Combining Individualization and Intuitive Guided Learning through Compound Learning Resources

Capuano, Nicola; Pierri, Anna; Salerno, Saverio; Mangione, Giuseppina Rita

doi:10.1109/cisis.2012.206

Cited by 3 publications

(3 citation statements)

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“…CLRs are structured as dynamic hypertexts where the content is organised in several multimedia components and navigation among components is user-driven. The CLR is capable of supporting both individualised teaching and intuitive guided learning thanks to embedded semantic connections and algorithms working on the adaptation of such connections (Capuano et al, 2012b).…”

Section: The Proposed Approachmentioning

confidence: 99%

Semantically connected learning resources fostering intuitive guided learning

Capuano

Salerno

Mangione

et al. 2014

IJCEELL

Self Cite

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If on the one hand the individualised teaching approaches try to find the best sequence of learning resources capable of satisfying individual goals, preferences and contexts, the intuitive guided learning approaches, on the other hand, envisages a non-linear learning experience where each learner can chose a personal path across the material according to his/her interests and preferences. In this paper we present a model, a methodology and a software prototype that is able to combine the advantages of both approaches by introducing the concept of 'compound learning resource': complex didactic artefacts where content is organised in pages and navigation among pages is user-driven. The pages are linked through semantic connections that have a twofold function: they guide the learners' navigation, and allow the dynamic adaptation of the resource according to learners' needs and preferences (individualisation). Experimental results with real users in a university context are also presented as well as a comparison with similar systems.

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Section: The Proposed Approachmentioning

confidence: 99%

Semantically connected learning resources fostering intuitive guided learning

Capuano

Salerno

Mangione

et al. 2014

IJCEELL

Self Cite

View full text Add to dashboard Cite

show abstract

“…Most courses also use the traditional teaching method centered on the teacher, with lectures and dialogues, aiming to present the modeling concepts (Al-Tahat, 2014). Furthermore, the complexity of the content makes it difficult to change the teaching resources used by the instructor to meet a new type of more dynamic student, resulting in inefficient teaching and learning of the content (Capuano et al, 2012). According to Bera (2012), learners generally find it difficult to solve problems that do not have a defined solution or that are vague or ambiguous.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Perception of Use of a Gamified Platform from the Student Perspective: An Approach for Studying Unified Modeling Language

Feichas¹,

Seabra²

2023

Informatics in Education

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This research discusses the use of a gamified web platform for studying software modeling with Unified Modeling Language (UML). Although UML is constantly being improved and studied, many works show that there is difficulty in teaching and learning the subject, due to the complexity of its concepts and the students' cognitive difficulties with abstraction. There are challenges for instructors to find different pedagogical strategies to teach modeling. The platform proposed allowed students to complement their UML knowledge in an environment with game elements. From the results, it can be concluded that the platform obtained great acceptance and satisfaction of use. Most of the students participating in the research were satisfied with the usability of the platform, reporting a feeling of contribution of the tool to studying the content, in addition to pointing out the satisfaction of using gamification as a pedagogical strategy.

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“…Most instructors conduct a teachercentered learning environment to present theoretical concepts to students. The complex nature of Computer Science courses prevents instructors from easily finding a pedagogical approach that meets students' needs, resulting in an inefficient learning experience [12]. Thus, there is a gap between the abstract concepts taught in the classroom and the skills necessary for students to succeed in the industry [13].…”

Section: Introductionmentioning

confidence: 99%

Students’ and Instructors’ Perceptions of Five Different Active Learning Strategies Used to Teach Software Modeling

2019

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Unified modeling language (UML) is a modeling standard in the software industry. However, students face difficulties when learning how to model complete and correct UML diagrams, in part because the traditional teacher-centered approach still dominates in computer science. In an attempt to bridge this gap, and to improve the effectiveness of teaching and learning in computing courses, educators use strategies that encourage students' active participation in the learning process. The goal of this paper is to understand how active learning strategies influence the teaching and learning process of UML diagrams. We performed four case studies in undergraduate courses at two universities. We collected: (a) students' perceptions of each strategy through questionnaires and focus group sessions; and (b) instructors' perceptions of the challenges faced in using such strategies through semi-structured interviews. We found fifteen factors that influence the active learning of UML diagrams. Whereas the literature shows that students often positively respond to active learning strategies, our results show that some students have had negative responses to the new strategies. Additionally, we identified four challenges that instructors may face when employing active learning strategies. The contributions of this paper include: factors perceived by students about how active learning strategies influence the learning of UML diagrams, the challenges and difficulties faced by instructors in applying these strategies, and suggestions on how to circumvent challenges noted by instructors.

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Combining Individualization and Intuitive Guided Learning through Compound Learning Resources

Cited by 3 publications

References 10 publications

Semantically connected learning resources fostering intuitive guided learning

Semantically connected learning resources fostering intuitive guided learning

Evaluation of Perception of Use of a Gamified Platform from the Student Perspective: An Approach for Studying Unified Modeling Language

Students’ and Instructors’ Perceptions of Five Different Active Learning Strategies Used to Teach Software Modeling

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