ADAM: An adaptive multimedia content description mechanism and its application in web-based learning

Wang, Chian; Wang, Dao-Zhi; Lin, Jiali

doi:10.1016/j.eswa.2010.06.089

Cited by 24 publications

(10 citation statements)

References 18 publications

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“…They identified some key parameters that can create CSS's adaptive capability to this end, for instance, learning style [18], knowledge level [19] and preferences [20], those are frequently used as important input parameters to generate adaptive e-learning systems. These two types of lens (i.e., sequencing techniques and adaptive parameters) to design CSS have been also applied in some computer-based learning systems, such as MATHEMA [19], ADAM [20], RLATES [21][22][23], CRS [7], PWIS [24], ABITS [25,26], MASPLANG [18,27], AHA! [28] and ELM-ART [29].…”

Section: A Overview Of Curriculum Sequencing Systems (Css)mentioning

confidence: 99%

Does a Longer Usage Mean Flow Experience? An Evaluation of Learning Experience with Curriculum Sequencing Systems (CSS)

Katuk

Ryu

2011

2011 Sixth IEEE International Symposium on Electronic Design, Test and Application

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This article reports on a study concerning an optimal learning experience by curriculum sequencing systems (CSS) that is being frequently used in adaptive e-learning systems design. In doing so, we first implemented a CSS application -'IT-Tutor' to teach tertiary students vis-à-vis 'Computer Network' -using 'dynamic sequencing approach (DSA)'. Next, we evaluated the usage of IT-Tutor through Csikszentmihalyi's flow experience theory, in order to project their learning experience. This empirical study showed that, to some extent, CSS with DSA provided learners with a better learning experience against static-timelined learning path; and the usage pattern generated from this rather different learning experience would be a possible learning outcome that counts. Further, in the experimental context, learning with DSA can be seen to promote learning motivation and ambitious behaviours rather than the other learning environments.

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Section: A Overview Of Curriculum Sequencing Systems (Css)mentioning

confidence: 99%

Does a Longer Usage Mean Flow Experience? An Evaluation of Learning Experience with Curriculum Sequencing Systems (CSS)

Katuk

Ryu

2011

2011 Sixth IEEE International Symposium on Electronic Design, Test and Application

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“…A way of managing the quality of the experience is adjusting the content to the user's context. In this case, the management of the activity is based on an a priori modeling approach called top-down, as management have been used in web adaptation [26,8] and in a video game adaptation framework [14,16,15].…”

Section: A Dynamic Supervision Approachmentioning

confidence: 99%

A Dynamic Scenario by Remote Supervision: A Serious Game in the Museum with a Nao Robot

Mondou

Prigent

Revel

2018

Advances in Computer Entertainment Technology

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This paper presents a new approach to designing and supervising an interactive experience. The approach is implemented by creating a serious game with a Nao robot. This game allows youth to discover the ethnographic artifacts of La Rochelle's natural history museum in a playful manner. The design phase of the game is divided into two steps. The first step defined the atomic behaviors grouped within the pattern. In the second step, the agents implementing these patterns were created; they specified the contents and behaviors to be executed on the controlled process, in our case the Nao robot. The first objective is to externalize the contents of the game (e.g. robot speech) and the real behaviors of the process (e.g. the different postures and gestures of the Nao) in a database. The second objective is to be able to define a serious game without constraints on the process piloted.

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“…First, there is an increasing demand for Massive Open Online Courses (MOOCs), such as Coursera or Udacity, or other web educational resources such as Khan Academy, which are mostly based on audio‐visual material . Second, the bandwidth currently available for Internet connections has increased, and certain initial problems with using video files have been solved, as noted in earlier works , which has increased the amount of multimedia content .…”

Section: Feedback Effect In a Formative Assessment Environmentmentioning

confidence: 99%

Video podcast and illustrated text feedback in a web‐based formative assessment environment

Letón

Molanes-López

Luque

et al. 2017

Comp Applic In Engineering

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It is well known that computer‐based formative assessment and timely feedback enhance effective student learning but there is still a debate about what type of feedback should be given, being the text‐based the most used feedback in practice. Although the use of video content as a learning resource has recently increased in both educational and non‐educational contexts, there is very little research on its effectiveness as assessment feedback and the existing results are contradictory. For that reason, we have combined in this work the use of a web‐based formative assessment system (Siette) where we have integrated a specific type of video podcast (“modular teaching mini‐videos”: MTMs) and equivalent illustrated text. We have carried out two experiments with a twofold purpose, first to compare the effect of video feedback versus correct response feedback alone and secondly to compare the effect of video feedback versus equivalent illustrated text feedback. In the context of our research, a Statistic Course at university level, our results show, as expected, that there is a statistically significant positive effect in favor of video feedback over correct response feedback alone. Surprisingly, in contrast to our expectations, based on our context of acquisition of procedural knowledge, there is a statistically non‐significant effect of video feedback versus equivalent illustrated text feedback. From the students’ satisfaction survey, there is not statistically significant differences in the overall score of the activity based on video podcast feedback or equivalent illustrated text, which is an indication that we have really obtained equivalent feedback materials.

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ADAM: An adaptive multimedia content description mechanism and its application in web-based learning

Cited by 24 publications

References 18 publications

Does a Longer Usage Mean Flow Experience? An Evaluation of Learning Experience with Curriculum Sequencing Systems (CSS)

Does a Longer Usage Mean Flow Experience? An Evaluation of Learning Experience with Curriculum Sequencing Systems (CSS)

A Dynamic Scenario by Remote Supervision: A Serious Game in the Museum with a Nao Robot

Video podcast and illustrated text feedback in a web‐based formative assessment environment

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