Teacher-led design of an adaptive learning environment     

Anna Mavroudi  Thanasis Hadzilacos  Dimitris Kalles  Andreas Gregoriades 《Interactive Learning Environments》2016,24(8):1996-2010

This paper discusses a requirements engineering process that exemplifies teacher-led design in the case of an envisioned system for adaptive learning. Such a design poses various challenges and still remains an open research issue in the field of adaptive learning. Starting from a scenario-based elicitation method, the whole process was highly participatory, with requirements validation in iterative cycles. The contribution of the paper is twofold: (a) it exposes the design of an environment which addresses the related challenges mentioned by the participants and the literature and (b) it suggests a methodology of framing key requirements into a set of critical success factors for meeting the end-users’ expectations. The latter could be crucial in cases where the available resources are limited, but the quality of the product must not be sacrificed.  相似文献   

嵌入学习管理系统的基于词汇表的概念图应用程序     

Giouvanakis Thanasis Fragidis Garyfallos Paschaloudis Dimitrios Tarabanis Konstantinos 《开放教育研究》2005,11(5):38-43

概念构图作为一种有价值的教学活动,有着非常稳固的理论框架作为支持,其在教育教学中的作用不容置疑.本文介绍了一个软件工具的开发,在该工具中,概念构图被当作一种重要的教学活动予以支持.该工具以课程词汇表为基础,被集成到一个学习管理系统中.该工具允许在词汇表中概念的详细描述和认知结构的知识表示之间切换.论文介绍了该应用程序的开发动机、合理性、特色及其应用.  相似文献   

Bone asymmetries in the limbs of children tennis players: testing the combined effects of age,sex, training time,and maturity status     

Dimitria Palaiothodorou  Thanasis Antoniou  George Vagenas 《Journal of sports sciences》2020,38(20):2298-2306

ABSTRACT

This study estimated upper and lower limb bone mineral content (BMC) and bone area (BA) in 48 children tennis players (24 boys, 24 girls) aged 7–13 years. The sample comprised four age groups (8.2 ± 0.44, 9.5 ± 0.13, 10.5 ± 0.33, 12.2 ± 0.58). BMC and BA were measured via DXA, and sexual maturity by the Tanner scale, then used as a binary: prepubertal vs peripubertal. Total training time (TTT) included all playing years. Arms were asymmetric and legs symmetric. Boys were more asymmetric than girls in BMC (18% vs 13%) and BA (11% vs 8%). Pre-pubertal children were less asymmetric than peri-pubertal in BMC (14% vs 18%) and in BA (9.4% vs 10%). Bone growth changed with age and TTT markedly better in the dominant arm. The linear combination of TTT, sex, and maturity binary extracted 59% of BMC asymmetry and only 21% of BA asymmetry. For both bone parameters the sex effect was significant only for the pre-pubertal children. Training time constitutes the best predictor of bone asymmetry compared to age, sex, and maturity; when adequate, playing arm bone hypertrophy may be detectable at the age of 7–8 years. These results have health and performance implications.  相似文献   

多媒体学习研究的演进   总被引：3，自引：0，他引：3  

Haido Samaras  张丽  盛群力 《远程教育杂志》2006,(6):22-29

在起源于教育领域之外的多媒体学习责源（像光盘和网络）大规模涌入之前，关于多媒体对学习的影响方面的实验研究已经有几十年的时间。尽管研究的结果并不是决定性的，但是前两代多媒体研究帮助我们确定了影响有效多媒体设计的要素。本文总结了现有研究的结论．评述了每一代多媒体研究的主要理论问题、研究方向以及不足之处。论文还讨论了已经开始受到人们关注的第三代多媒体设计和学习研究新动向，也提出了若干未来发展趋势的建议。  相似文献   

A distributed systems laboratory that helps students accomplish their assignments through self-regulation of behavior     

Daradoumis  Thanasis  Marquès Puig  Joan Manuel  Arguedas  Marta  Calvet Liñan  Laura 《Educational technology research and development : ETR & D》2021,69(2):1077-1099

Educational technology research and development - Recent research has shown a great interest in supporting self-regulated learning (SRL) strategies in online learning. However, there is hardly any...  相似文献   

Fruitful student interactions and perceived learning improvement in DSLab: A dynamic assessment tool for distributed programming     

Joan Manuel Marquès Puig  Thanasis Daradoumis  Laura Calvet Liñan  Marta Arguedas 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):53-70

This work presents an automated assessment tool for online distributed programming, called DSLab. It is a web-based environment that provides a transparent deployment and execution of assignments in remote computers, a transparent initialization and the possibility to add new logs by the students. DSLab has been evaluated in a real distributed learning environment by analysing students' own perceptions on their learning improvement and exploring whether students' interactions with the tool yielded a fruitful learning experience. Current research provides no evidence that the effects of such a tool have been investigated in the field of online distributed programming. Two types of analysis were performed: a quantitative analysis of data coming from students answering a questionnaire and an analysis of the log files of students' interactions with the tool. Our results showed that students perceived substantial learning improvement from the use of the automated assessment tool. Moreover, students produced fruitful interaction with the tool as soon as they achieved high familiarization and constant activity with it, which ultimately helped them improve their academic performance. Finally, the limitations of the current study and directions for future research are presented.  相似文献