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Game-based Learning (GBL) environments make instruction flexible and interactive. Positive experiences depend on personalization. Student modelling has focused on affect. Three methods are used: (1) recognizing the physiological effects of emotion, (2) reasoning about emotion from its origin and (3) an approach combining 1 and 2. These have proven successful only in labs, or use […]
While a person’s internal state might not be easily inferred through an automatic computer system, within a group, people express themselves through their interaction with others. The group members’ interaction can be then helpful to understand, to certain extent, its members’ affective behavior in any case toward the task at hand. In this context, a […]
Digitally inflected Humanities scholarship and pedagogy is on the rise. Librarians are engaging this activity in part through a range of digital scholarship initiatives. While these engagements bear value, efforts to reshape library collections in light of demand remain nascent. This paper advances principles derived from practice to inform development of collections that can better […]
Peer feedback affords interaction and critical thinking opportunities for learners in online courses. However, various factors prevent learners from taking advantage of these promising benefits. This study explored learners’ perceptions of the interpersonal factors in a role-playing peer-feedback activity, and examined the types of peer feedback that learners generated when playing a role. Participants were […]
In this paper we explore the impact of an intelligent grouping algorithm based on learners’ collaborative competency when compared with (a) instructor based Grade Point Average (GPA) method level and (b) random method, on group outcomes and group collaboration problems in an online collaborative learning environment. An intelligent grouping algorithm has been added in a […]
The demographics of massive open online course (MOOC) analytics show that the great majority of learners are highly qualified professionals, and not, as originally envisaged, the global community of disadvantaged learners who have no access to good higher education. MOOC pedagogy fits well with the combination of instruction and peer community learning found in most […]
Online self-presentation is of increasing importance in modern life, from establishing and maintaining personal relationships to forging professional identities. Academic scholars are no exception, and a host of social networking platforms designed specifically for scholars abound. This study used Amazon’s Mechanical Turk service to code 10,500 profile pictures used by scholars on three platforms — […]
This paper looks at the use of Twitter as a language teaching/learning tool. It describes the results of a study aimed at testing Twitter’s effectiveness for pronunciation teaching. The purpose of the study was to determine whether Twitter can foster online participation and whether it may have a positive effect on the pronunciation of a number of words commonly mispronounced […]
Language Learning Social Network Sites (LLSNSs) have attracted millions of users around the world. However, little is known about how people participate in these sites and what they learn from them. This study investigated learners’ attitudes, usage, and progress in a major LLSNS through a survey of 4,174 as well as 20 individual case studies. […]
Deleuze and Guattari’s principles of the rhizome were used to inform the design of a massive open online course (MOOC), Rhizomatic Learning: The Community is the Curriculum, which came to be known as Rhizo14. In a previous paper about learner experiences in this course our reported findings from a qualitative survey (which enabled anonymous responses) raised […]