Peter Brusilovsky, Stephen Edwards, Amruth Kumar, Lauri Malmi, Luciana Benotti, Duane Buck, Petri Ihantola, Rikki Prince, Teemu Sirkiä, Sergey Sosnovsky, Jaime Urquiza-Fuentes, Arto Vihavainen, Michael Wollowski. Working groups reports at ACM ITiCSE - Innovation and Technology in Computer Science Education Conference 2014.
Abstract: Computer science educators are increasingly using interactive learning content to enrich and enhance the pedagogy of their courses. A plethora of such learning content, specifically designed for computer science education, such as visualization, simulation, and web-based environments for learning programming, are now available for various courses. We call such content smart learning content. However, such learning content is seldom used outside its host site despite the benefits it could offer to learners everywhere. In this paper, we investigate the factors that impede dissemination of such content among the wider computer science education community. To accomplish this we surveyed educators, existing tools and recent research literature to identify the current state of the art and analyzed the characteristics of a large number of smart learning content examples along canonical dimensions. In our analysis we focused on examining the technical issues that must be resolved to support finding, integrating and customizing smart learning content in computer science courses. Finally, we propose a new architecture for hosting, integrating and disseminating smart learning content and discuss how it could be implemented based on existing protocols and standards.
viernes, 25 de julio de 2014
martes, 1 de julio de 2014
Trending Breakthroughs in Human-Computer Interaction
Sandra Baldassarri, José A. Macías, Jaime Urquiza-Fuentes. Journal of Universal Computer Science, vol. 20, no. 7 (2014), 941-943.
Abstract: There has been an increasing role of computers and machines in society over the last years. This has motivated Human-Computer Interaction (HCI) to become an important field for both industry and academy. In fact, there is currently an especial interest in the design, development and implementation of applications highlighting user-friendly interfaces.
This special issue aims at a full discussion on new trends in Human-Computer Interaction, bringing together trending papers and breakthroughs in this field.
In particular, we invited authors of best papers presented at the XIV International Conference on Human-Computer Interaction (Interacción 2013) to submit thoroughly revised versions of their contributions to this special issue. Interacción Conference provides an annual forum for disseminating the results of innovative research in Human-Computer Interaction concerning usability, accessibility, evaluation of interactive systems, hypermedia and web, affective computing, computer supported collaborative work, interaction for people with disabilities, context-aware systems, end-user development and other related areas. In addition, an open call for submissions was also launched, receiving other contributions from around the worlds.
Abstract: There has been an increasing role of computers and machines in society over the last years. This has motivated Human-Computer Interaction (HCI) to become an important field for both industry and academy. In fact, there is currently an especial interest in the design, development and implementation of applications highlighting user-friendly interfaces.
This special issue aims at a full discussion on new trends in Human-Computer Interaction, bringing together trending papers and breakthroughs in this field.
In particular, we invited authors of best papers presented at the XIV International Conference on Human-Computer Interaction (Interacción 2013) to submit thoroughly revised versions of their contributions to this special issue. Interacción Conference provides an annual forum for disseminating the results of innovative research in Human-Computer Interaction concerning usability, accessibility, evaluation of interactive systems, hypermedia and web, affective computing, computer supported collaborative work, interaction for people with disabilities, context-aware systems, end-user development and other related areas. In addition, an open call for submissions was also launched, receiving other contributions from around the worlds.
viernes, 1 de noviembre de 2013
Ingeniería de Sistemas Interactivos: diseño y evaluación
S. Baldassarri, J.A. Macías-Iglesias, J. Urquiza-Fuentes. Novatica, 226, Noviembre 2013
Special issue on "Interactive systems engineering: design and evaluation"
Special issue on "Interactive systems engineering: design and evaluation"
jueves, 29 de agosto de 2013
Improving Students’ Performance with Visualization of Error Recovery Strategies in Syntax Analysis
J. Urquiza-Fuentes, F.J. Almeida-Martínez, A. Pérez-Carrasco, J.Á. Velázquez-Iturbide. Journal of Research and Practice in Information Technology, Vol. 45, No. 3/4, August 2013, Pages 237-250
Abstract. Visualization technologies can be used to enhance teaching materials. This work is focused on a complex aspect of syntax analysis, syntax error recovery strategies. Compiler visualization is not a new research field, but the authors have not found any visualization tool dealing with this topic. We have enhanced a parser visualization tool called VAST to produce educational visualizations regarding syntax error recovery strategies. We have evaluated the enhanced version of VAST and its visualizations about syntax error recovery strategies. We have detected that students who used the enhanced tool improved their performance developing syntax specifications with error recovery. Consequently, these students significantly improved their learning outcomes regarding error recovery exercises.
Abstract. Visualization technologies can be used to enhance teaching materials. This work is focused on a complex aspect of syntax analysis, syntax error recovery strategies. Compiler visualization is not a new research field, but the authors have not found any visualization tool dealing with this topic. We have enhanced a parser visualization tool called VAST to produce educational visualizations regarding syntax error recovery strategies. We have evaluated the enhanced version of VAST and its visualizations about syntax error recovery strategies. We have detected that students who used the enhanced tool improved their performance developing syntax specifications with error recovery. Consequently, these students significantly improved their learning outcomes regarding error recovery exercises.
lunes, 27 de mayo de 2013
Towards the Effective Use of Educational Program Animations: the Roles of Student's Engagement and Topic Complexity
J. Urquiza-Fuentes, J.Á. Velázquez-Iturbide. Computers & Education, 67, September 2013, Pages 178-192
Abstract. Programming is one of the most complex subjects in computer science degrees. Program visualization is one of the approaches adopted to make programming concepts more accessible to students. In this work we study the educational impact of an active and highly engaging approach, namely the construction of program animations by students. We systematically compared this approach with two instructional scenarios, based on viewing animations and on the traditional instruction without systematic use of animations. A general conclusion of this work is that animations actually improve learning in terms of some educational aspects: short-term and long-term knowledge acquisition, and drop-out rates. Short-term improvements depend on the complexity level of the topic: while there is no impact for simple topics, there is a learning improvement in complex topics using the viewing and constructing approaches, and there is a learning improvement for highly complex topics using the viewing approach. In the long-term, drop-out rates were significantly decreased for students involved in the two most engaging approaches. In addition, both animation viewing and animation construction improved students' passing-rate in the term exam. Nevertheless, we were unable to prove in the long term that students involved in construction tasks yielded higher grades than those involved in viewing tasks.
Abstract. Programming is one of the most complex subjects in computer science degrees. Program visualization is one of the approaches adopted to make programming concepts more accessible to students. In this work we study the educational impact of an active and highly engaging approach, namely the construction of program animations by students. We systematically compared this approach with two instructional scenarios, based on viewing animations and on the traditional instruction without systematic use of animations. A general conclusion of this work is that animations actually improve learning in terms of some educational aspects: short-term and long-term knowledge acquisition, and drop-out rates. Short-term improvements depend on the complexity level of the topic: while there is no impact for simple topics, there is a learning improvement in complex topics using the viewing and constructing approaches, and there is a learning improvement for highly complex topics using the viewing approach. In the long-term, drop-out rates were significantly decreased for students involved in the two most engaging approaches. In addition, both animation viewing and animation construction improved students' passing-rate in the term exam. Nevertheless, we were unable to prove in the long term that students involved in construction tasks yielded higher grades than those involved in viewing tasks.
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