Search

Your search keyword '"Meccawy, Maram"' showing total 50 results
Start Over Author "Meccawy, Maram"
50 results on '"Meccawy, Maram"'

1. Enhancing Quran Comprehension: A VR Approach

Author

Alahmadi, Fatmah, Meccawy, Maram, Elhag, Salma, Goos, Gerhard, Series Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Yung, Moti, Editorial Board Member, De Paolis, Lucio Tommaso, editor, Arpaia, Pasquale, editor, and Sacco, Marco, editor

Published
2024
Full Text
View/download PDF

2. Teachers' Prospective Attitudes towards the Adoption of Extended Reality Technologies in the Classroom: Interests and Concerns

Author

Meccawy, Maram

Abstract

Recent international empirical studies have demonstrated positive results when applying extended reality (XR) technologies such as augmented reality, virtual reality, or mixed reality in teaching and learning. Thus, the preconditions and challenges of use must be investigated from teachers' perspectives prior to implementing these technologies in Saudi schools and higher educational institutes. Therefore, this study examines the feasibility of applying XR tools and platforms in the classroom by understanding teachers' opinions, especially regarding creating or acquiring XR educational content. A qualitative study is conducted using semi-structured interviews with ten educators in Saudi Arabia. As a result, several themes are identified: (1) an XR level of awareness among teachers, (2) an XR-learning content-acquiring approach, (3) teachers' readiness for XR, (4) students' readiness for XR, and (5) XR challenges for schools, including social aspects that are often overlooked. These themes highlight teachers' interest in immersive technologies with their concerns about their possible use in the classroom. Hence, the study provides greater insights for exploration and application for future studies in this area. Moreover, it draws a realistic picture for policymakers and administrators, aiding them in creating an achievable adoption strategy for XR applications in the educational sector.

Published
2023
Full Text
View/download PDF

3. Investigating Students' Performance and Motivation in Computer Programming through a Gamified Recommender System

Author

Al-Malki, Laila and Meccawy, Maram

Abstract

In this study, a personalized gamified recommender system was developed to help secondary-school students in Saudi Arabia learn computer programming. This recommender system supports those students by providing personalized recommendations to address their weaknesses and increase their motivation toward computer programming. A total of 60 female secondary-school students participated in this empirical study and were divided in to an intervention and comparison group. Due to the distance learning directives imposed by the COVID-19 pandemic, the whole study was conducted online. Data were collected through a post-test to measure student performance. In addition, a learning motivation questionnaire was distributed to all the study participants to measure their motivation toward learning programming. The Instructional Materials Motivation Survey questionnaire was distributed to the experimental group to measure their level of motivation after using the recommender system. The results showed that the personalized gamified recommender system positively affected the students' performance in the intervention group and enhanced their motivation toward learning computer programming.

Published
2022
Full Text
View/download PDF

4. Raising a Programmer: Teaching Saudi Children How to Code

Author

Meccawy, Maram

Abstract

Teaching computer coding to children from a young age provides with them a competitive advantage for the future in a continually changing workplace. Programming strengthens logical and critical thinking as well as problem-solving skills, which lead to creative solutions for today's problems. The Little Programmer is an application for mobile devices that introduces the basic programming concepts to Arab children aged (8-12) years. It aims to develop a sense of coding and its importance among those children. User trials results showed that the application was helpful and allowed its users to identify the concepts of computer programming with immense curiosity. Moreover, it showed that linking difficult or newer concepts to familiar entities and objects through visualization can facilitate the learner to grasp innovative knowledge.

Published
2017

6. Assessment in 'Survival Mode': Student and Faculty Perceptions of Online Assessment Practices in HE during COVID-19 Pandemic

Author

Meccawy, Zilal, Meccawy, Maram, and Alsobhi, Aisha

Abstract

This paper presents a cross-sectional study that demonstrates how King Abdulaziz University has responded to the lockdown imposed by the Ministry of Education in Saudi Arabia due to the COVID-19 pandemic. The purpose of this study was to examine the perceptions of students and faculty towards assessment that had to take place online due to physical or social distancing rules and lockdowns. A descriptive mixed-method study was conducted with two different self-administered questionnaires that were developed for students and faculty, respectively. A total of 547 responses were received from undergraduate students and 213 from faculty. The main finding suggests the need for a multilevel approach to the problems of cheating and plagiarism, including raising student awareness and ethics, training teachers to detect cheating methods, and institutions activating their code of practice and applying severe sanctions on those who engage in such practices.

Published
2021
Full Text
View/download PDF

9. Comparing Lexical Diversity of Bahasa between students of Islamic studies and engineering using Spark-NLP.

Author

Hidayat, Muhammad Luthfi, Muslihi, M. Takdir, Meccawy, Maram, and Khanzada, Tariq J. S.

Subjects
MUSLIM students, ISLAMIC studies, INDONESIANS, NATURAL language processing, FOREIGN language education, VERBAL ability
Abstract

Lexical Diversity (LD) can indicate linguistic intelligence and verbal quotient. In this article, we examine the effect of L2 (Arabic and English) on a group of Indonesian native-speaking students (L1) who are studying in two different scientific backgrounds, Islamic studies and Engineering, with a foreign language of instruction (L2) at universities in Saudi Arabia. Lexical diversity measurement of research subjects using Natural Language Processing (NLP) techniques in a Spark environment (Spark-NLP). Ten scripts of Indonesian students from engineering backgrounds, and Islamic studies, from three universities in Saudi Arabia, were diagnosed using the Type Token Ratio method in Spark Environment with Python Sastrawi Library. The Spark-NLP contributes to linguistic research, in particular LD, assisted by Artificial Intelligence techniques on the speed factor of the measurement process. The objectives of this study are 1) To compare the Lexical diversity (richness) of the two groups of Indonesian students by TTR ratio using Spark-NLP, 2). To figure out TTR's execution time using Spark-NLP to measure lexical diversity, and 3). To discover how L2 impacts the lexical richness of L1 in Indonesian students studying in Saudi Arabia from two main backgrounds. The main contribution of this study is to determine the effect of LD L2 on LD L1 with a faster process measurement time. The limitation of this research is the number of samples and homogeneity of the subjects, so it is recommended that the number and level of subjects be increased and made more homogeneous in future research. [ABSTRACT FROM AUTHOR]

Published
2024
Full Text
View/download PDF

10. A service-orientated architecture for adaptive and collaborative e-learning systems

Author

Meccawy, Maram

Subjects
004.6, QA 75 Electronic computers. Computer science
Abstract

This research proposes a new architecture for Adaptive Educational Hypermedia Systems (AEHS). Architectures in the context of this thesis refer to the components of the system and their communications and interactions. The architecture addresses the limitations of AEHS regarding interoperability, reusability, openness, flexibility, and limited tools for collaborative and social learning. It presents an integrated adaptive and collaborative Web-based learning environment. The new e-learning environment is implemented as a set of independent Web services within a service-oriented architecture (SOA). Moreover, it uses a modern Learning Management System (LMS) as the delivery service and the user interface for this environment. This is a two-way solution, whereby adaptive learning is introduced via a widely adopted LMS, and the LMS itself is enriched with an external - yet integrated - adaptation layer. To test the relevance of the new architecture, practical experiments were undertaken. The interoperability, reusability and openness test revealed that the user could easily switch between various LMS to access the personalised lessons. In addition, the system was tested by students at the University of Nottingham as a revision guide to a Software Engineering module. This test showed that the system was robust; it automatically handled a large number of students and produced the desired adaptive content. However, regarding the use of the collaborative learning tools, the test showed low levels of such usage.

Published
2009

16. WHURLE 2.0: Adaptive Learning Meets Web 2.0

Author

Meccawy, Maram, Blanchfield, Peter, Ashman, Helen, Brailsford, Tim, Moore, Adam, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Sudan, Madhu, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Vardi, Moshe Y., editor, Weikum, Gerhard, editor, Dillenbourg, Pierre, editor, and Specht, Marcus, editor

Published
2008
Full Text
View/download PDF

18. Resolving the Problem of Intelligent Learning Content in Learning Management Systems

Author

Rey-Lopez, Marta, Brusilovsky, Peter, Meccawy, Maram, Diaz-Redondo, Rebeca, Fernandez-Vilas, Ana, and Ashman, Helen

Abstract

Current e-learning standardization initiatives have put much effort into easing interoperability between systems and the reusability of contents. For this to be possible, one of the most relevant areas is the definition of a run-time environment, which allows Learning Management Systems to launch, track and communicate with learning objects. However, when dealing with intelligent content, these environments show important restrictions. In this article, we study these restrictions, comparing several standardized run-time environments with nonstandardized solutions that aim to overcome these constraints. (Contains 7 figures, 1 table and 13 notes.)

Published
2008

35. Adaptive educational hypermedia interoperability and content creation with a web service-based architecture

Author

Meccawy, Maram, Stewart, Craig D., and Ashman, Helen

Subjects
Online services -- Educational aspects, Online services -- Design and construction, Teaching -- Equipment and supplies, Hypertext -- Educational aspects, Hypertext -- Usage, Cable television/data services, Online services, Education, Science and technology
Abstract

Byline: Maram Meccawy, Craig D. Stewart, Helen Ashman The take-up of Adaptive Educational Hypermedia (AEH) by the educators has been slow, in part due to the complexity of authoring and the often short 'lifetime' of the AEH software. AEH system interoperability can address these problems. This paper reports on a web services architecture for AEH interoperability that builds upon prior translation-based conversion processes between AEH systems. We describe a case study in the development of a web service using Web Services Description Language (WSDL) and SOAP that is capable of converting My Online Teacher (MOT) materials to Web-based, Hierarchical, Universal, Reactive Learning Environment (WHURLE). This web service is flexible and easily extensible, and represents the first step in developing an interoperable middleware for AEH conversions.

Published
2007

38. Thesis Supervision Mobile System for Enhancing Student-supervisor Communication.

Author

Almeatani, Mashael, Alotaibi, Haya, Alasmari, Eman, Meccawy, Maram, and Alghamdi, Banan

Subjects
USER interfaces, SUPERVISION, SMART cities
Abstract

This paper investigates the problems facing masters' students with their thesis writing phases and completion. This research seeks to provide a smart solution that is beneficial, both to the advisor and student(s). Survey and interviews were conducted among masters' students to determine the challenges facing masters students in the course of their thesis writing phases and completion process. Based on the results of the survey and interviews, a concept model for thesis supervision system (TSS) was developed Providing an automated supervision systemmight encouragestudents and advisors to communicate in an efficient way resulting in more quality of thesis outcomes and reducing the delay in thesis process. Moreover, the user interface mimics the TSS process in an interactive way that illustrates how the application would be depicted when designed. [ABSTRACT FROM AUTHOR]

Published
2019
Full Text
View/download PDF

41. A service-orientated architecture for adaptive and collaborative e-learning systems

Author

Meccawy, Maram

Abstract

This research proposes a new architecture for Adaptive Educational Hypermedia Systems (AEHS). Architectures in the context of this thesis refer to the components of the system and their communications and interactions. The architecture addresses the limitations of AEHS regarding interoperability, reusability, openness, flexibility, and limited tools for collaborative and social learning. It presents an integrated adaptive and collaborative Web-based learning environment. The new e-learning environment is implemented as a set of independent Web services within a service-oriented architecture (SOA). Moreover, it uses a modern Learning Management System (LMS) as the delivery service and the user interface for this environment. This is a two-way solution, whereby adaptive learning is introduced via a widely adopted LMS, and the LMS itself is enriched with an external - yet integrated - adaptation layer. To test the relevance of the new architecture, practical experiments were undertaken. The interoperability, reusability and openness test revealed that the user could easily switch between various LMS to access the personalised lessons. In addition, the system was tested by students at the University of Nottingham as a revision guide to a Software Engineering module. This test showed that the system was robust; it automatically handled a large number of students and produced the desired adaptive content. However, regarding the use of the collaborative learning tools, the test showed low levels of such usage.

42. A service-orientated architecture for adaptive and collaborative e-learning systems

Author

Meccawy, Maram and Meccawy, Maram

Abstract

This research proposes a new architecture for Adaptive Educational Hypermedia Systems (AEHS). Architectures in the context of this thesis refer to the components of the system and their communications and interactions. The architecture addresses the limitations of AEHS regarding interoperability, reusability, openness, flexibility, and limited tools for collaborative and social learning. It presents an integrated adaptive and collaborative Web-based learning environment. The new e-learning environment is implemented as a set of independent Web services within a service-oriented architecture (SOA). Moreover, it uses a modern Learning Management System (LMS) as the delivery service and the user interface for this environment. This is a two-way solution, whereby adaptive learning is introduced via a widely adopted LMS, and the LMS itself is enriched with an external - yet integrated - adaptation layer. To test the relevance of the new architecture, practical experiments were undertaken. The interoperability, reusability and openness test revealed that the user could easily switch between various LMS to access the personalised lessons. In addition, the system was tested by students at the University of Nottingham as a revision guide to a Software Engineering module. This test showed that the system was robust; it automatically handled a large number of students and produced the desired adaptive content. However, regarding the use of the collaborative learning tools, the test showed low levels of such usage.

43. A service-orientated architecture for adaptive and collaborative e-learning systems

Author

Meccawy, Maram and Meccawy, Maram

Abstract

This research proposes a new architecture for Adaptive Educational Hypermedia Systems (AEHS). Architectures in the context of this thesis refer to the components of the system and their communications and interactions. The architecture addresses the limitations of AEHS regarding interoperability, reusability, openness, flexibility, and limited tools for collaborative and social learning. It presents an integrated adaptive and collaborative Web-based learning environment. The new e-learning environment is implemented as a set of independent Web services within a service-oriented architecture (SOA). Moreover, it uses a modern Learning Management System (LMS) as the delivery service and the user interface for this environment. This is a two-way solution, whereby adaptive learning is introduced via a widely adopted LMS, and the LMS itself is enriched with an external - yet integrated - adaptation layer. To test the relevance of the new architecture, practical experiments were undertaken. The interoperability, reusability and openness test revealed that the user could easily switch between various LMS to access the personalised lessons. In addition, the system was tested by students at the University of Nottingham as a revision guide to a Software Engineering module. This test showed that the system was robust; it automatically handled a large number of students and produced the desired adaptive content. However, regarding the use of the collaborative learning tools, the test showed low levels of such usage.

44. A service-orientated architecture for adaptive and collaborative e-learning systems

Author

Meccawy, Maram and Meccawy, Maram

Abstract

This research proposes a new architecture for Adaptive Educational Hypermedia Systems (AEHS). Architectures in the context of this thesis refer to the components of the system and their communications and interactions. The architecture addresses the limitations of AEHS regarding interoperability, reusability, openness, flexibility, and limited tools for collaborative and social learning. It presents an integrated adaptive and collaborative Web-based learning environment. The new e-learning environment is implemented as a set of independent Web services within a service-oriented architecture (SOA). Moreover, it uses a modern Learning Management System (LMS) as the delivery service and the user interface for this environment. This is a two-way solution, whereby adaptive learning is introduced via a widely adopted LMS, and the LMS itself is enriched with an external - yet integrated - adaptation layer. To test the relevance of the new architecture, practical experiments were undertaken. The interoperability, reusability and openness test revealed that the user could easily switch between various LMS to access the personalised lessons. In addition, the system was tested by students at the University of Nottingham as a revision guide to a Software Engineering module. This test showed that the system was robust; it automatically handled a large number of students and produced the desired adaptive content. However, regarding the use of the collaborative learning tools, the test showed low levels of such usage.

45. A service-orientated architecture for adaptive and collaborative e-learning systems

Author

Meccawy, Maram and Meccawy, Maram

Abstract

This research proposes a new architecture for Adaptive Educational Hypermedia Systems (AEHS). Architectures in the context of this thesis refer to the components of the system and their communications and interactions. The architecture addresses the limitations of AEHS regarding interoperability, reusability, openness, flexibility, and limited tools for collaborative and social learning. It presents an integrated adaptive and collaborative Web-based learning environment. The new e-learning environment is implemented as a set of independent Web services within a service-oriented architecture (SOA). Moreover, it uses a modern Learning Management System (LMS) as the delivery service and the user interface for this environment. This is a two-way solution, whereby adaptive learning is introduced via a widely adopted LMS, and the LMS itself is enriched with an external - yet integrated - adaptation layer. To test the relevance of the new architecture, practical experiments were undertaken. The interoperability, reusability and openness test revealed that the user could easily switch between various LMS to access the personalised lessons. In addition, the system was tested by students at the University of Nottingham as a revision guide to a Software Engineering module. This test showed that the system was robust; it automatically handled a large number of students and produced the desired adaptive content. However, regarding the use of the collaborative learning tools, the test showed low levels of such usage.

46. A service-orientated architecture for adaptive and collaborative e-learning systems

Author

Meccawy, Maram and Meccawy, Maram

Abstract

This research proposes a new architecture for Adaptive Educational Hypermedia Systems (AEHS). Architectures in the context of this thesis refer to the components of the system and their communications and interactions. The architecture addresses the limitations of AEHS regarding interoperability, reusability, openness, flexibility, and limited tools for collaborative and social learning. It presents an integrated adaptive and collaborative Web-based learning environment. The new e-learning environment is implemented as a set of independent Web services within a service-oriented architecture (SOA). Moreover, it uses a modern Learning Management System (LMS) as the delivery service and the user interface for this environment. This is a two-way solution, whereby adaptive learning is introduced via a widely adopted LMS, and the LMS itself is enriched with an external - yet integrated - adaptation layer. To test the relevance of the new architecture, practical experiments were undertaken. The interoperability, reusability and openness test revealed that the user could easily switch between various LMS to access the personalised lessons. In addition, the system was tested by students at the University of Nottingham as a revision guide to a Software Engineering module. This test showed that the system was robust; it automatically handled a large number of students and produced the desired adaptive content. However, regarding the use of the collaborative learning tools, the test showed low levels of such usage.

47. WHURLE 2.0 adaptive learning meets Web 2.0

Author

Helen Ashman, Maram Meccawy, Peter Blanchfield, Adam Moore, Tim Brailsford, Meccawy, Maram, Blanchfield, Peter, Ashman, Helen Lee, Brailsford, T, Moore, Andy, and Maastricht, Netherlands 16-19 September

Subjects
medicine.medical_specialty, adaptive educational hypermedia systems, Multimedia, Web 2.0, Computer science, information retrieval and web search, Educational technology, global information systems, computer.software_genre, Robot learning, World Wide Web, e-learning 2.0, web services, medicine, Learning Management, Web navigation, Adaptive learning, web 2.0, Web service, learning management systems, web technologies (excl. web search), computer, Web modeling, moodle
Abstract

The adoption of Adaptive Educational Hypermedia Systems into `real world' teaching has been poor so far. One of the reasons behind this is believed to be due to their architectural design failing to answer the overall needs of Web-enhanced learning. On the other hand, Web 2.0 emerging technologies are transforming the whole field of e-Learning into one known as "e-Learning 2.0". In this new generation, the learning process becomes a social and collaborative activity. Modern Learning Management Systems (LMS) provide the tools and the environment to enable this social learning. WHURLE 2.0 [1] was proposed as an adaptive LMS framework that allows adaptation functionality to be integrated with a modern LMS, by transforming its overall architecture into a distributed Web service. This paper takes the conceptual framework further by stressing its links with some of the Web 2.0 tools and showing this through an implementation that combines the Web 2.0 social aspects from Moodle as an LMS with the adaptation functionality.

Published
2008

49. Adaptive educational hypermedia interoperability and content creation with a web service-based architecture

Author

Craig Stewart, Maram Meccawy, Helen Ashman, Meccawy, Maram, Stewart, C, and Ashman, Helen Lee

Subjects
web-based hierarchical universal reactive learning environment, learning technology, Computer science, SOAP, computer.internet_protocol, Interoperability, interoperability, computer.software_genre, Web Services Description Language, Education, World Wide Web, WSDL, WHURLE, AEH, education, Multimedia, WS-I Basic Profile, Learning environment, adaptive systems, authoring, Content creation, Web services description languages, web services, Middleware (distributed applications), adaptive educational hypermedia, Web service, computer
Abstract

The take-up of Adaptive Educational Hypermedia (AEH) by the educators has been slow, in part due to the complexity of authoring and the often short 'lifetime' of the AEH software. AEH system interoperability can address these problems. This paper reports on a web services architecture for AEH interoperability that builds upon prior translation-based conversion processes between AEH systems. We describe a case study in the development of a web service using Web Services Description Language (WSDL) and SOAP that is capable of converting My Online Teacher (MOT) materials to Web-based, Hierarchical, Universal, Reactive Learning Environment (WHURLE). This web service is flexible and easily extensible, and represents the first step in developing an interoperable middleware for AEH conversions.

Published
2007

50. Interoperable adaptive educational hypermedia: A web service definition

Author

Maram Meccawy, Helen Ashman, Alexandra I. Cristea, Ilknur Celik, Craig Stewart, Meccawy, Maram, Celik, Ilknur, Cristea, Alexandra, Stewart, C, Ashman, Helen Lee, and International Conference on Advanced Learning Technologies Washington, USA 2006-07-05

Subjects
Adaptive educational hypermedia, Computer science, business.industry, PLANNING, Interoperability, Hypermedia, Reuse, computer.software_genre, Sketch, law.invention, World Wide Web, law, Authoring system, The Internet, Web service, business, computer
Abstract

This paper presents an approach to resolve the problem of authoring and interchanging educational material, based on Web services. Here we describe the ultimate goal, of reusing and interchanging freely adaptive e-learning material, shortly sketch previous solutions, showing their benefits but also limitations and then introduce our Web-service based approach. Finally, we discuss the gains brought by our proposed solution

Catalog

Books, media, physical & digital resources
See catalog results