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This paper reviews the success factors of the digital transformation of higher education institutions based on the experience of Hassan 2 University of Casablanca (UH2C) inMorocco, which is the second largest university in the country. This work is based on the good practices implemented in the university's digitalization strategy during the covid-19 pandemic. In order to run all the courses online and allow students to properly follow their lessons, the implementation of a robust and secure system is essential. This paper will take stock of the technical infrastructure of the university which has enabled it to support approximately 130,000 users, then the identification of all the services whose university needed to do its distance learning courses well and a proposal for the new system with the minimum of services that users will need to deliver and follow quality lessons. [ABSTRACT FROM AUTHOR]

In this paper we illustrate the architecture of the °'°Kobi system, which is aimed at supporting students' education in artistic or design activities. We will outline the scientific and methodological foundations of the educational approach aimed at enhancing the artistic conception and the design ideation. The functional requirements and the system architecture for implementing the °'°Kobi system are outlined. Finally, the paper discusses some relevant aspects concerning the system application in a real educational context and briefly reports about its preliminary assessment. [ABSTRACT FROM AUTHOR]

Digital resources offer a vast assortment of educational opportunities for students in higher education. From 2018 to 2022, a digital study assistant (DSA), named SIDDATA, was developed at three German universities and consequently field-tested. One of the DSA's features is an AI-driven natural language interface for educational resource recommendation. This paper performs an analysis of the effectiveness of recommendations, by analyzing data generated over the course of two years of DSA usage. We find that although initial user interest is high, only a small percentage of users engage with the recommendation feature. Furthermore, we find that quality of recommendations was perceived as mixed to negative. [ABSTRACT FROM AUTHOR]

Learning analytics includes interventions that will support learning and improve learning environments. Despite the fact that learning analytics is a promising field of study, the lack of empirical evidence on the effects of learning analytics-based interventions has been widely addressed in recent years. In this context, insights validated by experimental studies may play a crucial role. Therefore, there is a need for a report describing the methodological aspects and effects of current experimental interventions based on learning analytics. This systematic review provides an in-depth examination of learning analytics research that reports experimental findings to evaluate learning analytics-based interventions. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) 2020 protocol provided the basis for the work of this systematic review. This review contained 52 papers that met the inclusion and exclusion criteria. The results show that student-facing dashboards are the most common learning analytics-based intervention. Evidence from how user data is handled for interventions demonstrates that the most common method is the distillation of data for human judgment. This study confirms that a significant proportion of experimental studies employing learning analytics interventions have demonstrated significant effects on learning outcomes. The effectiveness of learning analytics-based interventions is also addressed in this review in terms of motivation, engagement, and system usage behaviors. The findings of this study will contribute to the literature in terms of describing the experimentally validated findings of learning analytics-based interventions in depth. [ABSTRACT FROM AUTHOR]

This paper deals with a solution allowing digital universities to extend the functionalities of their distance learning platform to offer a secure solution for the dematerialization of assessments. Currently we are witnessing the rise of digital universities, this is the case in Africa, particularly in Senegal. We are witnessing strong growth in the number of students, in a context of extension and diversification of training offers. This is the case of the Virtual University of Senegal (UVS), the number of students has increased from 2,000 students in 2013, the year of its creation, to 50,000 in 2021. It offers 13 licenses and 30 courses of training. With these large numbers, the organization of assessments in these universities becomes more and more tedious. Taking the example of the UVS with 50,000 students and 30 training courses, we will have to deploy millions of exams copies due to one copy per candidate. These universities have digital campuses (connected campuses) or Open Digital Spaces (ENO) which make it possible to organize face-to-face evaluations on the table. This organization has several disadvantages, on the one hand, the management of the proofs and the correction of the copies require the mobilization of human and financial resources; on the other hand, the risks of errors, reports and authenticity of the notes. In this article, we propose a secure system for managing online assessments in digital universities based on LMS Moodle, SEB and remote monitoring with the JITSI video conferencing system. The solution will allow universities to optimize human and financial resources and make assessment results more reliable. [ABSTRACT FROM AUTHOR]

Flipped Learning is an active teaching methodology that consists of reversing learning times and spaces. It entails that the teacher prepares and provides in advance the content to be studied so that, during the lecture, there is more time to do exercises and practice the concepts learned during self-study. In this process, the feedback that the teacher provides to students on their level of understanding, as well as the learning outcomes and observations that students, in turn, provide to the teacher, play a key role to adapt the learning path to the learners' actual needs. The paper aims to present a first case study of the application of Flipped Learning in the corporate setting. The case study involved a small company that is one of the partners in the national project L.I.F.T. to measure the effectiveness of the approach and learner satisfaction. [ABSTRACT FROM AUTHOR]

Educational chatbots promise many benefits for teaching and learning. Although chatbot use cases in this research field are rapidly growing, most studies focus on individual users rather than on collaborative group settings. To address this issue, this paper investigates how chatbot-mediated learning can be designed to foster middle school students in team-based assignments. Using an educational design research approach, quality indicators of educational chatbots were derived from the literature, which served as a guideline for the development of the chatbot Tubo (meaning tutoring bot). Tubo is part of a web-based team learning environment in which students can chat with each other and collaboratively work on their group assignments. As a team member and tutor of each group, Tubo guides the students through the learning journey by different scaffolding elements and helps with content-related questions the students have. As part of a first design cycle, the chatbot application was tested with a school class of a technical vocational school in Switzerland. The received feedback suggests that the approach of team-based learning with chatbots has a lot of potential from the students' and teachers' point of view. However, the role distribution of the individual group members may have to be further specified to address the different needs of autonomous as well as more control-oriented students. [ABSTRACT FROM AUTHOR]

This study aims to explore an educational learning environment that supports students to learn conceptual modelling with the unified modelling language (UML). In this study, we call the describing models "UML programming." In this paper, we show an educational UML programming environment for science, technology, engineering, art, and mathematics (STEAM) related subjects (especially for Technology or Engineering) in schools, which are able to apply from elementary school to university. At first, we explain why, what, and how doing the UML programming. In this study, we use a state machine diagram for UML programming. To draw this model, the students just put some states in rectangular shape and transitions in arrow shape. Two types of educational model notations in state machine diagram are introduced. Then, some advanced functions of the SRPS are described. They are an educational model editor, and management of users, learning tasks and models submitted by students. Next, two case studies with the SRPS are shown. One case study is adopted to the summer camp for 5th- and 6th-grade students. The participants were 20 students and were engaged in 4 hours workshop. We used a car-type robot with two DC motors, a one-touch sensor, and one infrared sensor connected to a micro:bit. The other case study is a formal technology class at one Japanese public junior high school. One teacher and five classes worked on UML programming for traffic lights. Each class had 20 9th-grade students. One student at this school was given a traffic light robot with three Light-emitting diode (LED) lights, a one-touch sensor, and one infrared sensor connected to a micro:bit. Finally, on the basis of these two case studies using our environment, we discuss the potential for innovative STEAM education with UML programming. [ABSTRACT FROM AUTHOR]

This paper examines the possibilities and limitations of introducing simulated experiments in the psychology domain by practicing a course with graduate students in psychology, in which simulated experiments were conducted in place of real human experiments. The class-learning object was the dual-storage model of human memory. The simulation results showed anomalous results that differed from intuitive predictions. The results were also inconsistent with the results of prior human experiments. Analysis of reports submitted by 15 participants revealed that they focused on the anomalous results emerging in the simulation results and examined them based on the dual-storage model theory. On the basis of these results, future directions for this practice are discussed. [ABSTRACT FROM AUTHOR]

Among the various kinds of learning analytics emerging especially in the latest decade, clicking patterns cover a prominent role, fostered by their success in analyzing several types of data concerning activity on the web. They can be defined as sets of clicks performed by users, in which every set is treated as the basic unit. Few research has been performed on clicking patterns in educational contexts. In this paper, we perform analysis regarding clicks to an online course in Mathematics, aimed at allowing students to follow courses at a distance, both before and after enrolling at University. We used clustering techniques on students learning behavior, which have been defined for this research as visualizations of activities and resources of the course, to detect differences on students' grade according to their online learning behavior. Our results show that students tend to proceed on the course in both activities and resources. There is no correlation between participation and course grades, even if the most active students show higher scores. Moreover, patterns differ significantly according to the degree program of each student, showing the importance of tailored path. [ABSTRACT FROM AUTHOR]

As the whole learning ecosystem is changing because of covid-19 pandemic outbreak, education institutions and teachers are demanded to cope with technology for online learning and give the best learning experience to their students. The aim of this research is to identify synchronous and asynchronous online learning in English language classrooms in Indonesian schools and universities during covid-19 pandemic, focusing on technological applications used and challenges faced by both teachers and students. By implementing Systematic Literature Review (SLR) approach from Indonesian Science and Technology Index known as SINTA and SCOPUS database, 31 research papers published between 2020-2022 in the Indonesian context are selected. This research creates a table of synchronous and asynchronous online learning applications used in English language classrooms as well as activities done and challenges faced by both teachers and students during covid-19 pandemic in the Indonesian context. The results of this research can be used by relevant stakeholders to help incorporate a balanced synchronous and asynchronous online learning in their English language classrooms as well as anticipate and prepare for future learning in their respective schools and universities, especially after covid-19 pandemic. [ABSTRACT FROM AUTHOR]

Presentation is one of the important activities in research to publish research results. When we create presentation documents (P-documents for short), it is important to compose presentation structure (P-structure for short) that represents what to present and how to sequence the contents. To create proper P-documents, we need to learn how to create P-documents in the lab. In our previous work, we have helped unskilled researchers with presentation schema (P-schema for short), which is represented as an all-inclusive P-structure of P-documents accumulated in the lab. It allowed unskilled researchers to create proper P-documents. But, some learners could not properly segment research contents into slides. To solve this problem, this paper describes refinement of P-schema. This paper also reports a case study whose purpose was to assess whether the refined P-schema could promote segmentation by comparing P-documents and P-structure composed with the refined P-schema and composed with the original P-schema. [ABSTRACT FROM AUTHOR]

Simultaneous in-class presentations are well suited to the use of peer evaluation, which also promotes greater involvement of the student audience. The problem for the teacher is how to manage peer evaluation and make it a useful part of the curriculum. PeerEval is a mobile application that allows students to anonymously evaluate presentations in real time using a Likert scale rubric and individual peer comments. The results of each evaluation are compiled in a database which is available to the teacher and the students. This short paper focuses on implementing and evaluating this app in Japanese university classrooms. The researchers sought to evaluate both the technical aspects of the software and nature of student feedback using the software. Student attitudes towards the PeerEval system were measured using a twelve-item questionnaire concerning usability of the software, their attitudes towards the system both as a presenter and as an audience member. Results are discussed regarding student perceptions of the evaluation system, overall feedback quality, and the perceived effect of feedback speed and peer comments. Further uses for a mobile peer-evaluation system are also discussed. [ABSTRACT FROM AUTHOR]

Digital Native' and 'Digital Immigrant' are terms, popularized by Prensky (2001), to describe those born either before, or in the digital era (i.e. after 1980). In recent years, this dichotomy has been used to raise awareness of differences in technology usage and what these differences may mean for education. The present study examines Japanese university teacher and student use of digital technology in academic settings, as well as their preferences for digital or paper-based educational practices. At a private university in Japan, 337 first-year university students and 170 full-time faculty responded to tailored questionnaires addressing digital technology use. Both questionnaires focused on four areas: technology use, self-efficacy, familiarity, and learning/teaching style preferences. The results showed that there are clear differences in technology use between teachers and students, with teachers using computers more than students. Self-efficacy of students was much lower than teachers, and there were distinct differences in the familiarity with software and web pages between the two groups, with students being much more comfortable with websites and teachers being more familiar with software. Learning/teaching styles of both groups were similar, with a bias towards teachercentered and paper-based educational practices. These findings suggest that there is a mismatch between institutional goals and the beliefs and practices of both teachers and students regarding the role of technology in the curriculum. [ABSTRACT FROM AUTHOR]

In the past few years we have participated in several EU funded projects, aimed to create the educational content and auxiliary ICT tools to support the development of some essential soft skills of the students: the creativity, and the ability to write syntheses of the ideas extracted from various sources. In this context, we produced an easy to use web application for the assessment of creativity based on a new scale, and we also proposed a methodology to evaluate the quality of text summaries written by our students starting from a given source. Through a serendipitous coincidence, this research occurred while we were in search of a means to assess the risk in education, and noticed that the students' anxiety about the future (AAF) might be a good measure of this risk. This paper is an attempt to make sense of the data collected using the newly created tools, by exploring the possible correlations between creativity, summarization skills, and AAF from the perspective of the students' ability to cope with the uncertainties of the future. [ABSTRACT FROM AUTHOR]

This paper presents a method aiming at analyzing a problem of overpopulation at the university of Lomé (Togo). In this perspective, we associate the teachers' perceptions with that of students through two kind of questionnaires, static and interactive. We describe this methodology to survey large groups of students. The results allows to better understand the teaching context of students, their difficulties but also the hidden potential of their situation. In background the feasibility of distant learning is also analyzed through this method of investigation. [ABSTRACT FROM AUTHOR]

Students' journal writings could be useful resources for teachers to grasp their understandings and to see their own teaching objectively. However, reading a large number of journals thoroughly is not always realistic for teachers. Although various automatic analysis methods have been proposed to understand learning journals, they does not necessarily fit needs of teachers and tend to overlook minor opinions. In this paper, we propose an interactive report tool for exploring journal writings. Focusing on the efficiency of reading learning journals, it employs weekly keywords extracted from journals as entry points for journal sentences. It enables us to read journal sentences selectively. The tool also provides lists of most used adjectives from week to week, which is helpful for teachers to grasp the temporal variation of opinions through a semester. We conducted a preliminary questionnaire about the usefulness of the report tool targeting teachers of the course "Information Science" in our university. Most of them evaluated our tool positively although the number of answers were small. [ABSTRACT FROM AUTHOR]

Several studies point out the link between sociability and academic results. In this paper, we highlight a phenomenon of asymmetry in the perception of friendship. This occurs when a student think he has more or less friends than he really has. We present an experimental method that allows us to analyze this question in relation with the academic performances of 15 groups of students. We show that students having a symmetric view of their friendship relations tend to have the better results. Furthermore, our study shows that the link between sociability and results improvement is stronger for lower grades (i.e younger students). [ABSTRACT FROM AUTHOR]

Proactive context aware e-learning services are useful to create proactive applications capable of inferring the learners' features. The learners' behavior and characteristics may change forcing the adaptability the learners' profile. To capture these changes is required an e-learning system application to monitoring and tracking the learners' interactions. A learner profile is defined by metadata about personal, socio-cultural, intellectual behavior, their preferences and other aspects. Monitoring and adaptable personalized e-learning services are correlated, collaborative and context aware. A major problem to create proactive applications is the lack of uniform support for analysing, developing, implementing and executing context aware e-learning applications. The proactive context aware e-learning system architecture proposed is based on a model for monitoring and tracking the e-learning. This paper discusses a proactive context aware e-learning system architecture based on a monitoring and tracking system architecture and context aware e-learning entities. [ABSTRACT FROM AUTHOR]

Knowing students' learning styles can contribute highly in supporting students in learning by making them aware of their learning styles and/or presenting them with personalised learning material and activities. In this paper, we propose a dynamic student modelling approach, which monitors students' behaviour in a course and notices once the learning styles stored in the student model do not reflect students' behaviour in the course any more. The proposed approach aims, on one hand, at updating the information in the student model as soon as possible once differences in students' behaviour were detected but, on the other hand, also considers deviations in students' behaviour. In an experiment with data from 75 students, appropriate parameter settings and the suitability of all considered components were tested, showing that the proposed dynamic student modelling approach yields good results. By using this dynamic student modelling approach, a system is therefore able to revise the information in the student model when required and thus enable systems to provide students with support, learning material and activities they currently need. [ABSTRACT FROM AUTHOR]

The paper defines and empirically validates the concept of performance support system in higher engineering education. The validation of the concept is based upon an experimental study investigating the effect of performance support system on achievements and attitudes of students. The study confirmed the expectation that the performance support system produced significantly better results than the traditional method of teaching when achievements of students were compared. The analysis of the students' attitudes towards the method revealed that the operationalization of support was better implemented in the tested performance support system than performance. [ABSTRACT FROM AUTHOR]

Providing adaptivity based on learning styles can support learners and make learning easier for them. However, for providing proper adaptivity, the learning styles of learners need to be known first. While most systems, which consider learning styles, use questionnaires in order to identify learning styles, we propose an automatic student modelling approach, which analyses the actual behaviour and actions of students during they are learning in an online course in order to infer students' learning styles. Such an automatic approach has the advantage that students do not have any additional effort for providing information about their learning styles. Additionally, an automatic approach can be more accurate by excluding extraordinary behaviour of students and adapting in the case that the learning styles changed over time. In this paper, we present an automatic student modelling approach for learning management system, which aims at identifying learning style preferences within the four dimensions of the Felder-Silverman learning style model (FSLSM). The approach is based on patterns derived from literature and a simple rule-based method for calculating learning styles from the students' behaviour. The proposed approach is evaluated by a study with 75 students, comparing the results of the learning style questionnaire with the results obtained by the proposed automatic student modelling approach. As a result, the approach is appropriate for identifying all learning style preferences within the active/reflective dimension of FSLSM and some learning style preferences within the sensing/intuitive and visual/verbal dimension. For the sequential/global dimension, results of learning style preferences show only moderate precision. [ABSTRACT FROM AUTHOR]

With the advent of adaptable tutoring systems, the field of student modeling emerged. Researchers attempt to comprehend the misconception that led students to choose a specific erroneous answer in order to decide what needs to be explained to that particular student and this information is kept in the student model. However, the work done to date concentrates on what students learn correctly as a guideline of their progress and does not take into consideration how misconceptions may affect learning of dependant materials. This paper, studies two distinct effects of inducing misconceptions and then correcting them on student learning. The first experiment investigates of student seek "semantic" interpretations of the question and the process of correction. If the correcting is in a distance then will student react in a way similar to that if they are shown a moving scene. The second investigates how students use analogies, in learning from one concept what adversely affects another. Results indicate that misconception do affect student learning and the correction process is "semantically" interpreted. This informs designers of tutoring systems, to investigate to best correct misconceptions without causing unintended outcomes. [ABSTRACT FROM AUTHOR]

The study presented in this paper sought to explore several dimensions to online learning. Identifying the dimensions to online learning entails important basic issues which are of great relevance to educators today. The primary question is "what are the factors that contribute to the success/failure of online learning?" In order to answer this question we need to identify the important variables that (1) measure the learning outcome and (2) can help us understand the learning experience of students using specific learning tools. In this study, the dimensions we explored are student's attitude, affect, motivation and perception of an Online Learning Tool usage. A survey utilizing validated items from previous relevant research work was conducted to help us determine these variables. An exploratory factor analysis (EFA) was used for a basis of our analysis. [ABSTRACT FROM AUTHOR]

Most of the existing computer systems providing technical support for such tests are based on classical logic and therefore cannot reason in the presence of inconsistencies. In this paper we discuss how to assess students' understanding of new terms and concepts applying many-valued logic. This allows an assessment system to give meaningful responses in case of incomplete or inconsistent input. [ABSTRACT FROM AUTHOR]