
Computer Supported Education
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This book constitutes the refereed proceedings of the 7th International Conference on Computer Supported Education, CSEDU 2015, held in Lisbon, Portugal, in May 2015.
The 34 revised full papers presented together with an invited talk were carefully reviewed and selected from 196 submissions. The papers address topics such as information technologies supporting learning; learning/teaching methodologies and assessment; social context and learning environments; domain applications and case studies; and ubiquitous learning.
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Content
- Intro
- Preface
- Organization
- Contents
- Invited Paper
- Open Education Practices as Answer to New Demands of Training in Entrepreneurship Competences: The Role of Recommender Systems
- Abstract
- 1 The Entrepreneurial Spirit in Europe
- 2 Entrepreneurship and the Startup Model as an Open Education Practice (OEP)
- 2.1 The Entrepreneurial Competences Matrix
- 2.2 The Startup Open Education Practice
- 3 Critical Factors in Open Education Practices
- 3.1 Challenges of the Startup Model vs Architectural Basic Components
- 3.2 A Critical Problem: Feeding OERs to the OER Gateway Through the Recommender System
- 4 Conclusions
- References
- Papers
- Identification and Formalization of LMS Instructional Design Languages: Moodle Case Study
- Abstract
- 1 Introduction
- 2 Meta Models
- 3 Context
- 4 The LMS Centred Approach
- 4.1 The Identification and the Formalization Process: An Overview
- 4.2 Macro-HMI Analysis
- 4.3 Factorization
- 4.4 Functional Analysis
- 4.5 Micro Analysis
- 4.5.1 Micro-IHM Analysis
- 4.5.2 Technical Analysis
- 4.5.3 Confrontation and Formalization
- 5 Application of our Approach on Moodle 2.4
- 5.1 Application of the Macro-HMI Analysis on Moodle 2.4
- 5.2 Application of the Macro-HMI Analysis on Moodle 2.4
- 5.3 Application of the Functional Analysis on Moodle 2.4
- 5.4 Application of the Micro Analysis on Moodle 2.4
- 5.4.1 Step 1: Micro-IHM Analysis
- 5.4.2 Step 2: Technical Analysis
- 5.4.3 Step 3: Confrontation and Formalization
- 6 Comparison Between Moodle 2.0 and Moodle 2.4 Meta-Models
- 7 Conclusion
- References
- APLe: Agents for Personalized Learning in Distance Learning
- Abstract
- 1 Introduction
- 2 Ontologies
- 2.1 Learner Model
- 2.2 Learning Objects and Outcomes
- 3 Agent-Based Platform
- 3.1 System Architecture Overview
- 3.2 Tutor Agent
- 3.3 System Usage Example
- 4 Evaluation
- 4.1 Questionnaire
- 4.2 Results
- 4.3 Discussion
- 5 Related Work
- 6 Conclusions
- References
- Recognition of Reading Activities and Reading Profile of User on Japanese Text Presentation System
- Abstract
- 1 Introduction
- 2 Japanese Text Presentation System with Recognition of Read Aloud Voices
- 2.1 User's Activity About Reading
- 2.2 Reading Activity Measurement Based on the Reading Aloud Voices
- 3 Analysis of Reading Profile from Reading Activities
- 3.1 Reading Profile Based on the Linear Relation Between the Reading Time and the Length of a High-Lighted Part
- 3.2 Finding Linear Relation from Recorded Key Operations
- 3.3 Profiles of Reading Activities
- 4 Implementation of Japanese Text Presentation System with Recognition of User Activity
- 4.1 ICT Environments
- 4.2 Class Room
- 4.3 System Design
- 4.4 System Implementation
- 5 Experiments
- 5.1 Text Presentation Varieties
- 5.2 Read Aloud Voice Recognition
- 5.3 Estimation of User's Activity
- 5.4 Total Reading Profiles in a Class
- 6 Conclusion
- Acknowledgements
- References
- Assisting European Portuguese Teaching: Linguistic Features Extraction and Automatic Readability Classifier
- 1 Introduction
- 2 Related Work
- 3 Natural Language Processing Tools
- 4 Features
- 5 Readability Classifier
- 6 User Interface
- 7 Evaluation
- 7.1 Readability Classifier
- 7.2 Feature Contribution
- 8 Conclusions and Future Work
- References
- A Framework for Designing On-line Listening Activities for Postsecondary Music Courses: What Student ...
- Abstract
- 1 Context and Background
- 2 The Cognition of Listening
- 3 A Cognitive Framework for Guided Listening
- 4 Technologies to Deliver the Cognitive Framework for Guided Listening
- 5 Student Characteristics
- 6 Methods
- 6.1 Participants and Procedures
- 7 Results
- 7.1 Music Experience and Performance
- 7.2 Computer Experience and Performance
- 7.3 Self-Regulation and Performance
- 7.4 Student Characteristics and Perceptions of the On-line Activities
- 8 Discussion
- 9 Conclusion
- References
- Dynamic Adaptive Activity Planning in Education: Implementation and Case Study
- 1 Introduction
- 2 Related Work
- 3 The ASHYI Architecture
- 4 ASHYI-EDU
- 4.1 Course Structure
- 4.2 Configure Virtual Learning Environment
- 4.3 Activity and Resources Selection Using PUMAS-LITE
- 4.4 Meta-planning
- 4.5 Adapted Plans
- 4.6 Matching Students to Activities
- 4.7 Adapted Plan Execution
- 4.8 Context and User Changes and Re-planning
- 5 Case Study
- 5.1 Offline Course
- 5.2 Online Courses
- 5.3 Results
- 6 Conclusions and Future Work
- References
- A Meta-Modeling Approach for Capturing Recurrent Uses of Moodle Tools into Pedagogical Activities
- 1 Introduction
- 2 TEL and MDE Research Context
- 2.1 Instructional Design and LMS Compatibility
- 2.2 Some State-of-the-Art Learning Design Tools and Languages
- 2.3 Model Driven Engineering Within the Graphit Project
- 3 Collect and Analysis of Requirements and Needs
- 3.1 Overview of the Survey
- 3.2 Interviews Analysis
- 3.3 Requirements for a Learning Design Language and Editor
- 4 Abstractions Based on the LMS Metamodel
- 4.1 Tool-or-Resource-Based Pedagogical Activities
- 4.2 Activity Structures
- 4.3 Instructional Design Language Abstract Syntax
- 5 Main Abstraction: Pedagogical Activities
- 5.1 Identifying Pedagogical Activities
- 5.2 Formalization Through a Model Weaving Technique
- 6 Example of a Learning Scenario
- 6.1 Description and Formalization
- 6.2 Prototype of the Learning Scenario Editor
- 7 Conclusions
- 7.1 Tools Uses as a First Abstraction
- 7.2 Ongoing Work and Future Perspectives
- References
- Personalisation in MOOCs: A Critical Literature Review
- Abstract
- 1 Introduction
- 2 Methodology
- 3 Data Analysis
- 3.1 Category 1: Needs
- 3.2 Category 2: Proposal
- 3.3 Category 3: Implementation
- 4 Discussion
- 5 Conclusion
- References
- An Interactive Source Code Visualisation Plug-in for the MindXpres Presentation Platform
- 1 Introduction
- 2 Related Work
- 3 Requirements
- 4 Towards Interactive Source Code Visualisation
- 5 Implementation
- 5.1 Architecture
- 5.2 Generic Execution Log
- 5.3 MindXpres Source Code Plug-in
- 6 Technical Evaluation
- 6.1 Teaching Recursion by Means of a Recursion Tree
- 6.2 Teaching Sorting Algorithms by Using Animation
- 7 Discussion and Conclusion
- References
- Customizable Learning Scenarios for Students' Mobile Devices in Large University Lectures: A Next Generation Audience Response System
- 1 Introduction
- 2 Related Work
- 2.1 Benefits of Audience Response Systems
- 2.2 Current Audience Response Systems
- 2.3 Generic Approaches
- 3 Model
- 3.1 Phases
- 3.2 Basic Elements
- 3.3 Generic Approach
- 4 Prototype
- 4.1 Scenario Editor
- 5 Evaluation
- 5.1 Models Performance
- 5.2 Models Capability
- 5.3 Graphical Scenario Editor
- 6 Discussion of the Results
- 6.1 Model
- 6.2 Performance
- 6.3 Usability
- 6.4 Didactics
- 7 Conclusions
- References
- Learning Arabic Through Play Games on Tabletop Surface Computers in Early Childhood
- Abstract
- 1 Introduction
- 2 Study Background
- 2.1 Arabic Language Characteristics
- 2.2 Computer Games in Education
- 2.3 Tabletop Surface Computers
- 3 Method
- 3.1 Participants
- 3.2 Design
- 3.3 Material
- 3.4 Procedure
- 3.5 Data Analysis
- 4 Results
- 5 Conclusions
- References
- How Revealing Rankings Affects Student Attitude and Performance in a Peer Review Learning Environment
- Abstract
- 1 Introduction
- 2 Methodology
- 2.1 Participating Students
- 2.2 Instruction Domain
- 2.3 Material
- 2.4 Design
- 2.5 Procedure
- 3 Results
- 3.1 Pre-test and Post-test Results
- 3.2 Performance in Learning Environment
- 3.3 Questionnaire Outcomes
- 3.4 Elaborating on the Ranking Group
- 4 Discussion
- References
- Quality in Distance Learning Courses: A Longitudinal Survey of Teacher Training in Federal Programs
- Abstract
- 1 Introduction
- 2 Distance Education: What Are We Talking About Quality?
- 2.1 Distance Education in Higher Education
- 2.2 Quality in Distance Education in Mode 2 of Knowledge Production
- 3 Quality Assurance: A Formation Process
- 4 A Longitudinal Study of Quality in Distance Education Courses: Analysis of Results
- 4.1 Research Scope
- 4.2 Distance Learning Courses Reviewed: What Can We See?
- 4.3 Quality from the Perspective of Students
- 5 Final Comments
- References
- Verifying the Stability and Sensitivity of Learning Analytics Based Prediction Models: An Extended Case Study
- Abstract
- 1 Introduction
- 2 Application Context
- 2.1 Dispositional Learning Analytics
- 2.2 Extended Case Study: Blended Learning of Mathematics and Statistics Using E-Tutorials and Formative Assessment
- 3 Research Methods
- 3.1 Research Questions
- 3.2 Methodology
- 3.3 Instruments and Procedure
- 3.4 Data Analysis
- 4 Results
- 4.1 Predictive Power Per Topic
- 4.2 Predictive Power Per Performance Measure
- 4.3 Predictive Power Per Data Source
- 4.4 Predictive Power Per Cohort
- 4.5 The Role of Learning Feedback Type
- 5 Discussion and Conclusion
- Acknowledgements
- References
- Gamification Behind the Scenes
- 1 Introduction
- 2 Design Framework
- 2.1 Gamification Elements
- 2.2 Gamer Types
- 3 Course Background and Setup
- 3.1 Course Setting
- 3.2 Desired Learning Outcome
- 3.3 Course Content
- 3.4 Course Design
- 4 Design of Peer Reviews on Blogs
- 5 Design of e-Portfolios on the Forum
- 6 Evaluation Survey
- 6.1 Description of Survey
- 6.2 Results
- 7 Reflection on e-Portfolios on the Forum
- 8 Future Work
- References
- Project-Based Learning Emphasizing Open Resources and Student Ideation: How to Raise Student Awareness of IPR?
- 1 Introduction
- 2 Being `Open' in the Digital Era
- 3 IPR in Project-Based Courses
- 4 The Course
- 4.1 Workload, Learning Objectives and Facilities
- 4.2 Teaching Resources
- 4.3 Joint Course Events
- 4.4 Minimal but Important Documentation
- 4.5 Emphasis on Dialog Through Group Discussions
- 4.6 Pass/Fail Grading
- 5 The Intellectual Property Challenge
- 5.1 Lack of Systematic Expert Support
- 5.2 Lack of Support for Informed Decisions
- 5.3 Lack of Proper Release
- 6 Actions for Emphasizing IPR as a Learning Objective
- 6.1 Before the Course
- 6.2 During the Course
- 7 Concluding Remarks
- A Project Agreement Template
- A.1 Stakeholders and Purpose of the Agreement
- A.2 Definitions
- A.3 Rights to Deliverables
- A.4 Signatures
- References
- Continuous Assessment in the Evolution of a CS1 Course: The Pass Rate/Workload Ratio
- 1 Introduction
- 2 Context and Design
- 3 Evolution
- 4 Pass Rate
- 5 Workload
- 6 Method
- 7 Analysis
- 8 Conclusions
- A Technical Details
- References
- A Flipped Classroom with and Without Computers
- Abstract
- 1 Introduction
- 2 The Experiment
- 3 The Active-Learning Pedagogy
- 3.1 PowerPoint Lecture Activity
- 3.2 Live-Coding Activity
- 3.3 Answering Student Questions During Class
- 3.4 Posing Questions for Students to Discuss and Answer
- 3.5 Programming Problems
- 3.6 Feedback
- 4 Data Collection
- 5 Results
- 5.1 The Use of Teachback/Spinoza in Class Does Not Harm Learning Outcomes
- 5.2 Most Students Prefer Using Computers in Class
- 5.3 Some Students Were Distracted by Computers in Class
- 5.4 Students Generally Approved of the Active Learning Approach
- 6 Discussion
- 7 Related Work
- 8 Conclusions
- 9 Future Work
- References
- Computational Thinking: A Tool to Motivate Understanding in Elementary School Teachers
- Abstract
- 1 Introduction
- 2 The Role of Computational Thinking in Learning to Teach Programming
- 3 Training of Teachers in the Use of Educational Technology Using Flash Action Script
- 4 Experimental Method
- 5 Pilot Lessons
- 5.1 Initial Interviews
- 5.2 Performance in the Practical Sessions
- 5.3 Post-Session Interviews
- 5.4 Thematic Analysis
- 6 Development of the Tool
- 7 Initial Testing of the Automated Learning Tool
- 8 Conclusions
- References
- Analyzing the Academic Approaches to Learning of Portuguese College Students Through the Psychometric Study of a Questionnaire
- Abstract
- 1 Background
- 2 Aim
- 3 Method
- 3.1 Material
- 3.2 Procedure
- 4 Results
- 4.1 Sensibility
- 4.2 Reliability
- 5 Conclusions
- Acknowledgments
- References
- Adapting Learning Paths in Serious Games: An Approach Based on Teachers' Requirements
- 1 Introduction
- 2 Context
- 2.1 Teachers' Needs in Adaptive SGs
- 2.2 Competence-based Knowledge Space Theory (CbKST)
- 3 Architecture of the Decision Module
- 3.1 Domain Model
- 3.2 Learner Model
- 3.3 Recommendation Strategies
- 4 Evaluation
- 4.1 Results Obtained from the Implemented Recommendation Strategies
- 4.2 Results Obtained from the Teacher's Answers
- 5 Discussion and Future Work
- References
- MOOCs in Higher Education Magazines: A Content Analysis of Internal Stakeholder Perspectives
- Abstract
- 1 Introduction
- 2 Related Work
- 3 Methodology
- 3.1 Desk Study, Content Analysis
- 3.2 Interviews, Grounded Theory
- 3.3 Theme Selection
- 3.4 The Sample
- 4 Findings
- 5 Discussion
- 6 Conclusion
- References
- Textbook Gamification: Methods and Technologies
- 1 Motivation
- 2 Game-Based Learning
- 2.1 Game and Play
- 2.2 Learning by Playing
- 2.3 The Case of Static Placement Games
- 3 Gamification
- 4 Instructional Design Models for Gamification
- 4.1 Benefits from Using ID-models
- 4.2 Applying the DO-ID Model
- 5 Webble Technology for Gamification
- 6 Textbook Gamification Concepts
- 6.1 Gamification of Textbook Exercises
- 6.2 Competitive Playful Interactive Exercises
- References
- Teacher Technology Use: An Interplay of Learning Preference, Teaching Philosophy, and Perception of Technology
- Abstract
- 1 Introduction
- 2 Method
- 2.1 Setting
- 2.2 Participants
- 2.3 Data Collection and Analysis
- 3 Results
- 3.1 Personal Learning Preference
- 3.2 Teaching Philosophy
- 3.3 Perception of Technology
- 4 Discussion
- 5 Implications
- 6 Limitations and Future Research
- References
- A Process Using Ontology to Automate the Operationalization of Pattern-Based Learning Scenarios
- Abstract
- 1 Introduction
- 2 Operationalization of Learning Situations
- 3 Deploying a Pattern-Based Learning Scenario: Moodle Case Study
- 4 Developing Pattern-Based Learning Designs: A Process Toward an Automatic Operationalization
- 4.1 Structuring
- 4.2 Indexing
- 4.3 Formalizing
- 4.4 Adaptation and Operationalizing the Pattern-Based Learning Scenario
- 4.5 Data Representation
- 5 Conclusion
- References
- The Impact of Rubric-Based Peer Assessment on Feedback Quality in Blended MOOCs
- Abstract
- 1 Introduction
- 2 L2P-BMOOC: First Design
- 3 Peer Assessment in MOOCs
- 3.1 Coursera
- 3.2 edX
- 3.3 Peer Assessment Issues in MOOCs
- 4 Peer Assessment in L2P-BMOOC
- 4.1 Requirements
- 5 Implementation
- 5.1 Teacher Perspective
- 5.1.1 Task Definition with Rubrics
- 5.1.2 Assigning Reviewers
- 5.1.3 Teacher Grading
- 5.1.4 Publishing Grades
- 5.2 Learner Perspective
- 5.2.1 Submitting Solutions
- 5.2.2 Peer Assessment (Review)
- 6 Case Study
- 7 Evaluation
- 7.1 Usability Evaluation
- 7.2 Effectiveness Evaluation
- 7.2.1 Impact on Learning Outcome
- 7.2.2 Quality of Feedback
- 7.3 Peer Assessment Models
- 8 Conclusion and Future Work
- References
- Quantifying and Evaluating Student Participation and Engagement in an Academic Facebook Group
- Abstract
- 1 Introduction
- 2 Background Issues
- 2.1 Asynchronous Online Discussions and Their Advantages
- 2.2 Facebook Group: A Platform for Hosting Asynchronous Online Discussions
- 2.3 Measuring Engagement in Asynchronous Online Discussions
- 3 InGauge: An Engagement Analytics Tool for Academic Facebook Groups
- 3.1 Motivation and Pedagogy
- 3.2 High Level Description of Ingauge Core
- 3.3 InGauge Learning Analytics
- 3.4 Development and Performance Issues
- 4 Discussion
- 5 Conclusions and Future Work
- References
- Can Playing Massive Multiplayer Online Role Playing Games (MMORPGs) Improve Older Adults' Socio-Psychological Wellbeing?
- Abstract
- 1 Introduction
- 1.1 Social Interaction and Successful Aging
- 1.2 Social Interactions in MMORPGs
- 1.3 Description of World of Warcraft
- 2 Research Question
- 3 Definition of Variables
- 4 Methods
- 4.1 Procedure
- 4.2 Participants
- 4.3 Survey Design
- 4.4 Data Analysis
- 5 Results
- 5.1 Respondent Backgrounds
- 5.2 Playing Time
- 5.3 Associations Among Variables
- 5.4 Gender Differences
- 5.5 Predictors of Outcome Variables
- 6 Discussion
- 7 Conclusion
- Acknowledgements
- References
- A 21st Century Teaching and Learning Approach to Computer Science Education: Teacher Reactions
- Abstract
- 1 Introduction
- 1.1 Educational Context
- 2 Literature
- 2.1 Teaching Computer Science in the Republic of Ireland
- 2.2 Bridge21 Pedagogy
- 2.3 Bridge21 Activity Model
- 2.4 Bridge21 CS CPD
- 3 Research Questions
- 4 Methodology
- 4.1 Workshop Delivery
- 4.2 Kirkpatrick Adaptation
- 4.3 Data Gathering Procedures
- 5 Data Analysis
- 5.1 Quantitative Coding
- 5.2 Qualitative Coding
- 6 Findings and Discussion
- 6.1 Prior Computing Expertise
- 6.2 Current Computing Delivery in Schools
- 6.3 Overall Reaction
- 6.4 Reactions Towards Bridge21 Model Effectiveness for CS CPD
- 6.5 Intended Use of the Bridge21 Models for Teaching CS
- 7 Conclusions
- 7.1 Further Research
- References
- Seamless Integration of Knowledge Management and Professional Learning in PRiME
- 1 Introduction
- 2 KM and TEL
- 2.1 KM
- 2.2 TEL
- 2.3 Convergence of KM and TEL
- 3 The LaaN Theory
- 4 PRiME
- 4.1 Conceptual Approach
- 4.2 Scenarios
- 4.3 Implementation
- 5 Conclusion and Future Work
- References
- Learners' Cultures in the Context of Education
- Abstract
- 1 Introduction
- 2 The Learning Culture Survey (LCS)
- 2.1 LCS: Operationalization
- 2.2 Evaluation and Interpretation
- 2.3 Implementation
- 3 Findings on Learning and Educational Culture
- 3.1 Learning Culture in Faculties
- 3.2 Educational Culture in Universities
- 3.3 Educational Culture: National Level
- 3.4 Findings Regarding Educational Culture in Professional Training
- 3.5 Persistence of Learning Culture
- 3.6 Limitations
- 4 Determining Conflicts in Education
- 5 Learning Culture in the Practice and Best Practice Examples
- 5.1 Speeding Up the Social Integration of Refugees Through Language Lectures
- 5.2 Imparting Cultural Competences to a Multinational ERP-Class
- 5.3 ERP4students
- 5.4 Open Discovery Space
- 6 Conclusions
- 7 Next Steps and Call for Contribution
- References
- A Remotely Controllable Thermo-Vacuum Facility for Testing Small Payloads
- Abstract
- 1 Introduction
- 2 Description of the Facility
- 3 Testing Activities
- 3.1 CCR Testing
- 3.2 Thermal Testing of Tigrisat Structure
- 4 Facility Upgrade and Relevant Remote Control
- 4.1 Manipulator
- 4.2 Cooling System
- 4.3 Resistive Heaters
- 4.4 Pumps
- 4.5 Sun Simulator
- 5 Conclusions
- References
- Supporting Deaf Adult Learners Training in Computer Literacy Classes
- 1 Introduction
- 2 Related Work
- 2.1 Deaf Adult Literacy
- 2.2 Computer Literacy Projects
- 2.3 Discussion
- 3 Methodology
- 4 Computer Literacy Classes
- 4.1 Course and Lesson Structure
- 4.2 Classroom Setup
- 4.3 Results
- 4.4 Analysis and Design Implications
- 5 Design and Implementation
- 5.1 Structuring Lesson Content
- 5.2 Content Authoring Tool
- 5.3 Mobile Prototype
- 6 Content Creation
- 6.1 Recording Procedure 1
- 6.2 Recording Procedure 2
- 7 Cycle 1
- 7.1 Evaluation
- 7.2 Results and Analysis
- 8 Cycle 2
- 8.1 Evaluation
- 8.2 Results and Analysis
- 9 Conclusion and Future Work
- References
- Developing an E-Book-Based Learning Platform Toward Higher Education for All
- Abstract
- 1 Introduction
- 2 Design Requirements for a Learning Platform
- 2.1 Infrastructure and Hardware
- 2.2 Interface
- 2.3 Learning Resources
- 2.4 Communication and Processing
- 3 E-Book and EDUPUB
- 4 CHiLO Framework
- 4.1 CHiLO Book
- 4.2 CHiLO Lecture
- 4.3 CHiLO Badge
- 4.4 CHiLO Community
- 5 Applying the CHiLO Framework for MOOC
- 5.1 Methodology
- 5.2 Results
- 6 Discussion
- 6.1 Evaluation
- 6.2 Issues
- 7 Conclusions and Future Work
- References
- Author Index
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