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Interactive Technology and Smart Education

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A special issue of Computers (ISSN 2073-431X).

Deadline for manuscript submissions: closed (31 October 2022) | Viewed by 58001

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Special Issue Editors

Dr. Ioana Andreea Stefan

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Guest Editor

Research & Innovation, Advanced Technology Systems, 130029 Târgoviște, Romania
Interests: software ecosystems, knowledge management, decision support systems, game-based learning, reusability, standards, interoperability, accessibility, creative learning

Dr. Samir Garbaya

E-Mail Website
Guest Editor

Arts et Metiers Institute of Technology, HESAM University, Paris, France
Interests: human-computer interaction; gamification of learning; computer graphics; virtual and augmented reality; multisensory interaction; intelligent interactive systems

Special Issue Information

Dear Colleagues,

The capacity of interactive technologies to enhance learning practices has become increasingly evident in the last several decades. In recent months, the globalized lockdown has dramatically changed the modes of teaching and learning. This simultaneously raised new challenges and new opportunities in the context of a dramatic shift towards a fully or nearly fully digital learning environment.

The aim of this Special Issue is to capture insights and practical feedback from the lockdown experiences, exploring teacher and student needs and perspectives, as well as new educational paradigms and models in connection with the use of interactive technologies such as serious games and the gamification concept; virtual, augmented, and mixed realities; intelligent agents, etc. Critical features such as assessment, online collaboration, and web accessibility are also considered.

This effort focuses on providing a better comprehension of a fully digital learning environment: the role of the teacher/tutor; disruptive learning methodologies; technical challenges and constraints associated with teaching and learning in urban and rural areas in a 100% digital learning environment; the acquisition of critical sustainability skills required to operate digital technologies; the ability to identify reliable learning resources and eliminate fake information; and the construct of self-learning capabilities.

We welcome original contributions covering innovative models and experimentation of emergent learning settings employing virtual reality technologies. The main topics include, but are not limited to:

Smart learning;
Models of human–computer interaction;
Game-based experiences;
Accessibility and assistive technologies ;
Virtual, augmented, and mixed realities;
Mobile interaction;
Intelligent agents;
Collaborative learning models;
Adaptive learning systems;
Home-based learning systems;
Assessment models;
Visual analytics for skill acquisition.

Dr. Ioana Andreea Stanescu
Dr. Samir Garbaya
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Computers is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

virtual realities
web accessibility
home-based learning
gamification

Published Papers (13 papers)

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Research

28 pages, 4477 KiB

Open AccessArticle

Intelligent Modeling for In-Home Reading and Spelling Programs

by Hossein Jamshidifarsani, Samir Garbaya and Ioana Andreea Stefan

Computers 2023, 12(3), 56; https://0-doi-org.brum.beds.ac.uk/10.3390/computers12030056 - 01 Mar 2023

Viewed by 1490

Abstract

Technology-based in-home reading and spelling programs have the potential to compensate for the lack of sufficient instructions provided at schools. However, the recent COVID-19 pandemic showed the immaturity of the existing remote teaching solutions. Consequently, many students did not receive the necessary instructions. This paper presents a model for developing intelligent reading and spelling programs. The proposed approach is based on an optimization model that includes artificial neural networks and linear regression to maximize the educational value of the pedagogical content. This model is personalized, tailored to the learning ability level of each user. Regression models were developed for estimating the lexical difficulty in the literacy tasks of auditory and visual lexical decision, word naming, and spelling. For building these regression models, 55 variables were extracted from French lexical databases that were used with the data from lexical mega-studies. Forward stepwise analysis was conducted to identify the top 10 most important variables for each lexical task. The results showed that the accuracy of the models (based on root mean square error) reached 88.13% for auditory lexical decision, 89.79% for visual lexical decision, 80.53% for spelling, and 83.86% for word naming. The analysis of the results showed that word frequency was a key predictor for all the tasks. For spelling, the number of irregular phoneme-graphemes was an important predictor. The auditory word recognition depended heavily on the number of phonemes and homophones, while visual word recognition depended on the number of homographs and syllables. Finally, the word length and the consistency of initial grapheme-phonemes were important for predicting the word-naming reaction times. Full article

(This article belongs to the Special Issue Interactive Technology and Smart Education)

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16 pages, 6144 KiB

Open AccessArticle

Design and Prototype Development of Augmented Reality in Reading Learning for Autism

by Azizah Nurul Khoirunnisa, Munir and Laksmi Dewi

Computers 2023, 12(3), 55; https://0-doi-org.brum.beds.ac.uk/10.3390/computers12030055 - 28 Feb 2023

Cited by 3 | Viewed by 2185

Abstract

(1) Background: Augmented reality is no less popular than virtual reality. This technology has begun to be used in education fields, one of which is special education. Merging the real and virtual worlds is the advantage of augmented reality. However, it needs special attention in making software for children with special needs, such as children with autism. This paper presents an application prototype by paying attention to the characteristics of autistic individuals according to the Autism Guide, that has existed in previous studies. (2) Method: The method used in the development of this prototype is the Linear Sequential Model. Application development is made using Unity3D, Vuforia, and Adobe Illustrator by considering accessibility and other conveniences for developers. (3) Results: The prototype was developed with reference to the Autism Guide, then validated by media experts and autistic experts with the results of the assessment obtaining a score of 87.3/100 which is in the “Very Good” category and is suitable for use. (4) Conclusions: The development of a prototype that refers to the characteristics of children with autism needs to be considered so that what will be conveyed can be easily accepted. Full article

(This article belongs to the Special Issue Interactive Technology and Smart Education)

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16 pages, 620 KiB

Open AccessArticle

Students and Teachers’ Need for Sustainable Education: Lessons from the Pandemic

by Manuel Caeiro-Rodríguez, Mario Manso-Vázquez, Triinu Jesmin, Jaanus Terasmaa, Hariklia Tsalapata, Olivier Heidmann, Jussi Okkonen, Edward White, Carlos Vaz de Carvalho and Ioana-Andreea Stefan

Computers 2022, 11(11), 157; https://0-doi-org.brum.beds.ac.uk/10.3390/computers11110157 - 08 Nov 2022

Cited by 2 | Viewed by 2310

Abstract

The COVID-19 pandemic challenged the sustainability of higher education as millions of students were forced out of school, shifting to online learning instead of in-class education. In the Erasmus+ project, Virtual Presence in Higher Education Hybrid Learning Delivery (VIE), we were concerned with the level of readiness and the ability of higher-education students and teachers to face this changing situation. This paper reports the results of a survey which assessed the experiences that students and teachers had during the pandemic and, in particular, the development of soft skills through active learning methodologies. The project results show that there are still some unmet needs, but existing digital technologies, tools, and platforms already provide valuable solutions both for students and teachers that ensure a continuation of high-quality learning experiences. Full article

(This article belongs to the Special Issue Interactive Technology and Smart Education)

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15 pages, 540 KiB

Open AccessArticle

Factors Affecting Response Rates of the Web Survey with Teachers

by Konstantinos Lavidas, Antonia Petropoulou, Stamatios Papadakis, Zoi Apostolou, Vassilis Komis, Athanassios Jimoyiannis and Vasilis Gialamas

Computers 2022, 11(9), 127; https://0-doi-org.brum.beds.ac.uk/10.3390/computers11090127 - 24 Aug 2022

Cited by 15 | Viewed by 2503

Abstract

Although web survey has been a popular method of data collection in the academic community, it presents meagre response rates, which primarily affect the validity of the results as well as the reliability of the outcomes. Surveys worldwide that study the response rate only of teachers have not been found in the relevant literature. In this survey, with a sample of 263 Greek teachers, we investigate possible factors that explain teachers’ intention to participate in web surveys that are conducted by online questionnaires indicating, therefore, the factors that probably influence the response rate of web surveys. Our findings support those factors such as (a) authority, (b) incentives, (c) survey structure/form, (d) ethical issues, (e) reminders and pre-notifications, and (f) survey time received, which seem to explain the teachers’ intention to participate in web surveys with questionnaires. Based on the findings, methodology implications and limitations for researchers are discussed. Full article

(This article belongs to the Special Issue Interactive Technology and Smart Education)

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23 pages, 1316 KiB

Open AccessArticle

Proposal of a Model for the Analysis of the State of the Use of ICT in Education Applied to Technological Institutes of Higher Education

by William Villegas-Ch., Santiago Jácome-Vásconez, Joselin García-Ortiz, Javier Calvache-Sánchez and Santiago Sánchez-Viteri

Computers 2022, 11(7), 112; https://0-doi-org.brum.beds.ac.uk/10.3390/computers11070112 - 08 Jul 2022

Cited by 1 | Viewed by 2092

Abstract

The inclusion of information and communication technologies in education has become a priority for all educational models, particularly for higher education institutes that have observed the need to integrate these technologies in the classroom. However, to guarantee educational quality and learning, establishing a process that allows the identification of the response of the students towards its use is necessary. For this purpose, there are several works that address the issue and have determined the functionality of these technologies, but each environment is different, and this is recognized by the higher education institutes of Ecuador that have limited economic, technological, and academic resources. This work seeks to create a method that allows the needs and doubts of students about the use of educational technologies in the classroom to be established without affecting their academic performance. To perform this, a process has been designed that identifies learning needs through the validation of data obtained from surveys and a comparison of two groups of students, in which one group makes use of technologies in the classroom and the other group uses a model of traditional education. By obtaining the results of the analysis, the method determines the impact of technology on learning. Full article

(This article belongs to the Special Issue Interactive Technology and Smart Education)

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13 pages, 1348 KiB

Open AccessArticle

Enhancing GAN-LCS Performance Using an Abbreviations Checker in Automatic Short Answer Scoring

by Ar-Razy Muhammad, Adhistya Erna Permanasari and Indriana Hidayah

Computers 2022, 11(7), 108; https://0-doi-org.brum.beds.ac.uk/10.3390/computers11070108 - 01 Jul 2022

Cited by 2 | Viewed by 1886

Abstract

Automatic short answer scoring methods have been developed with various algorithms over the decades. In the Indonesian language, the string-based similarity is more commonly used. This method is difficult to accurately measure the similarity of two sentences with significantly different word lengths. This problem has been handled by the Geometric Average Normalized-Longest Common Subsequence (GAN-LCS) method by eliminating non-contributive words utilizing the Longest Common Subsequence method. However, students’ answers may vary not only in character length but also in the words they choose. For instance, some students tend only to write the abbreviations or acronyms of the phrase instead of writing meaningful words. As a result, it will reduce the intersection character between the reference answer and the student answer. Moreover, it can change the sentence structure even though it has the same meaning by definition. Therefore, this study aims to improve GAN-LCS method performance by incorporating the abbreviation checker to handle the abbreviations or acronyms found in the reference answer or student answer. The dataset used in this study consisted of 10 questions with 1 reference answer for each question and 585 student answers. The experimental results show an improvement in GAN-LCS performance that could run 34.43% faster. Meanwhile, the Root Mean Square Error (RSME) value became lower by 7.65% and the correlation value was increased by 8%. Looking forward, future studies may continue to investigate a method for automatically generate the abbreviations dictionary. Full article

(This article belongs to the Special Issue Interactive Technology and Smart Education)

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13 pages, 1594 KiB

Open AccessArticle

Emotion Recognition in Human–Robot Interaction Using the NAO Robot

by Iro Athina Valagkouti, Christos Troussas, Akrivi Krouska, Michalis Feidakis and Cleo Sgouropoulou

Computers 2022, 11(5), 72; https://0-doi-org.brum.beds.ac.uk/10.3390/computers11050072 - 02 May 2022

Cited by 10 | Viewed by 3900

Abstract

Affective computing can be implemented across many fields in order to provide a unique experience by tailoring services and products according to each person’s needs and interests. More specifically, digital learning and robotics in education can benefit from affective computing with a redesign of the curriculum’s contents based on students’ emotions during teaching. This key feature is observed during traditional learning methods, and robot tutors are adapting to it gradually. Following this trend, this work focused on creating a game that aims to raise environmental awareness by using the social robot NAO as a conversation agent. This quiz-like game supports emotion recognition with DeepFace, allowing users to review their answers if a negative emotion is detected. A version of this game was tested during real-life circumstances and produced favorable results, both for emotion analysis and overall user enjoyment. Full article

(This article belongs to the Special Issue Interactive Technology and Smart Education)

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20 pages, 13947 KiB

Open AccessArticle

Digital Game-Based Support for Learning the Phlebotomy Procedure in the Biomedical Laboratory Scientist Education

by Tord Hettervik Frøland, Ilona Heldal, Turid Aarhus Braseth, Irene Nygård, Gry Sjøholt and Elisabeth Ersvær

Computers 2022, 11(5), 59; https://0-doi-org.brum.beds.ac.uk/10.3390/computers11050059 - 21 Apr 2022

Cited by 1 | Viewed by 3388

Abstract

Practice-based training in education is important, expensive, and resource-demanding. Digital games can provide complementary training opportunities for practicing procedural skills and increase the value of the limited laboratory training time in biomedical laboratory science (BLS) education. This paper presents how a serious game can be integrated in a BLS course and supplement traditional learning and teaching with accessible learning material for phlebotomy. To gather information on challenges relevant to integrating Digital Game-Based Learning (DGBL), a case was carried out using mixed methods. Through a semester-long study, following a longitudinal, interventional cohort study, data and information were obtained from teachers and students about the learning impact of the current application. The game motivated students to train more, and teachers were positive towards using it in education. The results provide increased insights into how DGBL can be integrated into education and give rise to a discussion of the current challenges of DGBL for practice-based learning. Full article

(This article belongs to the Special Issue Interactive Technology and Smart Education)

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24 pages, 33634 KiB

Open AccessArticle

Gamification as a Strategy to Increase Motivation and Engagement in Higher Education Chemistry Students

by Guillermo M. Chans and May Portuguez Castro

Computers 2021, 10(10), 132; https://0-doi-org.brum.beds.ac.uk/10.3390/computers10100132 - 16 Oct 2021

Cited by 46 | Viewed by 15904

Abstract

In the last year, educational experiences have become increasingly challenging due to teaching classes remotely. For this reason, it has been necessary to develop educational strategies that accompany the use of new technologies to maintain student interest. One of these methodologies is gamification, implemented in school environments more frequently due to the pandemic and whose impact on student motivation and engagement needs to be explored. The literature shows that student participation in these contexts should be increased when applying this methodology, where teachers can also provide greater support. This research proposes improving these aspects by developing a gamification strategy that can be easily replicated in other environments. This study was carried out for a chemistry course at a university in central Mexico. This proposal details the short-, medium-, and long-term bonuses which stimulated and motivated students and achieved specific objectives. We also present the quantitative results of a questionnaire applied to 48 engineering students to identify their perceptions of how gamification could increase motivation and engagement in learning the subject of chemistry. In addition, pre- and post-knowledge tests were applied to determine whether there were changes in the learning outcomes. The results indicated that gamification increased student motivation and engagement, improved attitudes, promoted actions such as keeping the camera on during lectures and regular attendance, and improved student grades. This study fills the need for planning strategies to help improve student motivation in online classes and proposes an instrument to measure the results. It can be helpful to those interested in applying or adapting it in other disciplines. Full article

(This article belongs to the Special Issue Interactive Technology and Smart Education)

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15 pages, 1364 KiB

Open AccessArticle

360°-Based Virtual Field Trips to Waterworks in Higher Education

by Mario Wolf, Florian Wehking, Michael Montag and Heinrich Söbke

Computers 2021, 10(9), 118; https://0-doi-org.brum.beds.ac.uk/10.3390/computers10090118 - 18 Sep 2021

Cited by 7 | Viewed by 2758

Abstract

360° models are a form of virtual reality (VR) that allow the viewer to view and explore a photorealistic object from multiple locations within the model. Hence, 360° models are an option to perform virtual field trips (VFT) independent of time and location. Thanks to recent technical progress, 360° models are creatable with little effort. Due to their characteristics of visualization and explorability, 360° models appear as excellent learning tools, especially when additional didactic features, such as annotations, are used. The subject of this explorative field study is a 360° model of a waterworks that has been annotated for learning purposes. Data are collected from a total of 55 learners in four cohorts from study programs in environmental engineering and urban studies using a questionnaire that included standardized measurement instruments on motivation, emotion, and usability. Furthermore, the eight learners of cohort 1 are surveyed using semi-structured interviews on learning, operation and features of the 360° model. Overall, a very positive view on learning suitability of 360° models in VFTs is revealed. In addition, further potential for development of the 360° model could be identified. The results indicate that VTFs based on 360° models might be valuable learning tools, because of their applicability without great effort on the part of either the lecturers or the students. VFTs based on 360° models might serve as a supplement to conventional learning activities or in self-directed learning activities. Full article

(This article belongs to the Special Issue Interactive Technology and Smart Education)

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14 pages, 698 KiB

Open AccessArticle

Perceptions about the Future of Integrating Emerging Technologies into Higher Education—The Case of Robotics with Artificial Intelligence

by Janika Leoste, Larissa Jõgi, Tiia Õun, Luis Pastor, José San Martín López and Indrek Grauberg

Computers 2021, 10(9), 110; https://0-doi-org.brum.beds.ac.uk/10.3390/computers10090110 - 08 Sep 2021

Cited by 15 | Viewed by 5935

Abstract

Emerging technologies (ETs) will most likely have a strong impact on education (starting with higher education), just like they have already had in so many economic and social areas. This paper is based on the results obtained in the project “My Future Colleague Robot”, an initiative that aimed to improve the competence of university teaching staff regarding the introduction of ETs in teaching practices at university level. In this paper, we identified the strengths and weaknesses, opportunities, and threats that are related to the adoption in higher education of the combination of two ETs: robotics together with artificial intelligence (AI). Additionally, we analyzed the perceptions of university-level teaching staff about the potential of introducing ETs in education. The empirical data presented here were collected using written essays from 18 university teachers and students. Deductive and inductive approaches with thematic analysis were used for the data analysis. The findings support the idea that previous ET-related experience can support positive attitudes and the implementations of ETs in university teaching; in this study, university teachers had optimistic expectations towards ETs, accepting them as part of teaching practice development, while discussion about the negative effects of ETs was negligible. Full article

(This article belongs to the Special Issue Interactive Technology and Smart Education)

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14 pages, 2929 KiB

Open AccessArticle

Digital Citizenship and Digital Literacy in the Conditions of Social Crisis

by Valentina Milenkova and Vladislava Lendzhova

Computers 2021, 10(4), 40; https://0-doi-org.brum.beds.ac.uk/10.3390/computers10040040 - 25 Mar 2021

Cited by 23 | Viewed by 8438

Abstract

In the present day, Internet technology and social media totally dominate as a means of communication. The media and social interaction have a two-sided nature, as the important role is not only those of the media messages to the users, but of the users to the media, too. This article aims to present the dominant importance of digital media, digital literacy transformation into a precondition for social inclusion, and an indicator of professional competence and social skills. Digital citizenship is a term that reflects the level of training and competencies, with a view to active participation in social, professional, and civic life. The article is based on two methods: Focus groups that were conducted in late 2019, which includes: Students, young mothers, pensioners, and unemployed. The second method used is the documents analysis—publications, materials, and quantitative results of research on social reactions to digital media as a source of information in the context of the COVID-19 pandemic crisis. The combination of materials and data that have been analyzed are related to the period of the lockdown between March 2020 and December 2020. In the time of global social crises and confrontations, digital media literacy has turned out to be of critical importance for the normal course of social events and their interpretations. In this regard, digital citizenship contributes to social understanding and control, as well as the individual practices in the global pandemic trajectory. Full article

(This article belongs to the Special Issue Interactive Technology and Smart Education)

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12 pages, 584 KiB

Open AccessArticle

Methodology to Improve Services in Small IT Centers: Application to Educational Centers

by Juan Luis Rubio Sánchez

Computers 2021, 10(1), 8; https://0-doi-org.brum.beds.ac.uk/10.3390/computers10010008 - 04 Jan 2021

Cited by 3 | Viewed by 3030

Abstract

Educational centers (schools, academies, high schools, etc.) are usually small companies, which make them special in terms of management. The management of IT services is far from standard and based in home solutions. The disadvantage of this approach is clear, as it happened during the COVID-19 pandemic period. The solution to properly managing IT services is based on the use of the ITIL (Information Technology Infrastructure Library). The question is how to apply this standard that only defines the processes to implement, but does not describe the way or the order to implement them. In this article it is shown which IT processes are really needed in any educational center and the order in which they should be implemented. The method used consists of fulfilling a knowledge database with extensive information from schools, academies, and other educational centers. After that, an existing optimization model is adopted and a representative learning center is defined, which is used to propose the IT processes sequence; finally, a set of optimal IT processes and the order to implement them is defined. These ordered processes optimize the quality of IT for learning services. The main result is an ordered set of IT processes that best fit the needs of IT departments in small educational centers. Full article

(This article belongs to the Special Issue Interactive Technology and Smart Education)

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