in this paper, Game pedagogy in technical learning is implemented effectively on open source moodle: GNOMIO. Subject specific technical questions are asked while designing the game. This will provide the knowledge enhancement of students. It will be helpful in improving skill set of students. The game pedagogy can attract much concentration of learners. Higher thinking order questions can be framed while designing the game, which can achieve the competency in the learners. In this paper, crossword game is explained as a case study. If the game is to be designed in moodle: Gnomio, it should be equipped with glossary which must have all the questions with respect to Bloom's Taxonomy. The questions can be fetched from glossary for game design purpose.
With a steep increase in awareness and advancement in technologies over the past decade the standards and content of curriculum receives constant upgradation. In the current scenario, students often find it exhausting to learn the voluminous matter presented to them. In these cases, it is essential to find an approach beyond conventional means to prove as an aid while studying. One such tool is a Mind Map. Although the tool is proven to be effective, the process of creating a Mind Map is found to be laborious. Our inventive software is designed to obtain useful information from a video lecture. This is done by utilizing the content obtained by crowd sourcing, splitting the video into multiple subtopics and then transcribing the same. The tool then processes this data and extracts keywords relevant to the area of discussion. Following this, the tool organizes these key phrases so that it can be represented as a hierarchical Mind Map. Each node contains necessary phrases and all nodes and these nodes are carefully ordered. Additionally, the Map is made interactive and dynamic in order to enhance the students' experience.
This paper assesses the impact of gender, parents' education, preschool and medium of the class in influencing academic results with special attention given to written and oral tests. The data used for the analysis was gathered by the Chennai chapter of Asha, an NGO working to improve the education of rural and urban schools in Tamil Nadu. They conducted oral and written assessments in about 90 primary government schools in Tamil Nadu in the subjects of Math, English, and Tamil. The data collected from these schools comprised of student's age, height, weight, parent's educational qualification and details about their preschool. Apart from these, details about the school were gathered from a website hosted and maintained by the National University of Educational Planning and Administration (NUEPA). This included school details such as the number of students, teachers and their qualifications, the facilities, etc. The results show that the medium of the class, the type of preschool attended and the gender of a student have a correlation with the performance while factors such as body mass index, student-teacher ratio and school infrastructure quality have a small or negligible correlation with the performance.
Continuous improvement of an intelligent tutoring system (ITS) involves fine-tuning its workings from time to time. We performed a series of data-driven analyses on student log data from Mindspark to understand usage patterns and identify ways to make the ITS more effective. We found that eighty percent of students did not complete all topics on Mindspark as they spent less than the recommended time on Mindspark and repeated concepts. The repetition of concepts was not because they used Mindspark insincerely. We are making improvements to the system based on the findings.
The increasing ubiquity of Artificial Intelligence in consumer products, toys, and various smart technologies and applications creates the necessity for the current generation of children to forge a finer understanding of the technology. One way to achieve such a form of comprehension and resourcefulness is through meaningful engagement with AI in an educational context. Inclusion of AI literacy and AI thinking in the school curriculum are in their early adoption phases in various countries. This paper explores the efforts put forth in AI curriculum implementation in schools through teacher education programs in India. The early and post-training perspectives of the teachers have been observed, and the challenges reported by teachers in influential factors such as lapses in policy communication, infrastructure, pedagogy, content delivery and the influence of culture in the context of Indian schools have been discussed. The results indicate a poor belief state in the potential of AI among teachers and the interest to explore peer teaching and game-based approaches in the classroom to introduce AI, among other findings.
As part of a multi-year project that aims to develop digital learning environment offering adaptive remedial interventions for primary level students, we present the design of a new instrument that tests the representational fluency of primary school students. Representational fluency refers to learners' ability to reason and work among multiple representations. In this article, we identify the competences that the Representational Fluency Test (RFT) has to cover, in the light of literature, local curriculum, previous national exams, and discussions with educators. Next, we design the questions of the test following these competences. In addition, we report a pilot study that we administered to test and validate the RFT. We present the results of the pilot study and also discuss the next stages of our project that include testing and using our proposed RFT. The long-term goal of our project is to develop an intelligent system that provides remedial interventions customized for each student with representational fluency difficulties. We expect that our work can contribute toward a more personalized education at the primary school level.
We have proposed an editing history visualization system which can confirm where and how the learner modified program. We utilized this system for actual flipped classroom and stored a large amount of learning logs. This learning log contains all the source code in the process of being modified until the program is completed. We developed a debugging exercise extraction system to automatically generate problems for debugging practice from this learning log. The debugging exercise extraction tool we developed extracted 18,680 source codes (which became practice problems) that included syntactic errors that could be used as a debugging exercise from 16 weeks of program edit history data (total number is 31,562 files). The execution time was 488 seconds. Since it can be analyzed only once every six months, we believe it is a sufficiently practical execution time.
The world is moving towards new and innovative approaches for providing education to the students and enhance their learning. MOOC which stands for Massive Open Online Courses is one such approach which has been quite popular in the recent times and is believed to have high potential to improve the learning of the students drastically. Universities are moving towards adopting these MOOCs by implementing various models to merge these MOOCs in their curriculum. The paper highlights the implementation of new form of blended MOOCs that has been termed as Curriculum Inclusive MOOCs which was offered by a Private University in India to its students through their academic planning worksheet as proposed by the authors in the framework of ciMOOCs. Major focus of the study was the integration of MOOCs in curriculum of Universities. Comparative of the student’s performance in ciMOOCs and conventional MOOCs was the objective of this study. To complete the study, ciMOOC was implemented in a private University in India by selecting a particular course in Computer Science discipline from National Program on Technology Enhanced Learning (NPTEL). As a result we were able to compare the performance of students in the ciMOOC with the performance of learners of that particular MOOC on the platform.
In today's world, we come across various people in all walks of life inclined towards certain interests and disinterests. Knowingly or unknowingly such people with similar interest tend to connect to each other due to matching thought processes. Such may be the case in various scenarios such as work places, schools, colleges and communities. Consider a large institution where admissions happen on a yearly basis and thousands of students are inducted into the institution. Most of the students may not be familiar with each other and may find it hard to interact with each other to collaborate for educational purposes. Our goal is to make it easier for such students to connect. Through an unsupervised manner, we can bring together people and help them connect better.
Traditional classroom teaching practices often lacks the active engagement of students in the class. Performing experiment in the laboratory is one of the most effective methods for getting deep knowledge in chemistry. But sometimes listening theory lectures and performing related experiments in the laboratory does not helps the students to understand the concepts clearly, as this lacks repeatability and visualization of concepts. Induction of virtual laboratory in combination with theory lectures and physical laboratory could solve this problem. Virtual laboratory have multi-faceted advantages such as repetitive performance, easy to handle simulations and remote triggered experimentations. Such remote triggered laboratories found to enhance students' academic performance as it enables them to perform anytime-anywhere. In this paper, we report our observations regarding the use of virtual laboratory experiments in chemistry subject and their role in enhancing First Year B. Tech. engineering students' performance when induced as a blended classroom. UV-Visible spectrophotometry experiment was performed to verify the usefulness of virtual laboratory from student's knowledge perspective. The effect of a blended learning approach was carefully studied and evaluated in comparison with traditional classroom teaching and virtual laboratory. Our study reveals the enhancement of student's performance in a blended learning environment compared to just physical performance in the laboratory and performing individually with the virtual laboratory.
After implementation of NBA accreditation in Engineering Institutes, Outcome-Based learning is broadly being experienced in India. In the engineering education, this Project-Based learning is considered as one of the efficient ways as it is a blending of theoretical and practical learning. This paper illustrates implementation of the Project-Based Learning activity. An experimental case study was carried out with the group of students studying in third-year Mechanical Engineering and Electronics & Telecommunication Engineering stream. Different interdisciplinary projects were assigned to both discipline students. The comparative effect of this activity on the performance of students was studied considering pre and post activity performance statistics. In conclusion, study result proved that Project-Based Learning improves performance of the students.
The cognitive load of numerically complex concepts such as FFT in engineering discipline could be a challenge in comprehension and interest or motivation for learning the same. The proposed tool uses constructive and interactive learning strategies to create a TEL environment, leading to higher level of involvement and understanding; thus targeting understand and apply phases of Bloom's taxonomy. The tool enables to mitigate the challenges faced in tackling complicated equations and integrals by students with low numerical aptitude, by providing a graphical tutorial for FFT of simple periodic and non-periodic signals. Ultimately, the translation of knowledge from 2D FFT tutorial into causal defect analysis of MRI images and K-space can be tested, for knowing the student's progress in analyze and evaluate stages of cognition. The LearnFFT tool also allows the user to try comparative graphical study for simple functions, modifications in the same and their FFT.
These days variety of audio-visual presentation tools are used for teaching the millennial learners. Although such tools improve the active participation of students in teaching-learning, these are least useful in scenarios where hearing impaired students are also part of the same class. Thus, these students may be left out from rest of the class if teaching-learning tools are not made accessible for them. In this work we propose an Android application "Text-it-Loud!" that renders speaker's verbal content as text, in real-time along with the audio-visuals. Although, there are variety of tools available for speech-to-text conversion, our application is novel in the sense that it displays the speaker's voice as caption text in the foreground of any application. e.g. In a presentation the verbal contents of speaker will pop-up on top of slide contents.
Code comprehension is a critical skill that novice programmers must master. We develop a semi-automatic tool to help instructors rapidly create code comprehension Multiple-Choice Questions (MCQs). We conducted a preliminary survey with 10 MCQs and 10 respondents, and the results suggest that our tool can generate plausible distractors for these MCQs.
The concepts of 2D geometry are often taught in classrooms without the analysis of the learners' understanding and interpretation of the existence of the concepts in natural surroundings. To bring in active participation of the students while they realize the practical application of the taught concepts, we have designed a module on Lines and Angles of an Augmented Reality (AR) intervention named ScholAR. Using ScholAR, the students can interact with an augmented 3D object. They can recall, visualize, identify the type of angle and then mark it by drawing on that 3D object. We performed a comparative study with 21 participants (6 dyads and 9 individuals) of 8th grade. In this paper, we report: 1) the perspectives of the students on their experience of performing the AR learning activities individually and in dyads, 2) the students' approaches while solving the AR learning activities, and 3) their motivation of using ScholAR. We found that 90.4% of the total participants preferred to perform the AR learning activities in collaboration. At α=0.05 (t=2.21, p=0.048), the performance of the dyads was significantly higher after using ScholAR. The usability and motivation level scores, however, were higher for the individuals (70.28; M=4.07) as compared to the dyads (65.23; M=3.94).
Non-verbal reasoning tests allow evaluators to test a diverse set of abilities in students without relying upon, or being limited by, language skills. In this paper, we present an automated system to generate a variety of non-verbal reasoning questions spanning abstract reasoning, non-verbal analogy and spatial reasoning question types with granular control over difficulty levels. Our design also generates meaningful distractors as this is an important aspect of generating better quality multiple-choice questions. We present experimental results through analytics on question feedback and performance that demonstrate that the system-generated questions indeed serve to assess and hone nonverbal reasoning skills.
Rapidly growing Information and Communication Technologies (ICT) have increased the availability of multimedia learning objects (LO) in the e-learning system. However, the problem is that the system is unable to allocate appropriate learning objects to the learners. Personalized learning environments make the system more adapt to the learner profile, thus improve their performance and quality of learning. The learning style (LS) of a learner is a prominent metric to understand the learner profile. This paper discusses an approach to personalize the content recommendation based on the learning style of the learner. A rule-based expert system is implemented to recommend the content to the learner, where the learner is modeled using a probabilistic learning style model, and the teaching aspects of learning objects are modeled using specific fields of IEEE Learning Object Metadata Standard. The rule-set defined in this paper is used to recommend the most relevant learning objects to the learners. Finally, the recommendations are cross-validated with the LO ranking from a set of 48 participants and found that 75% of recommendations are compatible with the learner choice.
In Taiwan, the traditional approach in English learning can be experienced as dull and boring. As a result, it leads to a decline in learning motivation and learning effectiveness. Some scholars have pointed out that adding games into learning could enhance the learner's motivation. However, different game strategies may have different effects on learners' learning motivation. Therefore, this study explored how different types of systems (a character-nurturing game, a competitive game and traditional practice without games) impacted learners' motivation when blending those systems into learning. In order to study this issue, the researchers first developed three systems which were a character-nurturing game-based item bank practicing system, a competitive game-based item bank practicing system and an item bank practicing system without games. Then the researchers invited 125 first-graders from a junior college in northern Taiwan taking an English course, and conducted a nine-week teaching experiment. The results showed that the learners of the competitive-game group had significantly lower confidence and satisfaction than the learners of the character-nurturing-game group.
In the rapidly-changing modern world, computer programming and software engineering hold tremendous significance. Technology is neither good nor evil but in the right hands, they can provide powerful benefits to the society. Therefore, the need to write correct programs has become very crucial in the current world. The absolute correctness of a program can be proven by testing dynamically using well-defined test cases, but testing can never show the absence of errors and is largely impractical for programs with no bounded input range. Hence, proving a program's correctness at compile time still remains a challenge. A more theoretical and feasible approach of checking the correctness of a program is by using logical reasoning and mathematical proofs. This paper delves into checking the correctness of a C program by converting the given C code to an equivalent code in Dafny, a static-program verifier created by Microsoft Research. Dafny was designed to provide a simple introduction to formal verification and it has been extensively used to verify some challenging algorithms.
Problem-solving ability through critical thinking is an important skill required by an engineering student. Through these skills, students are expected to solve a real-world problem and provide an optimized solution. Working as an individual and as a team member can help a student to achieve this. Small-sized group activities will give opportunities to every student for interactions, reflect upon and reply to the diverse responses from their peers and hence contributing to the individual as well as group learning. One such activity is a Team-Game-Tournament (TGT) which builds a cooperative learning environment to develop a competitive activity that can help students to engage in critical reasoning. The quasi experimentation is done with 23 students of T.Y.B. Tech in wireless communication course by the implementation of TGT activity in the classroom. The class is first divided into heterogeneous (home) teams where students of different ability to learn together (team game) through collaboration, discussion and help each other in learning. New homogenous teams are formed later where students of same ability compete with each other (tournament) by applying the knowledge they have learned through collaboration in home team. Students then return to their home groups and report their earned scores. Feedback survey reveals that 82% of students strongly agree that collaborative activity was engaging and motivating for critical thinking. Semi-structured student's interview reveals that classroom collaboration is superior to web collaboration. Points earned in the game and tournament phase measures the learning of every student. On comparing the median score of each team with the class median score it has been found that four teams have scored more than the median score of class indicating improved learning. There was 30% improvement in a number of students attempting numerical example in unit -II test after TGT activity.
