EAI Endorsed Transactions on e-Learning

Issue 11, 2016

Editor(s)-in-Chief: Giovanni Vincenti and James Braman

Articles
Information

Toward the Ideal Signing Avatar
Appears in:
el 16(11): e1

Authors:
Nicoletta Adamo-Villani, Saikiran Anasingaraju

Abstract:
The paper discusses ongoing research on the effects of a signing avatar's modeling/rendering features on the perception of sign language animation. It reports a recent study that aimed to determine whether a character's visual style has an effect on how signing animated characters are perceived by …The paper discusses ongoing research on the effects of a signing avatar's modeling/rendering features on the perception of sign language animation. It reports a recent study that aimed to determine whether a character's visual style has an effect on how signing animated characters are perceived by viewers. The stimuli of the study were two polygonal characters presenting two different visual styles: stylized and realistic. Each character signed four sentences. Forty-seven participants with experience in American Sign Language (ASL) viewed the animated signing clips in random order via web survey. They (1) identified the signed sentences (if recognizable), (2) rated their legibility, and (3) rated the appeal of the signing avatar. Findings show that while character's visual style does not have an effect on subjects' perceived legibility of the signs and sign recognition, it has an effect on subjects' interest in the character. The stylized signing avatar was perceived as more appealing than the realistic one.
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Using Augmented Reality to engage STEM students with an authentic curriculum
Appears in:
el 16(11): e2

Authors:
M. Hobbs, D. Holley

Abstract:
This paper reports on the introduction of a set of 'Augmented Reality' (AR) tasks, offering an innovative, real world and problem based set of activities for a group of first year University Gaming and Computer Science students. Our initial research identifies a gap in the perceptions of STEM stude…This paper reports on the introduction of a set of 'Augmented Reality' (AR) tasks, offering an innovative, real world and problem based set of activities for a group of first year University Gaming and Computer Science students. Our initial research identifies a gap in the perceptions of STEM students between the usefulness of discipline based modules and a compulsory 'Professional Development' module where more ‘employability’ based skills were delivered. It had a history of poor student engagement and attendance, and failed to provide a compelling narrative/links to the outside world. The AR tasks were designed to facilitate group-working and multi-channel communication, and to engage students through the use of a more creative technology. Framed as a rich case study, insights are captured through student blogs, video interviews and a questionnaire. Initial findings indicate higher levels of satisfaction and an appreciation of groupwork tasks, enhanced student engagement and a greater awareness of the value of transferable skills.
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Fostering collective intelligence education
Appears in:
el 16(11): e3

Authors:
Jaime Meza, Josep M. Monguet, Francisca Grimón, Alex Trejo

Abstract:
New educational models are necessary to update learning environments to the digitally shared communication and information. Collective intelligence is an emerging field that already has a significant impact in many areas and will have great implications in education, not only from the side of new m…New educational models are necessary to update learning environments to the digitally shared communication and information. Collective intelligence is an emerging field that already has a significant impact in many areas and will have great implications in education, not only from the side of new methodologies but also as a challenge for education. This paper proposes an approach to a collective intelligence model of teaching using Internet to combine two strategies: idea management and real time assessment in the class. A digital tool named Fabricius has been created supporting these two
elements to foster the collaboration and engagement of students in the learning process. As a result of the research we propose a list of KPI trying to measure individual and collective performance. We are conscious that this is just a first approach to define which aspects of a class following a course can be qualified and quantified.
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How Usable Are the Learning Management Systems? The Users Have their Say
Appears in:
el 16(11): e4

Authors:
M.M. Althobaiti, P. Mayhew

Abstract:
E-learning is an innovative way of learning that is both symbolic and derivative of ‘the information age.’ When used as part of the learning process, it provides users with greater flexibility in terms of time and location. For an E-learning application to be considered effective, it should provide…E-learning is an innovative way of learning that is both symbolic and derivative of ‘the information age.’ When used as part of the learning process, it provides users with greater flexibility in terms of time and location. For an E-learning application to be considered effective, it should provide its users with a certain standard of usability; otherwise, the learning process is likely to become cumbersome and frustrating for the learner. Focusing on this dilemma, this paper aims to assess the usability of the Jusur Learning Management System (LMS) that is used in higher education in Saudi Arabia. Nine factors have been incorporated into a survey to evaluate the system: content, learning and support, visual design, navigation, accessibility, interactivity, selfassessment, learnability, and motivation. The results show that E-learners who use the Jusur LMS tend to find that Jusur is a usable and desirable application in terms of its users’ experiences and perspectives.
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An investigation into the efficacy of avatar-based systems for student advice
Appears in:
el 16(11): e5

Authors:
E. Currie, P. H. Harvey, P. Daryanani, J. C. Augusto, R. Arif, A. Ali

Abstract:
Student support is an important function in all universities. Most students expect access to support 24/7, but support staff cannot be available at all times of day. This paper addresses this problem, describing the development of an avatar-based system to guide students through the materials provi…Student support is an important function in all universities. Most students expect access to support 24/7, but support staff cannot be available at all times of day. This paper addresses this problem, describing the development of an avatar-based system to guide students through the materials provided by a university student employability service. Firstly, students and staff were surveyed to establish the demand for such a system. The system was then constructed. Finally, the system was evaluated by students and staff, which led to a clearer understanding of the optimal role for avatar-based systems and consequent improvements to the system’s functionality.
more »

Scope

Presenters who participated to the 2nd International Conference on e-Learning, e-Education, and Online Training (eLEOT) 2015 are invited to submit an extended version of their work accepted at this year’s edition. The updated version of the article should be extended by at least 20%.

Accessibility and usability of online learning
Assessment of e-learning strategies and outcomes
Augmented reality and associated pedagogies
Best Practices of e-Learning around the world
Big Data in global e-Learning
Blended learning
Collaborative learning in in various learnin…

Accessibility and usability of online learning
Assessment of e-learning strategies and outcomes
Augmented reality and associated pedagogies
Best Practices of e-Learning around the world
Big Data in global e-Learning
Blended learning
Collaborative learning in in various learning environments
High-impact practices in e-Learning
Immersive learning and mixed reality
Innovative solutions for e-Learning
Intelligent learning and intelligent learning management systems
Learning analytics
Massive open online courses
Mobile learning and its large-scale implementation
Security and privacy in education and e-learning systems
Social learning and social networks
Social and organizational perspectives
Standards and infrastructures
Student engagement in various learning settings
Educational Models and Frameworks
Virtual and Augmented Learning Environments

DOAJ
DBLP
CrossRef
EBSCO Discovery Service
[EBSCO Essentials](https://essentials.ebsco.com/search/eds/…

Editors-in-Chief
Rossitza Goleva, New Bulgarian University, Bulgaria
Associate Editor-in-Chief
Barış Atiker, Aydın Adnan Menderes University, Türkiye
Editorial Board
Alberto Bucciero, Università del Salento, Italy
Amruth Kumar, Ramapo College of New Jersey, USA
Anasol Pena Ri…

Editors-in-Chief
Rossitza Goleva, New Bulgarian University, Bulgaria
Associate Editor-in-Chief
Barış Atiker, Aydın Adnan Menderes University, Türkiye
Editorial Board
Alberto Bucciero, Università del Salento, Italy
Amruth Kumar, Ramapo College of New Jersey, USA
Anasol Pena Rios, University of Essex and British Telecom, UK
Andrea Pandurino, Università del Salento, Italy
Andrey Lyamin, ITMO University, Russia
Athanassios Jimoyiannis, University of Peloponnese, Greece
Dagmar Caganova, Slovak University of Technology, Slovakia
Debbie Holley, Bournemouth University, UK
Edward Currie, Middlesex University, UK
Eusebio Scornavacca, University of Baltimore, USA
Evgeniy Efimchik, ITMO University, Russia
Francisco Bellido, Universidad de Córdoba, Spain
George Evangelinos, Anglia Ruskin University, UK
Goran Trajkovski, Western Governors University, USA
Gordon Hunter, Kingston University, UK
Jaime Meza, Universitat Politècnica de Catalunya, Spain
Jamshid Beheshti, McGill University, Canada
Jia Chen, Shanghai International Studies University, China
John Carfora, Loyola Marymount University, USA
John O'Connor, Dublin Institute of Technology, Ireland
Jonathon Richter, Director of iLRN, USA
Luca Ferrari, Università di Bologna, Italy
Mark J. W. Lee, School of Education Charles Sturt University, Australia
Markus Helfert, Dublin City University, Ireland
Matthias Glowatz, University College Dublin, Ireland
Melody Buckner, University of Arizona, USA
Michelle Crosby-Nagy, International Business School, Hungary
Nicoletta Adamo-Villani, Purdue University, USA
Nurul Badrul, Centre for Instructor and Advanced Skill Training, Malaysia
Radhika Pai, Manipal Institute of Technology, India
Regina Kaplan-Rakowski, Southern Illinois University, USA
Richard Boateng, University of Ghana, Ghana
Sabrina Leone, Università Politecnica delle Marche, Italy
Stefano Za, LUISS University, Italy
Sujan Shrestha, University of Baltimore, USA
Victor Zamudio, Instituto Tecnologico de Leon, Mexico
Vladimír Bradáč, Ostravská Univerzita, Czech Republic
Vladimir Uskov, Bradley University, USA
Xuesong Zhai, Science and Technology University of China, China
Xianwei Jiang, Nanjing Normal University of Special Education, China
Emeritus Editors-in-Chief
Marco Zappatore, University of Salento, Italy

Journal Blurb

EAI Endorsed Transactions on e-Learning is an open access, peer-reviewed scholarly journal focused on topics belonging to the variegated and engaging e-Learning landscape, ranging from various types of distance learning (e.g., online, mobile, cloud, hybrid) to virtual laboratory environments supported by sound pedagogies, cutting-edge technologies and much more. The journal publishes research articles, review articles, commentaries, editorials, technical articles, and short communications with a triannual frequency. Authors are not charged for article submission and processing.

Publisher: EAI
ISSN: 2032-9253
Volume: 3

Published: 2016-06-15

EUDL

Toward the Ideal Signing Avatar

Using Augmented Reality to engage STEM students with an authentic curriculum

Fostering collective intelligence education

How Usable Are the Learning Management Systems? The Users Have their Say

An investigation into the efficacy of avatar-based systems for student advice

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