-Based Learning Framework - A Motivation-Driven Approach.

Kuo-chen Li, Jia-Chi Huang, Jia-Sheng Heh, Cheng-Ting Chen, Hui-Chih Wang, Shiou-Wen Yeh, ICALT 2010 (id=1596)

A 3D Educational Mobile Game to Enhance Student's Spatial Skills.

Norena Martin-Dorta, Isabel Sanchez-Berriel, Miguel Bravo, Juan Hernandez, José Luís Saorín, Manuel Contero, ICALT 2010 (id=1599)

Game-play as Knowledge Transformation Process for Learning.

Ming-Puu Chen, Chun-Yi Shen, ICALT 2010 (id=1603)

Pilot Study of Past Decade Game-Based Learning Journal Papers Survey from the Technology Perspective.

Ben Chang, ICALT 2010 (id=1610)

Using Game Quests to Incorporate Learning Tasks within a Virtual World.

Zhi-Hong Chen, Tak-Wai Chan, ICALT 2010 (id=1612)

Prete-a-apprendre+: Towards Ubiquitous Wearable Learning.

Imran A. Zualkernan, Nihal Al-Khunaizi, Sara Najar, Nour Nour, ICALT 2010 (id=1620)

Design for Off-task Interaction - Rethinking Pedagogy in Technology Enhanced Learning.

Agneta Gulz, Annika Silvervarg, Björn Sjödén, ICALT 2010 (id=1627)

Collaborative Development of an Augmented Reality Application for Digestive and Circulatory Systems Teaching.

David C. Pérez López, Manuel Contero, Mariano Alcañiz Raya, ICALT 2010 (id=1635)

Instructional Design with PoEML in a E-learning-as-a-Service Model. Mixing Web and IPTV Learning Experiencies.

Manuel Caeiro Rodríguez, Jorge Fontenla González, Roberto Perez-Rodriguez, Luis E. Anido-Rifón, ICALT 2010 (id=1638)

Authenticity in Learning Game: How It Is Designed and Perceived

Celso Gonçalves, Marie-Caroline Croset, Muriel Ney, Nicolas Balacheff and Jean-Luc Bosson, ECTEL 2010 (id=1913)

Audience Interactivity as Leverage for Effective Learning in Gaming Environments for Dome Theaters

Panagiotis Apostolellis and Thanasis Daradoumis, ECTEL 2010 (id=1941)

Disaster Readiness through Education - Training Soft Skills to Crisis Units by Means of Serious Games in Virtual Environments

Nina Haferkamp and Nicole C. Krämer, ECTEL 2010 (id=1950)

Ambient Displays and Game Design Patterns

Sebastian Kelle, Dirk Börner, Marco Kalz and Marcus Specht, ECTEL 2010 (id=1951)

Supporting Reflection in an Immersive 3D Learning Environment Based on Role-Play

Nils Malzahn, Hanno Buhmes, Sabrina Ziebarth and H. Ulrich Hoppe, ECTEL 2010 (id=1956)

The Complexity of Integrating Technology Enhanced Learning in Special Math Education – A Case Study

Ann Nilsson and Lena Pareto, ECTEL 2010 (id=1972)

e-Training DS: An Authoring Tool for Integrating Portable Computer Science Games in e-Learning

Roberto Tornero, Javier Torrente, Pablo Moreno-Ger and Baltasar Fernández Manjón, ICWL 2010 (id=2346)

Collaborative Learning by Means of Multiplayer Serious Games

Viktor Wendel, Felix Hertin, Stefan Göbel and Ralf Steinmetz, ICWL 2010 (id=2349)

Using the Petri Nets for the Learner Assessment in Serious Games

Amel Yessad, Pradeepa Thomas, Bruno Capdevila and Jean-Marc Labat, ICWL 2010 (id=2354)

Educational Game Design for Teaching Chinese as a Foreign Language by Effective Learning Environment, Flow, Motivation

Yi Zhang, Liming Shan and Shixiang Li, ICWL 2010 (id=2364)

A Narrative Architecture for Story-Driven Location-Based Mobile Games

Katsiaryna Naliuka, Tara Carrigy, Natasa Paterson and Mads Haahr, ICWL 2010 (id=2365)

Community Adaptive Educational Games

Clement Leung, Yuanxi Li, Jiming Liu and Alfredo Milani, ICWL 2010 (id=2369)

Papers Containing "detect"

Playing Games on the Screen: Adapting Mouse Interaction at Early Ages.

Juan Enrique Agudo, Héctor Sánchez, Mercedes Rico, ICALT 2010 (id=1498)

Automatic Detection of Local Reuse

Arno Mittelbach, Lasse Lehmann, Christoph Rensing and Ralf Steinmetz, ECTEL 2010 (id=1921)

Studying the Factors Influencing Automatic User Task Detection on the Computer Desktop

Andreas S. Rath, Didier Devaurs and Stefanie N. Lindstaedt, ECTEL 2010 (id=1925)

Learning from Erroneous Examples: When and How Do Students Benefit from Them?

Dimitra Tsovaltzi, Erica Melis, Bruce M. McLaren, Ann-Kristin Meyer and Michael Dietrich, et al., ECTEL 2010 (id=1929)

An Advanced Learning Environment Aided by Recognition of Multi-modal Social Signals

Jingying Chen, Dan Chen, Lizhe Wang and Oliver Lemon, ICWL 2010 (id=2324)

Gap Detection in Web-Based Adaptive Educational Systems

Dominik Jednoralski, Erica Melis, Sergey Sosnovsky and Carsten Ullrich, ICWL 2010 (id=2331)

Using the Petri Nets for the Learner Assessment in Serious Games

Amel Yessad, Pradeepa Thomas, Bruno Capdevila and Jean-Marc Labat, ICWL 2010 (id=2354)

Duplicate Page Detection Algorithm Based on the Field Characteristic Clustering

Feiyue Ye, Junlei Liu, Bing Liu and Kun Chai, ICWL 2010 (id=2372)

OCL-Based Testing for E-Learning Web Service

Jin Liu, Xiaoming Lu, Xiguang Feng and Jianxun Liu, ICWL 2010 (id=2381)

The Detection of Scene Features in Flickr

Chunjie Zhou, Pengfei Dai and Jianxun Liu, ICWL 2010 (id=2387)

Papers Containing "competitive"

A Diversity-Enhanced Genetic Algorithm to Characterize the Questions of a Competitive e-Learning System.

Elena Verdú, María Jesús Verdú, Luisa M. Regueras, Juan Pablo de Castro, ICALT 2010 (id=1369)

Students' Competitive Preferences on Multiuser Wireless Sensor Classroom Interactive Environment.

Ben Chang, Chien Wen Chen, ICALT 2010 (id=1523)

Learning by Pet-training Competition: Alleviating Negative Influences of Direction Competition by Training Pets to Compete in Game-Based Environments.

Zhi-Hong Chen, Calvin C. Y. Liao, Tak-Wai Chan, ICALT 2010 (id=1588)

A Simple E-learning System Based on Classroom Competition

Iván Cantador and José M. Conde, ECTEL 2010 (id=1947)

Papers Containing "accurate"

Automarking: Automatic Assessment of Open Questions.

Laurie Ane Cutrone, Maiga Chang, ICALT 2010 (id=1438)

The Emotional Machine: A Machine Learning Approach to Online Prediction of User's Emotion and Intensity.

Amine Trabelsi, Claude Frasson, ICALT 2010 (id=1579)

Collaborative Development of an Augmented Reality Application for Digestive and Circulatory Systems Teaching.

David C. Pérez López, Manuel Contero, Mariano Alcañiz Raya, ICALT 2010 (id=1635)

Automatic Detection of Local Reuse

Arno Mittelbach, Lasse Lehmann, Christoph Rensing and Ralf Steinmetz, ECTEL 2010 (id=1921)

Using the Petri Nets for the Learner Assessment in Serious Games

Amel Yessad, Pradeepa Thomas, Bruno Capdevila and Jean-Marc Labat, ICWL 2010 (id=2354)

A Personalized Assessment System Based on Item Response Theory

Youngseok Lee, Jungwon Cho, Sungjae Han and Byung-Uk Choi, ICWL 2010 (id=2359)

A Research of the Internet Based on Web Information Extraction and Data Fusion

Yajun Jiang, Zaoliang Wu, Zengrong Zhan and Lingyu Xu, ICWL 2010 (id=2385)

Papers Containing "cover"

Web Tests in LMS Using Fingerprint Identification.

Charo Gil, Manuel Castro, Mudasser F. Wyne, Russ Meier, ICALT 2010 (id=1475)

Learning Technology Standards Adoption Process Improvement and Output Legitimacy.

Paul A. Hollins, Tore Hoel, ICALT 2010 (id=1483)

From Mini Rover Programs to Algebraic Expressions.

G. Barbara Demo, ICALT 2010 (id=1496)

On the Design of Learning Objects Classifiers.

Marcelo Mendoza, Carlos Becerra, ICALT 2010 (id=1564)

Introducing Students to Aerospace Board Information Systems Using an Embedded Graphics System Simulator.

Pavel Paces, Martin Sipos, ICALT 2010 (id=1583)

Using Interactive Videoconference to Promote Active Learning in a Blended Learning Environment.

Covadonga Rodrigo, José Luis Delgado, Jorge Vega, ICALT 2010 (id=1624)

Automatic Detection of Local Reuse

Arno Mittelbach, Lasse Lehmann, Christoph Rensing and Ralf Steinmetz, ECTEL 2010 (id=1921)

Supporting Free Collaboration and Process-Based Scripts in PoEML

Manuel Caeiro-Rodrguez, Luis Anido-Rifon and Roberto Perez-Rodrguez, ECTEL 2010 (id=1946)

Correlation Between Rising Terms

This shows how highlighted rising terms appear together in abstracts. The visualisation is created using Gephi (v0.8 alpha). Using Gephi provides for good interactivity; the RisingTerm-Co-occurrence.gephi file can be downloaded and used in Gephi.

The most-frequently co-occurrance of a pair of terms is 8 out of 363 abstracts (2010 set) and the minimum in the highlighted set is 0. The mean co-occurrence (measured over all distinct pairs of terms) is 0.374269. The most frequently co-occuring pair of terms is "gamebas" and "game".

Highlighted Falling Terms

Highlighted Falling Terms are those that are the 10% most frequent terms in the abstracts from previous years and have fallen by at least -80% in the target year of 2010.

Figure 17: Highlighted falling terms and their percentage of fall. Colour coding matches the % fall.

Figure 18: The number of occurrences of the Falling Terms in the past and target sets of abstracts.

Figure 19: Comparison of the proportion of all stemmed words that are the term in question in both the previous and target year.

Copyright, Licence and Credits

This work, its images and original text are ©2011 Adam Cooper, Institute for Educational Cybernetics, University of Bolton, UK. Adam Cooper has licenced it under a Creative Commons Attribution 3.0 Unported License

Quoted abstracts are © the respective publisher, as follows:

• ICALT, papers and a full set of abstracts (IEEE), conference website.
• ECTEL, papers and a full set of abstracts (Springer Lecture Notes in Computer Science (LNCS)), conference website.
• ICWL, papers and a full set of abstracts (Springer Lecture Notes in Computer Science (LNCS)), conference website.

This work was undertaken as part of the TEL-Map Project; TEL-Map is a support and coordination action within EC IST FP7 Technology Enhanced Learning.

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