Computer Supported Education

Name: Computer Supported Education | 15th International Conference, CSEDU 2023, Prague, Czech Republic, April 21-23, 2023, Revised Selected Papers
Brand: Springer
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15th International Conference, CSEDU 2023, Prague, Czech Republic, April 21-23, 2023, Revised Selected Papers

Bruce M. McLaren James Uhomoibhi Jelena Jovanovic Irene-Angelica Chounta(Herausgeber*in)

Springer (Verlag)

Erschienen am 14. Februar 2024

XIII, 183 Seiten

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978-3-031-53656-4 (ISBN)

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Inhalt

Intro
Preface
Organization
Contents
Towards a Software Architecture to Provide Hybrid Recommendations for Smart Campuses
1 Introduction
2 Smart Campus
3 Recommendation Systems
3.1 Collaborative Filtering
3.2 Content-Based Filtering
3.3 Hybrid Filtering
3.4 Contextual-Sensitive Filtering
3.5 Knowledge-Based Filtering
3.6 Ontology-Based Filtering
4 Hybrid Recommender System for Personalized Recommendations
4.1 The SmartC Software Architecture
4.2 Content-Based Recommender
4.3 Collaborative Recommender
5 Results
5.1 Developed Prototypes
5.2 Evaluation of the Recommendation Algorithm
6 Conclusion
References
Encouraging Grading: Per Aspera Ad A-Stars
1 Introduction
2 Related Work
2.1 Growth Mindset
2.2 Formative Assessment
2.3 Types of Feedback, Focus on the Process
2.4 Struggling Students
3 Research Context
3.1 Tools Used: Plussa, OpenDSA and Gitlab
3.2 Auto-Graders for Assignment
3.3 Method and Data Collection
4 Results and Discussion
4.1 Auto Grading
4.2 Manual Grading
4.3 Peer-Reviews
4.4 Comparisons
4.5 Learning Analytics
4.6 Fairness Aspects
4.7 Most Useful Graders
4.8 Submission Count
4.9 Growing with Each Submission and Grade
5 Conclusions
6 Further Studies
References
An Approach for Mapping Declarative Knowledge Training Task Types to Gameplay Categories
1 Introduction
2 Elements for Training Game Activities
2.1 Task Types for DK Training
2.2 Gameplay Categories for Dungeon-Like Games
3 Activity Generation: A Mapping Need
3.1 Research Question
3.2 Related Work
3.3 Research Positioning and Objectives
4 Mapping Approach Development
4.1 Identification of the Pivot
4.2 Mapping Task Types onto Gameplay Categories
5 A Systematic Mapping Approach
5.1 Proposed Mapping Approach
5.2 Relations Between Task Types and Gameplay Categories
5.3 Evaluation of the Relations
6 A Formal Modelling of the Mappings
7 Conclusion and Perspectives
References
Designing Declarative Knowledge Training Games: An Analysis Framework Based on the Roguelite Genre
1 Introduction
2 Research Context: The AdapTABLES Project
2.1 Declarative Knowledge Training
2.2 Different Tasks Objectives and Parameters
3 A Relevant Game Genre for Training Purposes
3.1 The Roguelite Genre
3.2 Adequacy of Declarative Knowledge Training with Roguelite Genre
3.3 Targeted Adaptations
3.4 Research Question
4 State of the Art
5 Analysis Framework for a Roguelite Learning Game
6 Framework Application: AdapTABLES Project
6.1 First Analysis
6.2 First Prototype
6.3 Experiment Feedback
6.4 Second Analysis
6.5 Second Prototype
7 Conclusion
References
Cultivating Higher Order Competencies: Complex Thinking in Latin American University Context
1 Introduction
2 Perspectives from Related Works
3 Methodology
4 Results
5 Discussion and Conclusion
References
Correlation Among Competences Involved in Digital Problem-Solving Activities with Upper Secondary School Students
1 Introduction
2 Theoretical Background
2.1 Problem Solving with an ACE
2.2 The Digital Math Training Project
3 Research Questions
4 Methodology
5 Results
5.1 Analysis of Case Study 1
5.2 Analysis of Case Study 2
5.3 Analysis of the Evaluations of All Students
6 Analysis of Students' Answers to the Final Questionnaire
7 Conclusions
References
Regulatory Strategies for Novice Programming Students
1 Introduction
2 Literature Review
3 Research Method
3.1 Procedures
3.2 Participants
3.3 Instruments
4 Results
4.1 Validity and Reliability of the Questionnaire Applied to the Students
4.2 Students Perceptions of Their Use of Regulatory Strategies
4.3 Evidence-Based Scripts for Students Regulation
5 Discussions
6 Conclusions
References
From GPT-3 to GPT-4: On the Evolving Efficacy of LLMs to Answer Multiple-Choice Questions for Programming Classes in Higher Education
1 Introduction
2 Background
2.1 Motivation
2.2 Related Work
3 Dataset
4 Experiments
4.1 Models
4.2 Experimental Design
5 Results
5.1 Quantitative Analysis
5.2 Qualitative Analysis
6 Implications for Teaching Practice
7 Limitations and Threats to Validity
8 Conclusions and Future Work
References
Author Index

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