International Journal of Education and Information Technologies

ISSN: 2074-1316
Volume 14, 2020

Notice: As of 2014 and for the forthcoming years, the publication frequency/periodicity of NAUN Journals is adapted to the 'continuously updated' model. What this means is that instead of being separated into issues, new papers will be added on a continuous basis, allowing a more regular flow and shorter publication times. The papers will appear in reverse order, therefore the most recent one will be on top.

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Volume 14, 2020

Title of the Paper: Learning Analytics Framework for Improving Performance to Students through Educational Virtual Worlds


Authors: Rosa Reis, Bertil P. Marques, Isabel Sampaio

Pages: 8-13

Abstract: This paper aims to demonstrate the ongoing work of developing a framework that will allows to improve performance to students. The framework combines use of the open source virtual worlds, the Sloodle module and a learning analytics tool, in order to facilitate the execution of the collaborative learning techniques and improved the performance to students through of analytics learning tool monitorization. This framework is still in the design phase and will later be tested in a classroom context. The target public will be students of the fifth year of basic education, with aim of improve the learning mathematics.

Title of the Paper: The Effect of Medium of Instruction on Undergraduate Student Learning Style in Video-based Learning


Authors: Nives Mikelic Preradovic, Tomislava Lauc, Ida Panev

Pages: 1-7

Abstract: The study aims to assess the impact of interactive and linear video on learning effectiveness of undergraduate informatics students with different predominant learning styles (visual, aural, read/write and kinesthetic style). The students in different treatment groups (learning with interactive vs. linear video) have achieved very good learning outcomes and those who used interactive videos achieved better learning outcomes. The impact of the kinesthetic predominant learning style on learning with interactive videos was not evident, i.e. the predominant learning style of the undergraduate informatics students did not affect their success, regardless of the type of video