ethanporcaro/eric-fulltext-meta huggingface dataset:
A Decision Support System for Predicting Students' Performance
Author: Livieris, Ioannis E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Predictive Measurement,Decision Support Systems,Academic Achievement,Exit Examinations,Prediction,Predictive Validity,Database Management Systems,Student Evaluation,Data Analysis,Secondary School Mathematics,Database Design,Computer System Design,Courseware,Foreign Countries

Educational data mining is an emerging research field concerned with developing methods for exploring the unique types of data that come from educational context. These data allow the educational stakeholders to discover new, interesting and valuable knowledge about students. In this paper, we present a new user-friendly decision support tool for predicting students' performance concerning the final examinations of a school year. Our proposed tool is based on a hybrid predicting system incorporating a number of possible machine learning methods and achieves better performance than any examined single learning algorithm. Furthermore, significant advantages of the presented tool are that it has a simple interface and it can be deployed in any platform under any operating system. Our objective is that this work may be used to support student admission procedures and strengthen the service system in educational institutions.
Information and Communication Technologies and the Impact of Gender on the Writing Performance of Students with ADHD
Author: Andreou, Georgia
Date: 2016-00-00
Type: Journal Articles
Subjects: Information Technology,Attention Deficit Hyperactivity Disorder,Writing Skills,Writing Improvement,Gender Differences,Teaching Methods,Computer Assisted Instruction,Essays,Comparative Analysis,Statistical Analysis,Qualitative Research,Computer Use,Computer Literacy,Secondary School Students,Foreign Countries,Questionnaires,Case Studies

The present study investigates whether the use of ICTs improves the writing performance of students with ADHD (Attention Deficit Hyperactivity Disorder). It also examines whether gender affects performance. A number of ADHD students were selected and were assessed for their use of a combination of distinct educational tools. Divided into two separate groups, these students were simultaneously taught the same educational material. One group learned the material by using various computer-based tools, while the other group learned by using paper and pencil. Both groups were asked to write descriptive essays. The findings indicate that the group of students who used ICTs performed better in the task of essay writing than the group who did not. The statistical analysis done to assess the impact of gender on student performance revealed that the boys who used ICTs outperformed the boys who did not. There was no qualitative difference in the girls' performance, regardless whether they used or did not use ICTs. It seems that gender makes a difference in three areas: students' attitude toward computers, students' ability to use computers and students' actual use of computers.
Mathematics Low Achievement in Greece: A Multilevel Analysis of the Programme for International Student Assessment (PISA) 2012 Data
Author: Karakolidis, Anastasios
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Low Achievement,Mathematics Achievement,Multivariate Analysis,International Assessment,Performance Factors,Gender Differences,Immigration,Attendance,Statistical Significance,Educational Attitudes,Self Concept,Mathematics Anxiety,Institutional Characteristics,Predictor Variables,Beliefs,Models,Achievement Tests,Secondary School Students,Socioeconomic Status

The main aim of the present study was to carry out an in-depth examination of mathematics underperformance in Greece. By applying a binary multilevel model to the PISA 2012 data, this study investigated the factors which were linked to low achievement in mathematics. The multilevel analysis revealed that students' gender, immigration status, self-constructs about mathematics, pre-primary education attendance as well as individual and school mean socioeconomic status (SES) were statistically significant predictors of student low achievement. It was also found that school accounted for a large proportion of the differences between low achievers and non-low achievers, with the final model explaining a great part of these differences. By successfully addressing the research questions, this study has demonstrated evidence that could help educators and policy makers to tackle the massive problem of mathematics underperformance not only in Greece, but also in other countries with similar educational systems.
Studying the Positive Influence of the Use of Video in Teaching &amp; Learning Environments, Focusing on Registration of the Directions Where It Improves the PBL Effectiveness: A Systematic Literature Review
Author: Aronis, Alexis
Date: 2016-00-00
Type: Journal Articles
Subjects: Literature Reviews,Audiovisual Aids,Technology Uses in Education,Problem Based Learning,Instructional Improvement,Case Studies,Active Learning,Student Projects,Instructional Effectiveness,Teaching Methods,Independent Study,Problem Solving,Facilitators (Individuals),Small Group Instruction,Student Centered Learning,Video Technology,Educational Technology

Previous studies report the involvement of the use of video in the frameworks of problem-based learning (PBL), case-based learning, and project-based learning. This systematic literature review, through two research questions, explores the positive influence of the use of video in those instructional methods, and, while focusing on PBL, identifies and registers the directions where the use of video improves the PBL effectiveness. The findings of this research could prove beneficial to education policy-makers; the frameworks may be more effectively placed to ensure they are used to provide the greatest advantage and benefit. The theoretical model, created and utilized for the needs of this research, resulted as a productive artifact: The positive results of its utilization were reflected mainly in relation with the ordered and grouped 16 identified directions where the use of video improves the effectiveness of PBL, according to the six core characteristics of PBL.
Educational Robotics: Open Questions and New Challenges
Author: Alimisis, Dimitris
Date: 2013-00-00
Type: Journal Articles
Subjects: Robotics,Educational Technology,Science Education,Creativity,Barriers,Trend Analysis,Partnerships in Education,Educational Cooperation,Change Strategies,Technology Uses in Education,Program Validation,Educational Opportunities,Educational Practices,Foreign Countries

This paper investigates the current situation in the field of educational robotics and identifies new challenges and trends focusing on the use of robotic technologies as a tool that will support creativity and other 21st-century learning skills. Finally, conclusions and proposals are presented for promoting cooperation and networking of researchers and teachers in Europe that might support the further development of the robotics movement in education.
Educational Robotics as Mindtools
Author: Mikropoulos, Tassos A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Robotics,Educational Technology,Constructivism (Learning),Physics,Programming,Cognitive Processes,Technology Uses in Education,Elementary Secondary Education

Although there are many studies on the constructionist use of educational robotics, they have certain limitations. Some of them refer to robotics education, rather than educational robotics. Others follow a constructionist approach, but give emphasis only to design skills, creativity and collaboration. Some studies use robotics as an educational tool in engineering education, science and programming learning implying mindtools, but they do not give evidence of mindtool characteristics. This work proposes educational robotics as mindtools based on constructivism and especially constructionism. The positive learning results from two case studies on physics and programming teaching indicate that educational robotics can be used as mindtools supporting knowledge construction through the design of meaningful authentic projects, learning by doing in both the virtual and real world, facing cognitive conflicts and learning by reflection and collaboration.
Digital Storytelling Teaching Robotics Basics
Author: Scandola, Michele
Date: 2013-00-00
Type: Journal Articles
Subjects: Robotics,Fundamental Concepts,Teaching Methods,Story Telling,Electronic Publishing,Concept Teaching,Surgery,Medical Education,Content Area Writing,Questionnaires,High School Students,Student Satisfaction,Educational Practices,Educational Technology,Science Education,Foreign Countries

Digital Storytelling (DST) is a powerful tool for teaching complex concepts. DSTs are typically used in the humanities but several papers have shown that they are also a wonderful tool for the sciences because they are more involving, contextualized and can easily lead to deeper understanding. In the classical use of DST the story is the content, while the digital medium is the way of telling it. Our approach is slightly different: the story is not the content but a glue for the main contents, while the digital medium remains the way to tell the story. We propose the use of DST as a means to teach surgeons the basics of robotic surgery, by using a story that should be involving for them, i.e. a surgical operation, within which we will illustrate specific concepts on robotics in surgery.
Using Control Heuristics as a Means to Explore the Educational Potential of Robotics Kits
Author: Gaudiello, Ilaria
Date: 2013-00-00
Type: Journal Articles
Subjects: Robotics,Learning Modules,Educational Opportunities,Heuristics,Elementary School Science,Elementary School Students,Teaching Methods,Scientific Literacy,Discovery Processes,Difficulty Level,Task Analysis,Observation,Pilot Projects,Science Process Skills,Science Projects,Foreign Countries

The educational potential of robotics kits as a form of control technology will remain undervalued until meaningful observation parameters are identified to enable a better understanding of children?s control strategies. For this reason, this paper aims primarily to identify and classify the heuristics spontaneously applied by 6-10 year old children interacting with robotic devices containing specific transparency features (i.e. programmability) and interactivity features (i.e. immediacy of feedback). Two studies are described: an exploratory investigation into the control of a Lynx AL5A arm and a pilot study about the control of a Lego Mindstorms NXT®. Two issues relating to control heuristics are addressed: the heuristic shift and the perceived and objective level of task difficulty. The results demonstrate that three main types of heuristic emerge: (i) procedural-oriented, (ii) declarative-oriented, and (iii) metacognitive-oriented. Limitations of the difficulty indicators used and shift patterns proposed are discussed in relation to future research.
Learning to Explain: The Role of Educational Robots in Science Education
Author: Datteri, Edoardo
Date: 2013-00-00
Type: Journal Articles
Subjects: Science Education,Educational Technology,Robotics,Influence of Technology,Science Activities,Elementary School Science,Elementary School Students,Science Process Skills,Scientific Literacy,Scientific Concepts,Teaching Methods,Foreign Countries,Qualitative Research,Ethnography,Case Studies

Educational robotics laboratories typically involve building and programming robotic systems to perform particular tasks or solve problems. In this paper we explore the potential educational value of a form of robot-supported educational activity that has been little discussed in the literature. During these activities, primary school children are asked to explain the behaviors of a robot constructed in advance by the teacher or laboratory supervisor, rather than having to construct or program a robot themselves. It is argued that activities of this kind may have a significant role to play within science education: participation in a collaborative process aimed at explaining the behaviors of an educational robot provides children with the opportunity to develop scientific research skills and competencies and to engage in meta-cognitive reflection on fundamental issues surrounding scientific research methods.
Accessible Collaborative Learning Using Mobile Devices
Author: Wald, Mike
Date: 2014-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Handheld Devices,Open Source Technology,Web Based Instruction,Courseware,Accessibility (for Disabled),Assistive Technology,Usability,Design Requirements,Program Descriptions,Educational Technology,Qualitative Research,College Students,Foreign Countries

This paper describes accessible collaborative learning using mobile devices with mobile enhancements to Synote, the freely available, award winning, open source, web based application that makes web hosted recordings easier to access, search, manage, and exploit for all learners, teachers and other users. Notes taken live during lectures using Twitter on any mobile device can be automatically uploaded into Synote and synchronised with a recording of the lecture. Syntalk, a mobile speech recognition application enables synchronized live verbal contributions from the class to also be captured on Synote through captions. Synote Mobile has been developed as an accessible cross device and cross browser HTML5 version of Synote. Synote Discussion supports commenting on Synote's Synmark notes stored as discussions in its own database and published as Linked data so they are available for Synote or other systems to use.
Cultural Viewpoint Metaphors Guiding the Collaborative Strategies Design of a Multitouch Tabletop Game for People with Autism
Author: Silva, Greis F. Mireya
Date: 2014-00-00
Type: Journal Articles
Subjects: Autism,Figurative Language,Interpersonal Relationship,Qualitative Research,Man Machine Systems,Technological Advancement,Web 2.0 Technologies,Pervasive Developmental Disorders,Cooperative Learning,Educational Games,Computer Interfaces

Collaborative multitouch applications have been designed to support social interaction and collaboration skills in people with mild autism. However, this kind of application generally is not designed specifically for people with severe autism. We have proposed a set of collaborative strategies to manipulate the elements in the interface aiming to encourage the collaboration among users with severe autism. We applied this set of strategies in a collaborative multitouch game, named PAR. An empirical study with a group of users with autism using PAR, showed us the need to improve these collaborative strategies to provide a progressive learning of collaborative mechanisms. We conducted, therefore, the present qualitative study to inspect the intercultural experience promoted by PAR game in light of Cultural Viewpoint Metaphors (CVM), a conceptual tool of Semiotic Engineering theory. In this paper, we present the evaluation (by inspection) of the current intercultural situation of PAR, the identification of new features, and finally the redefinition of collaboration patterns with collaborative intercultural features intended for users with severe autism.
Developing and Evaluating a Technology Enhanced Interaction Framework and Method That Can Enhance the Accessibility of Mobile Learning
Author: Angkananon, Kewalin
Date: 2014-00-00
Type: Journal Articles
Subjects: Electronic Learning,Accessibility (for Disabled),Models,Design,Disabilities,Computer Software,Interaction,Validity,Expertise,Pilot Projects,Questionnaires,Interviews,Foreign Countries,Likert Scales

This paper focuses on the development and evaluation of a Technology Enhanced Interaction Framework and Method that can help with designing accessible mobile learning interactions involving disabled people. This new framework and method were developed to help design technological support for communication and interactions between people, technology, and objects particularly when disabled people are involved. A review of existing interaction frameworks showed that none of them helped technology designers to consider all of the possible interactions that occur at the same time and in the same place (i.e. face to face situations). Since almost all learners and teachers now have access to mobile technologies the new framework and method provide great potential for learning through interactions in these face to face situations. The components of the framework are described and explained, and examples of interactions are provided. The Technology Enhanced Interaction Framework has been developed and validated using technology designers and accessibility experts. To help designers apply the framework, the method has been developed and validated using technology designers and accessibility experts, and was successfully evaluated with technology designers.
EasyLexia 2.0: Redesigning Our Mobile Application for Children with Learning Difficulties
Author: Skiada, Roxani
Date: 2014-00-00
Type: Journal Articles
Subjects: Dyslexia,Learning Disabilities,Children,Computer Oriented Programs,Handheld Devices,Electronic Learning,Reading Comprehension,Orthographic Symbols,Short Term Memory,Mathematics Skills,Problem Solving,Educational Games,Computer Games,Technology Uses in Education,Usability,Instructional Design,Computer Software,Outcomes of Education,Educational Benefits,Skill Development,Foreign Countries,Evaluation,Assistive Technology

Dyslexia is one of the most common learning difficulties affecting approximately 15 to 20 per cent of the world's population. A large amount of research is currently being conducted in exploring the potential benefits of using Information &amp; Communication Technologies as a learning platform for individuals and especially children with such difficulties. We focused on developing an application, which could improve children's fundamental skills, such as reading comprehension, orthographic coding, short-term memory and mathematical problem solving through game playing. In search of stimulating and interactive learning experiences, we first designed and developed a mobile phone application for children with dyslexia. The main core of our research was to assess the usability of the technology and evaluate its effects. We have presented initial research results regarding EasyLexia, a mobile application for children with learning difficulties. In the meantime, tablets and touch screen portable devices were rising in popularity amongst students, leading us on to question whether bigger screens and more processing powered devices could enhance interactivity, usability and overall engagement. In this paper we improve upon our previous research, and present design choices and implementation details of a tablet based game for children with learning difficulties, whilst comparing our evaluation results to our previous research conclusions.
Supporting Learning with Weblogs in Science Education: A Comparison of Blogging and Hand-Written Reflective Writing with and without Prompts
Author: Petko, Dominik
Date: 2014-00-00
Type: Journal Articles
Subjects: Secondary School Students,Secondary School Science,Science Education,Student Journals,Electronic Journals,Handwriting,Reflection,Prompting,Comparative Analysis,Metacognition,Learning Strategies,Achievement Gains,Quasiexperimental Design,Control Groups,Experimental Groups,Pretests Posttests,Scores,Writing (Composition),Writing Strategies,Scaffolding (Teaching Technique),Hypothesis Testing,Middle School Students,Grade 8,Foreign Countries,Correlation,Statistical Analysis,Climate

The goal of this study was to compare how weblogs and traditional handwritten reflective learning protocols compare regarding the use of cognitive and metacognitive strategies for knowledge acquisition as well as learning gains in secondary school students. The study used a quasi-experimental control group design with repeated measurements comparing weblogs and text-based reflective journals both with and without prompts. During a learning unit on the subject of climate change, students were assigned one to four experimental groups with different writing assignments and one control group that did not keep a learning protocol of any kind. Comparisons of pretest and posttest scores indicate that students in the experimental groups collectively outperform the students in the control group. Looking closer however, only the groups writing with the guidance of prompts showed better learning gains, while groups writing without prompts did not show significant differences when compared to the control group. There were no differences with respect to learning gains between groups writing weblogs and those writing with paper and pencil when supported by prompts. Without prompts however, students in the paper-and-pencil writing condition performed better than students writing blogs. For blogging students, prompts seemed to be more important to achieve greater learning gains. In addition, students showed greater use of cognitive and metacognitive strategies when guided by prompts. Also here, there were no differences with regard to the medium of writing. Both cognitive and metacognitive strategies were predictors of learning gains. In conclusion, the use of prompts can be considered as important scaffold when writing weblogs or paper based learning protocols.
The Impact of Feedback on Phonological Awareness Development
Author: Kazakou, Maria N.
Date: 2014-00-00
Type: Journal Articles
Subjects: Feedback (Response),Phonological Awareness,Individualized Instruction,Dyslexia,Intervention,Assistive Technology,Technology Uses in Education,Constructivism (Learning),Behaviorism,Learning Activities,Special Needs Students,Hypothesis Testing,Elementary School Students,Questionnaires,Interviews,Observation,Intermode Differences,Instructional Effectiveness,Teaching Methods

The utilization of Information and Communication Technologies (ICT) in educational practice is indispensable, while it becomes imperative in the education of individuals with special educational needs, as it promotes the application of Individualized Education Programs. Feedback in digital activities aiming at phonological awareness development is the topic under consideration in the present paper. The study has two objectives. On the one hand to study feedback as a differentiating factor for dyslexia intervention through the use of ICT and on the other hand to search for the type of feedback that helps students with dyslexia the most. The two different feedback types are based on behaviorist and constructivist approaches. Results show that constructivism is the theoretical model that feedback has to be based on, in order activities to be fruitful to students with dyslexia.
Big Data Science Education: A Case Study of a Project-Focused Introductory Course
Author: Saltz, Jeffrey
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Education,Science Curriculum,Hands on Science,Science Activities,Case Studies,Introductory Courses,Data,College Science,Graduate Students,Active Learning,Student Projects,Graduate Study,Data Analysis,Data Collection,Mixed Methods Research,Statistical Analysis,Student Surveys,Interviews

This paper reports on a case study of a project-focused introduction to big data science course. The pedagogy of the course leveraged boundary theory, where students were positioned to be at the boundary between a client's desire to understand their data and the academic class. The results of the case study demonstrate that using live clients within a team-based, project-focused course provides a useful platform in which to teach an introduction to data science course to graduate students across a range of backgrounds. While more work needs to be done to compare different possible pedagogies for teaching an introduction to data science course, the results of this study indicate that one successful approach is a project-focused class that puts students at the boundary between the academic context of the course and solving a real-world problem for their client.