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Preface to the proceedings of SWEL’07: Ontologies and Semantic Web Services for Intelligent Distributed Educational Systems
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Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Gamifying education: what is known, what is believed and what remains uncertain: a critical review
No full textAbstract Gamification of education is a developing approach for increasing learners’ motivation and engagement by incorporating game design elements in educational environments. With the growing popularity of gamification and yet mixed success of its application in educational contexts, the current review is aiming to shed a more realistic light on the research in this field by focusing on empirical evidence rather than on potentialities, beliefs or preferences. Accordingly, it critically examines the advancement in gamifying education. The discussion is structured around the used gamification mechanisms, the gamified subjects, the type of gamified learning activities, and the study goals, with an emphasis on the reliability and validity of the reported outcomes. To improve our understanding and offer a more realistic picture of the progress of gamification in education, consistent with the presented evidence, we examine both the outcomes reported in the papers and how they have been obtained. While the gamification in education is still a growing phenomenon, the review reveals that (i) insufficient evidence exists to support the long-term benefits of gamification in educational contexts; (ii) the practice of gamifying learning has outpaced researchers’ understanding of its mechanisms and methods; (iii) the knowledge of how to gamify an activity in accordance with the specifics of the educational context is still limited. The review highlights the need for systematically designed studies and rigorously tested approaches confirming the educational benefits of gamification, if gamified learning is to become a recognized instructional approach
A pragmatic approach to support concept-based educational information systems communication Citation for published version (APA): A Pragmatic Approach to Support Concept-based Educational Information Systems Communication
No full textAbstract Significant efforts are currently focused on defining powerful frameworks and architectures to support interoperability and integration of Web-based Educational Information Systems (EIS). We approach this integration problem from a rather practical perspective and propose a pragmatic framework for supporting communication between existing concept-based EIS aimed at utilizing systems' resources. The framework allows two independent systems to share and interchange information solely through ontology-based communication without sharing data stores. As a basis of the framework, we define a communication ontology and propose an interaction protocol, CB-EIS IP, built over a SAAJ-enabled SOAP transport layer
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