Learning Technology for Education Challenges: 8th International Workshop, LTEC 2019, Zamora, Spain, July 15–18, 2019, Proceedings PDF
Preview Learning Technology for Education Challenges: 8th International Workshop, LTEC 2019, Zamora, Spain, July 15–18, 2019, Proceedings
Lorna Uden Dario Liberona Galo Sanchez Sara Rodríguez-González (Eds.) Communications in Computer and Information Science 1011 Learning Technology for Education Challenges 8th International Workshop, LTEC 2019 Zamora, Spain, July 15–18, 2019 Proceedings 123 Communications in Computer and Information Science 1011 Commenced Publication in 2007 Founding and Former Series Editors: Phoebe Chen, Alfredo Cuzzocrea, Xiaoyong Du, Orhun Kara, Ting Liu, Krishna M. Sivalingam, Dominik Ślęzak, Takashi Washio, and Xiaokang Yang Editorial Board Members Simone Diniz Junqueira Barbosa Pontifical Catholic University of Rio de Janeiro (PUC-Rio), Rio de Janeiro, Brazil Joaquim Filipe Polytechnic Institute of Setúbal, Setúbal, Portugal Ashish Ghosh Indian Statistical Institute, Kolkata, India Igor Kotenko St. Petersburg Institute for Informatics and Automation of the Russian Academy of Sciences, St. Petersburg, Russia Junsong Yuan University at Buffalo, The State University of New York, Buffalo, NY, USA Lizhu Zhou Tsinghua University, Beijing, China More information about this series at http://www.springer.com/series/7899 Lorna Uden Dario Liberona (cid:129) (cid:129) í á Galo Sanchez Sara Rodr guez-Gonz lez (Eds.) (cid:129) Learning Technology for Education Challenges 8th International Workshop, LTEC 2019 – Zamora, Spain, July 15 18, 2019 Proceedings 123 Editors Lorna Uden DarioLiberona Staffordshire University Universidad TecnicaFederico SantaMaria Stoke-on-Trent, Steiermark,UK Valparaiso, Chile GaloSanchez SaraRodríguez-González Universidad deSalamanca Universidad deSalamanca Salamanca, Spain Salamanca, Spain ISSN 1865-0929 ISSN 1865-0937 (electronic) Communications in Computer andInformation Science ISBN 978-3-030-20797-7 ISBN978-3-030-20798-4 (eBook) https://doi.org/10.1007/978-3-030-20798-4 ©SpringerNatureSwitzerlandAG2019 Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeorpartofthe material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storageandretrieval,electronicadaptation,computersoftware,orbysimilarordissimilarmethodologynow knownorhereafterdeveloped. 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ThisSpringerimprintispublishedbytheregisteredcompanySpringerNatureSwitzerlandAG Theregisteredcompanyaddressis:Gewerbestrasse11,6330Cham,Switzerland Preface The 8th International Workshop on Learning Technology for Education Challenges (LTEC2019):HowTechnologiesHelpustoLearntoMeetFutureLearning,washeld at the University of Salamanca, Zamora, Spain, during July 15–18. The conference was preceded by one day of free tutorials for participants who wishedtolearnaboutthestateoftheartofresearchrelatingtothetopicsofLTEC.The tutorials were held on July 15, 2019. The conference itself commenced on July 16, 2019. Thereisashiftinattitudesfromhavingajobforlifetocontinuouslearningatwork. Skillsthatbusinessesrequiretodayarechanging.Individualsthatsucceedinthefuture will be those who adopt the philosophy of lifelong learning. A continuous learning culture needs to be at the heart of universities and all organizations. Technology is absolutelycentraltothefutureofthelearningcommunity,particularlyaswemoveinto theageoftheInternetofThings(IoT),artificialintelligence(AI),bigdata,smartcities, and blockchain. Businessesmustworkwithuniversitiestoprovideworkexperienceforstudents,and universities must ensure they produce the employees that businesses want. A host of learning tools are being used as the technology continues to mature, including personalization,gamification,socialmedia,andmicro-learning,which allows students to absorb ideas and lessons in bite-sized information chunks. Artificial intelligence is used to provide intelligent and personal learning for students. Virtual-reality technology is exciting because it allows both educational establishments and employers to prepare people in a far more engaging and realistic way than traditional classroom methods. Highereducationinstitutionsarechangingtheirroles,fromfocusingonresearchand teaching to having focus on research, teaching, and more effective learning. It is important to investigate teaching and learning approaches aimed at empowering students to handle their lives during their education and toward an occupational life. Co-creative processes are a trend that is going to grow in the future, together with thegrowingofinterestin creative solutions for future educationandorganization. We must think of universities as an “indivisible whole” in which teaching, research, and socialimpactworktogetherforthebenefitsofall:aninclusivesystem.Toachievethis, universities need to partner within their ecosystem to facilitate value creation like the natural ecosystem. This means adopting an e-learning ecosystem. Intoday’sdigitalworld,aweboflearningresourcessurroundseveryindividual.Itis anenvironmentwhereineachresourceconnectstoothers,creatinganoverallstructure in which all learning takes place. The e-learning ecosystem is the combination of technologies and support resources available to help individuals learn within an environment. This new revolution focuses on agility and integration of multiple solutions. A learning ecosystem will make the most of digital transformation using a stack of technology to facilitate learning. vi Preface The 8th LTEC (2019) examined how these technologies and pedagogical advances can be used to change the way teachers teach and students learn while giving special emphasistothepedagogicallyeffectivewayswecanharnessthesenewtechnologiesin education. The aim is to provide a platform for research in the very broad area of educational technology that bridges theory, research, practice, and policy. The proceedings consist of 40 papers covering various aspects of technologies for learning including: Learning technologies Learning tools and environment E-learning and moocs Learning practices Machine learning and evaluation support programs The authors of the papers come from many different countries including Austria, Bosnia, Brazil, Colombia, Ecuador, Estonia, Finland, France, Germany, Greece, Indonesia, Italy, Malaysia, New Zealand, Oman, Poland, Portugal, Russia, Singapore, Slovakia, Slovenia, Spain, Switzerland, Taiwan, the UK, and the USA. We would like to thank our authors, reviewers, and Program Committee for their contributions and the University of Salamanca for hosting the conference. Special thanks to the authors and participants at the conference. Without their efforts, there wouldbenoconferenceorproceedings.ParticularthankstoDr.FernandoDeLaPrieta for dealing with the websites and local arrangements. July 2019 Lorna Uden Dario Liberona Organization General Conference Chair Lorna Uden Staffordshire University, UK Program Chair Dario Liberona Universidad Tecnica Federico Santa Maria, Chile Local Chairs Galo Sánchez Universidad de Salamanca, Spain Sara Rodríguez Universidad de Salamanca, Spain Local Organizing Committee Juan Manuel Corchado University of Salamanca, Spain Rodríguez Galo Sánchez Sánchez Universidad de Salamanca, Spain Fernando De la Prieta Pintado University of Salamanca, Spain Sara Rodríguez González Universidad de Salamanca, Spain Javier Prieto Tejedor University of Salamanca, Spain Juan Carlos Matos Franco University of Salamanca, Spain José Escuadra Burrieza University of Salamanca, Spain José Luis Pérez Iglesias University of Salamanca, Spain María Luisa Pérez Delgado University of Salamanca, Spain Pablo Chamoso Santos University of Salamanca, Spain Alfonso González Briones University of Salamanca, Spain Jesús Angel Román Gallego University of Salamanca, Spain Manuel Pablo Rubio Cavero University of Salamanca, Spain Alberto Rivas Camacho University of Salamanca, Spain Roberto Casado Vara University of Salamanca, Spain Elena Hernández University of Salamanca, Spain Ines Sitton University of Salamanca, Spain María Cruz Sánchez Gómez University of Salamanca, Spain Antonio Sánchez Martín University of Salamanca, Spain Iago Ramos Fernández University of Salamanca, Spain María Victoria Martín Cilleros University of Salamanca, Spain Eva González Ortega University of Salamanca, Spain viii Organization Program Committee Dale Rose Baker Arizona State University, USA Birgit Feldmann FernUniversität in Hagen, Germany D’Arcy Becker University of Wisconsin, USA Dario Liberona Universidad Tecnica Federico Santa Maria, Chile I Hsien National University of Kaohsiung, Taiwan Jane Sinclair University of Warwick, UK Jeremiah Sullins Harding University, USA Lorna Uden Staffordshire University, UK Michael Vallance Future University Hakodate, Japan Sabine Seufert Universität St.Gallen (HSG), Switzerland Viktorija Florjančič University of Primorska, Koper, Slovenia Fotini Paraskeva University of Piraeus, Greece Debora Nice Ferrari Barbosa Universidade Feevale, Brazil Fernando Moreira Univ Portucalense, Aveiro, Portugal Alberth Alberth Universitas Halu Oleo, Sulawesi, Indonesia Anat Wilson Swinburne University of Technology, Australia Sunnie Lee Watson Purdue University, USA Alberto Magreñán Universidad de La Rioja, Spain Reneta Barneva SUNY Fredonia University, USA Hui Min Lai Chienkuo Technology University, Taiwan Kelley Reinsmith-Jones East Carolina University, USA Eric Lau Open University of Hong Kong, Hong Kong Fernando de la Prieta Universidad de Salamanca, Spain Rein Smith East Carolina University, USA Contents Learning Technologies The Use of Gamification Technique in Agile Development Methodology. . . . 3 Rula Al-Azawi, Sebastin Antony Joe, Mohaned Al-Obaidy, and Jonathan Westlake Exploring the Impact of Artificial Intelligence in Music Education to Enhance the Dyslexic Student’s Skills . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Michele Della Ventura Otowik: Mining Text from Wikis to Mind Maps. . . . . . . . . . . . . . . . . . . . . 23 Vinothini Kasinathan, Aida Mustapha, and Mohamad Firdaus Che Abdul Rani Exploring the Potential of Using Augmented Reality and Virtual Reality for STEM Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 RulaAl-Azawi,AliAlbadi,RaziyehMoghaddas,andJonathanWestlake Boosting Motivation Through Process Gamification: Evidence from Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Julia Bilinkis, Alexander Gromoff, and Yaroslav Gorchakov Health Student Using Google Classroom: Satisfaction Analysis. . . . . . . . . . . 58 Amadeu Sa de Campos Filho, Webber de Souza Fantini, Mirelly Atanázio Ciriaco, Joelton dos Santos, Fernando Moreira, and Alex Sandro Gomes Gamification Design Framework Based on Self Determination Theory for Adult Motivation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Stavroula Karra, Vasiliki Karampa, and Foteini Paraskeva Designing a Video Course. The Case of the Online Course of Mathematical Olympiads . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Lucía Rotger and Juan M. Ribera Learning Tools and Environment Evaluation of the Disciplinary Competences of the Students of the Bachelor’s Degree in Physiotherapy at “Sapienza” University of Rome Through the TECO: A Cross-Sectional Study . . . . . . . . . . . . . . . . 93 Giovanni Galeoto, Anna Berardi, Cecilia Pizzi, Ilaria Farina, and Julita Sansoni
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