This paper presents the research outcome, Authorship Forensics Portal, leveraging both Statistical Natural Language Processing (SNLP) and Convolutional Neural Networks (CNN) techniques to differentiate documents written by humans and ChatGPTs. The portal allows teachers to (1) upload labeled data that contains written text and its author; (2) configure parameters that are required for training models, e.g., 2-class (i.e., human and ChatGPT) or 3-class (i.e., human, ChatGPT 3.5, and ChatGPT as well as the train/test set split ratio, validation set ratio, and validation accuracy threshold for stopping the training process; (3) review the details of a trained model, e.g., the train/test set, the time spent, the prediction results like numbers, true positive, false positive, precision, recall, and f-value, etc.; (4) make their own trained models be private so only themselves can see and use or be public so other teachers can also see and use; and, (5) ask a chosen trained model for its opinion on whether a piece of text written by human or generative Al (e.g., ChatGPT for 2•class prediction and ChatGPT 3.5 or ChatGPT 4 for 3-class prediction). The results demonstrate a significant ability of the models to distinguish between human and Al-written text, with highest precision 0.9868 (Fo_5 score 0.9647) for the 2-class (human and ChatGPT) testing subset and highest precision 0.9875 (Fo.5 score 0.9753) for the 3-class (human, ChatGPT 3.5, and ChatGPT 4) testing subset.

The International Conference on Advanced Learning Technologies (ICALT) is an annual conference organized by the IEEE Computer Society and IEEE Technical Community on Learning Technology. It aims to bring together people who are working on the design, development, use, and evaluation of technologies that will be the foundation of the next generation of e-learning systems and technology-enhanced learning environments. After its kick-off as IWALT in Palmerston North, New Zealand (2000), ICALT has been held in Madison, USA (2001), Kazan, Russia (2002), Athens, Greece (2003), Joensuu, Finland (2004), Kaohsiung, Taiwan (2005), Kerkade, The Netherlands (2006), Niigata, Japan (2007), Santander, Spain (2008), Riga, Latvia (2009), Sousse, Tunisia (2010), Athens, Georgia, USA (2011), Rome, Italy (2012), Beijing, China (2013), Athens, Greece (2014), Hualien, Taiwan (2015), Austin, USA (2016), Timisoara, Romania (2017), Mumbai, India (2018), Maceió, Brazil (2019), Tartu, Estonia (2020, Online), and Virtual (2023, Online) due to the COVID-19 pandemic, Bucharest, Romania (2022, Hybrid). The 23nd IEEE International Conference on Advanced Learning Technologies (ICALT 2023) is organized by IEEE TCLT and held in Orem, Utah, United States, in a hybrid model due to the pandemic.

This paper presents MEGA World, a platform that allows teachers to create their own virtual worlds for their course so their students can learn required knowledge and skills as well as be stealth assessed in a non-pressure environment. Students will walk through the learning and assessment activities by wondering and exploring the virtual world via interest driven. In this paper, various quest types will be introduced, and their use cases will be explained with the content from four graduate level and undergraduate level courses in Athabasca University. At the end, users’ experiences and their preliminary perceptions toward the use of MEGA World will be summarized – users spent on average 70 to 81 minutes on the gameplay activities even they were introduced MEGA World and its activities in the last second week of the term/semester; moreover, they had very positive opinions on the use of it to replace the supervised exam.

This study investigates the mutual influence among the different components of learning motivation, self-regulation, and Gender as well as their effect on the academic performance. The data is collected from 301 undergraduates enrolled accounting major. The results indicate that test anxiety has negative influence on academic performance and the use of cognitive strategies is a mediating factor between motivation and self-regulation strategies. Gender difference does exist in students' test anxiety but there is no evidence showing that this gender difference causes any differences in their academic achievements.

Several research studies have highlighted that the traditional method of identifying dyslexia within learners is time consuming, expensive and might not be effective as some people acquired the skills to hide their disability. Particularly, no tool or method was reported in the Arab region (22 countries) that could help identify dyslexia within Arab learners. Therefore, this paper presents a developed and validated educational game to implicitly identify the level of dyslexia within learners based on their game play traces. The game was played by twenty-six children within a private school for special education with the supervision of experts from a private center for learners with disabilities. The obtained results showed that the accuracy level of identifying learners with dyslexia with the use of the game is high. Additionally, the experts reported a favorable perception and high technology acceptance degree towards the game. The findings of this research could enhance the educational technology field by providing an educational game design for implicit identification of dyslexia level.

A multiplayer online role-play game (MORPG), called MEGA World (MEGA stood for Multiplayer Educational Game for Assessment in v1.0 back to 2010 and now stands for Multiplayer Educational Game for All), has been designed and developed since 2010. MEGA World is a web-based massively multiplayer educational game platform which supports any languages and is capable of access any existing external resources (e.g., multimedia, materials, online meetings, etc.)(Chang & Kinshuk, 2010[1]). Teachers can create their virtual worlds as well as create learning and assessment activities (i.e., quests in the game) of different learning subjects for students' for instances English, and Java Programming, Flash ActionScript, research methods (Kuo, Chang, Kinshuk, & Liu, 2010[2]; Li, Zou, Xie, Wang, & Chang, 2018[3]; Lu, Luo, Chang, Kuo, & Li, 2018[4]; Xu, Chang, Chen, Chen, & Kinshuk, 2016[5]). Students can learn specific knowledge and reach the learning goal by taking and solving those quests while playing. The current version of MEGA World[6] (Multiplayer Educational Game for All) is v2.1 and supports eight quest types for teachers to create: greeting, item collection and delivery, sorting, treasure hunting and digging, calculation, fill-in-the-blank, short answer, and speaking-based conversation quest type (Chang, Chen, Wu, & Yu, 2019[7]). In this version of the game, students can have their own avatars and see others visually. In this tutorial, we are going to show participants how to use MEGA World as well as teach participants how to create virtual worlds, NPCs, quests (individual quest and quest chain) and their quest items and rewards for their courses or learning topics.

This research evaluated an annotation recommendation system – GRACE (General Rapid Annotation Clustering Enhancement) – which gives suggestions of what annotations might be missing when students were reading the teaching materials. A pilot is done in two computer science classes in a college in Tunisia. The results show that system’s usability is acceptable for students doing online reading activities on GRACE.

Although educational games have been proved to be useful to get students motivated in doing learning activities, one of the most attractive game feature – farming – has rarely taken into consideration while designing and assessing an educational game. In this research, we design and develop the farming feature, also known as player versus environment (PvE) subsystem, for an educational game platform MEGA World (Multiplayer Educational Game for All). We discuss the operation workflow that the PvE subsystem communicates with MEGA World main system and design correspondent mechanic and required modules to assist students’ learning. The subsystem has two game modes and the students can use the knowledge or skills they have learned in the course to fight with the monsters and earn the rewards. We expect this subsystem can improve students’ learning motivation and performance. In order to verify our expectation, we design a semester-long experiment that involves four groups of undergraduate students.

Designing an educational game can be a difficult task for individuals who do not have appropriate background towards game developments. Several game genres exist in the literature which can make beginners confused about which are the appropriate or required game elements and functionalities for a particular game genre. At the same time, many studies highlighted the effectiveness of mind-mapping techniques in enhancing learning and thinking task. Therefore, this study deploys the powerful graphical representation of Unified Modeling Language (UML) class diagram to present a mind-mapping guide for people who are developing educational role-playing games. A total of 1 13 students used the developed mind-mapping guide in a public Tunisian University, and the obtained results showed that the guide can: (1) significantly enhance beginner students’ level of knowledge regarding developing role-playing educational games; and, (2) promote the creative thinking when it comes to imagining educational role-playing game scenarios. Also, these results showed that students have a favorable attitude towards using the mind-mapping guide to learn and design their games.

Educational games aim to balance learning and playing. However, for people to benefit from an educational game, they must be encouraged to play the game often. Providing players with information about how to improve their performance could help in achieving this goal. This paper examines how a learning analytics dashboard can be incorporated into an educational game to encourage players to play more often and continuously. The proposed dashboard provides players with a variety of information such as how their performance and skills change over time. Such information allows players to see their performance and play habits, and find strategies on how to improve their performance, and therefore their learning, in the game.

Humanoid robots were introduced into the education sector as tools, tutors and companions for students to make learning more effective. This research does reliability and validity test for a proposed questionnaire which looks at various perceptions issues such as how students perceive gender and the role that humanoid robots have. Such a valid and reliable questionnaire could help the research team get the whole picture of students' preference, attitude, and level of interaction with humanoid robots for educational purpose. The research could help to determine what and how these issues will affect the acceptance and integration of humanoid robots into the education system.

Computer Networks, an undergraduate computer science course, is taught through a variety of new technological tools but more attention on assessment strategies using those technological tools is desirable. Research studies have shown that assessment methods also influence students' learning. Current assessment techniques, even those which include technology, focus more on summative assessment rather than formative. Formative assessment is necessary for teaching and assessment of complex skills like troubleshooting or network design. Therefore, there exists a need for assessments to capture students' problem solving process and chosen approaches during the assessment. By tracking a student's behaviors in an immersive assessment environment, the path that the student takes towards the solution can be studied. Virtual Worlds are naturally immersive environments and can be effectively used to record interactions that students made in the worlds. We have developed NetWorld in Open Wonderland, an open source software for creating 3D virtual worlds. NetWorld is a 3D virtual world built for detailed assessment of computer network concepts for computer science undergraduate students. This detailed assessment happens at 3 levels -- conceptual understanding, diagnostic abilities and the ability to design a network. This paper describes the design principles and implementation of NetWorld and a plan to evaluate its usability.

In this paper we describe the architecture of virtual clot (vCLOT), a virtual world system designed to teach procedural knowledge of blood clotting process, in a game based learning environment. vCLOT utilizes virtual world to give learners an immersive learning experience while actively participating in tasks that require them to apply the procedural knowledge they have learned. Design of vCLOT combines the immersivity of virtual worlds with the power of knowledge structures. Immersivity provides learners with the opportunity to make decisions at every level of the game. This transfers control of interaction to the learner, enabling the learner to be actively engaged in knowledge construction process. Knowledge structures are a neat way to represent domain and learner data. The user interface of vCLOT is designed and implemented with Open Wonderland which is an open-source 3D toolkit. The learning goal which is to learn about blood clotting process, is aligned with the game goal, which is application of blood clot process steps to heal an injury. The game goal is presented as a quest in which the learner interacts with concepts by either dragging them or synthesizing them from other concepts. Learners complete the quest on successful formation of blood clot which in turn implies that they have learnt the blood clot process. We plan to do a usability study to improve the system before starting actual intervention.

The purpose of this study is to introduce a daily student practice identification algorithm that is capable of discovering if a quiz is good for the student as daily practice so the student can practice what he/she is not good enough and sharpen his or her skill and knowledge. The psychometric parameters of each question are studied in terms of item difficulty, item discrimination and distract or analysis. In order to customize student practice, the system is able to suggest the daily practice according to his/her test knowledge level and proposed goals. The algorithm is designed to be used by Mathtoons Media's mobile application Practi to help students improve their school performance.

In order to fit students' needs, an accurate computer game attitude scale is needed so teachers and researchers can know among their students who can really benefit from the use of educational games. In this paper, the research team analyzes 218 students' responses of a revised computer game attitude scale and finds their computer game attitude relationships and differences among gender, grade, preferred gaming way and game playing experience.

The research team has leveraged the research conducted in recent Natural Language Processing studies and designed a computerized marking mechanism for marking students' short-answers based on the semantic meaning of those answers. An open access Auto marking web service has been developed to provide short-answer marking service for everyone. Auto marking service is also a self-sustainable complete online exam system which schools and teachers can use it to create their own item bank and tests, to manual and to auto mark students' answer sheets, and to review the results from various perspectives such as test, item, and individual student.

The growth of mobile technologies and devices has penetrated the world substantially over the last 5 years, and a large percentage of these users are young users. This introduces profound changes to traditional teaching practices which may initially be seen as low-key, but it will eventually create visible side effects in the education domain that cannot be ignored. As we push for effective instruction to be differentiated, we can use mobile technologies to enhance learning. This research will present the mobile device functions suitable for mobile learning and map it to learning topics of Ontario's K-6 Numeracy Curriculum.

Understanding the development of students' competence in writing poses significant challenges, given the complexity of the writing process, the skill levels of students, the types of writing activities offered to students, and the volume of data concerning writing as a whole. While language is taught from elementary school up to university courses and even beyond, the pattern of learning a language has remained much the same for decades. This proposal advocates that distributed social environments may provide a new paradigm for students to learn the discipline. Students need not be confined to just classrooms, they can engage in authentic learning in real-world or virtual-world scenarios. Further, whether real or virtual, the writing software itself can assume a proactive role in supporting not only the students but also the instructor. We emphasize the need for ubiquitous, situated, mixed-initiative writing support for students where underlying technology platforms can be extended to measure individual competencies, identify writing competency-gaps, and promote means to address these gaps. This proposal discusses several ideas, including peer feedback, collaborative writing, book annotation, integrated instructor interfaces for grading, and the effects of mixed-initiative, immersive, social and agent-oriented assessment on writing competence.

It has been stated that people need to improve their knowledge of finances and make better choices with their money. Many programs have been created to teach basic finances. These programs target people of all ages from adults all the way down to kindergarten students. The vast majority of opinions on teaching finances state that education begins with children - the younger the better. The goal of this research project is to create a fun to play (massively) multiplayer online role playing game (MMORPG) capable of teaching younger students how to better manage their personal finances. The game is designed as an educational tool with an attempt to balance both the entertainment and educational components. It simulates a real world where the player must make financial decisions for their character in an attempt to develop enough wealth to allow that character to retire at a specified age.

Worksheet is a common tool for teachers guiding students learning a subject. This research designs an automatic worksheet generator for constructing a worksheet according to the results of student's online exam. We focus on the worksheet of botany observation and analyze 47 different activities in the worksheet. The relation between the worksheet activity and its cognitive ability can be used to decide what activity should be constructed based on students' test result. A simple example is demonstrated in the end of this paper.

This paper presents the conceptual design of a virtual 3D quiz game based on a multi-agent system (MAS) architecture aptly named QuizMASter. The QuizMASter supports formative assessment by providing adaptive testing and feedback using intelligent pedagogical agents within an immersive game-based virtual learning environment. This enables instructors to use assessment as a motivational tool within an entertaining context where students do not feel the usual pressures related to taking tests.

A number of Learning Management Systems (LMSs) exist on the market today. A subset of a LMS is the component in which student assessment is managed. In some forms of assessment, such as open questions, the LMS is incapable of evaluating the students' responses and therefore human intervention is necessary. In order to assess at higher levels of Bloom's (1956) taxonomy, it is necessary to include open-style questions in which the student is given the task as well as the freedom to arrive at a response without the comfort of recall words and/or phrases. Automating the assessment process of open questions is an area of research that has been ongoing since the 1960s. Earlier work focused on statistical or probabilistic approaches based primarily on conceptual understanding. Recent gains in Natural Language Processing have resulted in a shift in the way in which free text can be evaluated. This has allowed for a more linguistic approach which focuses heavily on factual understanding. This study will leverage the research conducted in recent studies in the area of Natural Language Processing, Information Extraction and Information Retrieval in order to provide a fair, timely and accurate assessment of student responses to open questions based on the semantic meaning of those responses.

In order to explore why some learners have better learning effects with the simulation tool, and the others do not, the researchers used the quasi-experimental design and think-aloud method to investigate the relations between individual differences and learning effects from students’ learning processes with the simulation tool, Dynamic Simulation Assisted Statistical Learning (DSASL). The results show that the DSASL can correct the students’ misconceptions and enhance their concept understandings. However, there are individual differences in students’ learning effects when learning with DSASL. Finally, the researchers analyze the transcripts of think-aloud and find that the learning process may influence the students' learning effects.

This paper presents an infrastructure for developing problem-based pervasive learning environments. Building such environments necessitates having many autonomous components dealing with various tasks and heterogeneous distributed resources. Our proposed infrastructure is based on a multi-agent system architecture to integrate various components of the environments. The infrastructure includes a location- and context-awareness service, a question and answer service, an adaptive mechanism; problem based ubiquitous learning models, social networking issues, and the evaluation of multimedia inputs. Furthermore, student modeling issues among components are considered. The design of the infrastructure as well as its components is discussed. This paves the way towards the development of pervasive learning applications.

Mobile Learning makes students get the advantages of both traditional learning and e-learning. How to give students learning sequence suggestions in the mobile learning environment is a big issue and is also the goal of this paper. This research uses knowledge map to store the characteristics of each learning object and designs a situated map to represent spatial knowledge in the mobile learning environment. By using these two knowledge structures, knowledge map and situated map, the system created by this research can generate various navigation sentences and ask students to observe the characteristics of learning objects. This research also takes information theory into consideration in order to decide which navigation sentence should deliver to the student first. The system calculates the entropy for each generated sentence and finds the most appropriate one to deliver to the student. At the end of this paper, an experiment system is implemented for the 5th year biology course, Plant Observation.

In the treasure hunting process, the hunters could only get few hints with simple words, therefore they must think over with the experience they learned before. The goal of this paper is to propose a treasure hunting learning model and implement a system based on the model. Within the treasure hunting learning model students will become a treasure hunter when they are learning in the field. The learning model makes learning more fun by asking students some questions according to their learning records and physical position. In order to make the system portable and treasure hunting liked, we implement the treasure hunting learning model with the most simple and common cellphone, that is the text-mode cellphone. To verify the learning model is working, a traditional history and culture course in college was taken as the experiment

This paper designs a learning notification express delivery service for providing students information about their learning status, their next learning activities, and even reminder notes. The learning notification express delivery service uses Petri-net for modeling learning activities. In order to make students knowing what status they are and what activities they need to do during the learning process, a learning planner is also developed to make teachers feel more comfortable in planning their teaching schedule.

This paper designs a personalized navigation service based on the student cognitive levels. The personalized navigation service takes the interpretive structural modeling to generate concept navigation matrix by using the student cognitive background matrix (retrieved from tests and questionnaire) and the concept relation matrix (retrieved from textbooks). According to the knowledge structure and the concept navigation matrix, the service can provide different students their own knowledge navigation maps.

In this paper we use an accuracy counter (AC) to develop the "Web design" course and to be the evaluation way for measuring and recording the learning status of students. The counts recorded by AC are used to be one of the grading criteria for the students' performance. Students can look others' achievement via the AC website, and may want to compete with others either they are classmates or not. Through the counts recorded by AC and the final scores given from other learners, this paper evaluates the possible competitive conditions and its relations between counts and scores.

This paper proposes the architecture of learning companion agent with facial expression of emotion. Based on ABC and ToK architecture, the emotion agent architecture contains five modules to realize the interaction in the world. A particular part of this research is the transition between emotion space in emotion module and facial expression space in facial expression module. Using this transition and those five modules, a small experiment Web site with emotion agent demonstrates the facial expression of the agent and its emotion tracks.

We implement an instructional system, called Internet virtual community (IVC for short), according to the instructional model of the Problem-Based Internet Assisted Learning System (PBIALS for short), a previous research result based on the problem-based learning (PBL for short) theory. In order to achieve the instructional model of the PBIALS, four phases are developed for the instructional process include the phase school I - III and the phase outside school. To ensure the instructional system is work and useful, a teaching unit - Dream Computer - is constructed for the basic computer concept I, the first year course of the information program in Chi-Ping vocational school, Taiwan. A self designed questionnaire is also used for collecting the feedbacks responded from the students and evaluating the instructional model/process/system proposed by us.

We propose a methodology to calculate both the difficulty of the basic problems and the difficulty of solving a problem. The method to calculate the difficulty of problems is according to the process of building a problem, including concept selection, unknown designation, and proposition construction. Some necessary measures observed in the problem building process are also defined in order to formulate and calculate the difficulties. Beside the difficulty of the basic problem, four difficulty dimensions, identification, elaboration, planning, and execution, corresponding to the problem solving steps are also analyzed. With these difficulty measures learners can understand what kinds of problems they met and what sorts of problem solving strategies are emphasized in solving the problem. To reach our goal, an item generating system is constructed for demonstrating and supporting the difficulty calculation.

This paper analyzes the genetic operations of a new evolution mechanism proposed by us for improving the capability to deal with graph-form solutions in the real world of genetic algorithms based on the theories of GAs and GPs. A prototype of graph evolution with genetic operations is implemented and applied to some graph-related systems with the Irish-student classification data. Evaluation between conventional optimization mechanisms and graph evolution theory is also made for proving the advantage of using graph evolution. Be notable is the graph evolution theory proposed in this paper can cover most applications of GAs and GPs.

Web counters are usually used for recording the number of times a web page has been visited. Apart from the recording of pageviews, advertisement publishers also use Web counters to count the number of clicks made by potential customers on the Internet ads. As performance-based Internet advertisement pricing models are becoming popular and generally acceptable, there is a need from the perspective of the advertisers to ensure the accuracy of the values recorded by Web counters. This paper describes the idea of a virtual IP, and proposes a mechanism for assuring the reasonableness and fairness of the values of Web counters. The result is an accuracy counter (AC). The AC is a real system. It has been successfully tested in a related class project.

Knowledge is represented by graph or map is simpler than represented by proposition logics. Students who use the knowledge representation of knowledge map quickly learn to read a graph as IF-THEN and do all their reasoning directly on the graphs without translating them to rules or propositions. Instead, many graphic notations have been developed. Knowledge Map (KM) is a graphic system of logic that is as general as proposition logics.

To build an interactive mechanism for a distance learning environment such as a scientific experiment, the architecture of the learning environment and assisting agents should be taken into consideration first. Another issue for constructing an interactive mechanism is the protocols between the environment and the agents. An experiment action language is designed for this purpose. In addition, a method for agents to infer rules is also presented in this paper.