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How to Model an Engaging Online Quiz? The Emotion Modeling Approach

Treść / Zawartość
Identyfikatory
Warianty tytułu
Języki publikacji
EN
Abstrakty
EN
The article focuses on software technology used to provide a more engaging and exciting learning environment for students by introducing a variety of quizzes. Presently, quiz development can range from simple multiple-choice questions, true or false, drag-and-drop, dropdown menu selections, to 3D interactive techniques. This study introduces a systematic way of creating an engaging application using emotion modeling. Emotion models are being introduced in order to collect and model the systems’ meaningful emotional needs. According to the findings, agent-oriented modeling is capable of modeling the emotional requirements of a system and of transforming these into a specific solution enabling to rapidly prototype an engaging system. A quantitative study has been performed on the novel approach to determine the feasibility of the proposed methodology in terms of analyzing, designing, and developing engaging applications.
Rocznik
Tom
Strony
54--63
Opis fizyczny
Bibliogr. 28 poz., rys.
Twórcy
  • Faculty of Computer Science and Information Technology, Universiti Malaysia Sarawak (UNIMAS), 94300 Kota Samarahan, Sarawak, Malaysia
  • Faculty of Computer Science and Information Technology, Universiti Malaysia Sarawak (UNIMAS), 94300 Kota Samarahan, Sarawak, Malaysia
  • Faculty of Computer Science and Information Technology, Universiti Malaysia Sarawak (UNIMAS), 94300 Kota Samarahan, Sarawak, Malaysia
  • Faculty of Computer Science and Information Technology, Universiti Malaysia Sarawak (UNIMAS), 94300 Kota Samarahan, Sarawak, Malaysia
  • Faculty of Computer Science and Information Technology, Universiti Malaysia Sarawak (UNIMAS), 94300 Kota Samarahan, Sarawak, Malaysia
Bibliografia
  • [1] S. Y.Wai, C.W. Shiang, S. F. Zulkii, N. B. Jali, and M. A. Khairuddin, „Requirement engineering meets emotion: A case study of Quiz MASter", Int. J. of Adv. Sci. and Technol., vol. 28, no. 2, pp. 215-222, 2019.
  • [2] C. A. Courtad, „Making your classroom smart: Universal design for learning and technology", in Smart Education and e-Learning 2019, V. Uskov, R. Howlett, and L. Jain, Eds. Smart Innovation, Systems and Technologies, vol. 144, pp. 501-510. Springer, 2019 (DOI: 10.1007/978-981-13-8260-4 44).
  • [3] A. Khan, O. Egbue, B. Palkie, and J. Madden, „Active learning: Engaging students to maximize learning in an online course", The Electron. J. of e-Learn., vol. 15, no. 2, pp. 107-115, 2017 [Online]. Available: https://files.eric.ed.gov/fulltext/EJ1141876.pdf
  • [4] R. Deng, P. Benckendorff, and D. Gannaway, „Learner engagement in MOOCs: Scale development and validation", British J. of Educ. Technol., vol. 51, pp. 245-262, 2019 (DOI: 10.1111/bjet.12810).
  • [5] T. D. Nguyen, M. Cannata, and J. Miller, „Understanding student behavioral engagement: Importance of student interaction with peers and teachers", J. of Educ. Res., vol. 111, no. 2, pp. 163-174, 2016 (DOI: 10.1080/00220671.2016.1220359).
  • [6] L. M. Daniels, C. Adams, and A. McCaffreÿ „Emotional and social engagement in a massive open online course: An examination of Dino 101", Emotion, Technol. and Learn., in Emotions, Technology, and Learning, S. Tettegah and M. P. McCreery, Eds. Elsevier, 2016, pp. 25-41 (DOI:10.1016/B978-0-12-800649-8.00004-3).
  • [7] S. R. Jimerson, E. Campos, and J. L. Greif, „Toward an understanding of definitions and measures of school engagement and related terms", The California School Psycholog., vol. 8, no. 1, pp. 7-27, 2003 (DOI:10.1007/BF03340893).
  • [8] F. Zhao, „Using quizizz to integrate fun multiplayer activity in the accounting classroom", Int. J. of Higher Educ., vol. 8, no. 1, pp. 37-43, 2019 [Online]. Available: http://files.eric.ed.gov/fulltext/EJ1203198.pdf
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  • [10] S. Leung, S. Virwaney, F. Lin, A. Armstrong, and A. Dubbelboer, „TSI-enhanced pedagogical agents to engage learners in virtual worlds", Int. J. of Distance Educ. Technol., vol. 11, no. 1, pp. 1-13, 2013 (DOI: 10.4018/jdet.2013010101).
  • [11] M. Kissoon Curumsing, „Emotion-oriented requirements engineering", Ph.D. thesis, Swinburne University of Technology, Melbourne, Australia, 2017 [Online]. Available: https://nzjohng.github.io/publications/theses/anju2017.pdf
  • [12] A. A. Lopez-Lorca, T. Miller, S. Pedell, L. Sterling, and M. Kissoon Curumsing, „Modelling Emotional Requirements", 2014 [Online]. Available: https://people.eng.unimelb.edu.au/tmiller/pubs/modelling-emotional-requirements.pdf
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  • [16] J. Marshall, „Agent-based modeling of emotional goals in digital media design projects", in Innovative Methods, User-Friendly Tools, Coding, and Design Approaches in People-Oriented Programming, S. Goschnick, Ed. Publisher IGI Global, 2018, pp. 262-284 (ISBN: 9781522559696).
  • [17] „Student Engagement", The Glossary of Education Reform, 2016 [Online]. Available: https://www.edglossary.org/student-engagement/
  • [18] V. Sagayadevan and S. Jeyaraj, „The role of emotional engagement in lecturer-student interaction and the impact on academic outcomes of student achievement and learning", J. of the Scholarship of Teach. and Learn., vol. 12, no. 3, pp. 1-30, 2012 [Online]. Available: https://files.eric.ed.gov/fulltext/EJ992115.pdf
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  • [24] M. Sherkat, A. Mendoza, T. Miller, and R. Burrows, „Emotional Attachment Framework for People-Oriented Software", On-line Learn. J., vol. 22, no. 1, pp. 205-222, 2018 [Online]. Available: https://arxiv.org/pdf/1803.08171.pdf
  • [25] D. Curumsing, M. K. Fernando, M. Abdelrazek, R. Vasa, K. Mouzakis, and J. Grundy, „Emotion-oriented requirements engineering: A case study in developing a smart home system for the elderly", J. of Syst. and Softw., vol. 147, pp. 215-229, 2019 (DOI: 10.1016/j.jss.2018.06.077).
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Uwagi
Opracowanie rekordu ze środków MNiSW, umowa nr SONP/SP/546092/2022 w ramach programu "Społeczna odpowiedzialność nauki" - moduł: Popularyzacja nauki i promocja sportu (2024).
Typ dokumentu
Bibliografia
Identyfikator YADDA
bwmeta1.element.baztech-d5ba582b-8072-47a2-ab5e-f86628fcf1af
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