Pages: pp. 113-113
Welcome to our second issue this year, which includes seven papers exploring advanced technologies for technology-enhanced learning, covering a variety of interesting issues from game-based learning to completely new types of virtual learning environments.
The paper of Mihaela Cocea and Stephan Weibelzahl focuses on the problem of student disengagement in e-learning systems. Using data mining techniques, they explore a range of attributes that could be used for detecting disengagement.
Li Yu, Lane Harrison, Aidong Lu, Zhiwei Li, and Weichao Wang from University of North Carolina at Charlotte present a very unusual approach to teaching security protocols in Information Assurance courses. The approach is based on “digital Legos”—a 3D interactive building environment that allows visualization of protocols as multiple sending and receiving blocks.
Thomas Augustin, Cord Hockemeyer, Michael D. Kickmeier-Rust, and Dietrich Albert from the University of Graz focus on skill assessment in digital games. Within the projects ELEKTRA and 80Days, they have developed a mathematical approach which promises to be an interesting starting point for future intelligent learning games able to provide psycho-pedagogical interventions on the basic of probabilistic conclusions drawn by the system.
Eliane G. Guimarães, Eleri Cardozo, Daniel H. Moraes, and Paulo R. Coelho from Campinas in Brazil discuss design and implementation issues for remote laboratories which employ web technologies both at the client and server side. They discuss requirements related to security, quality of service, and federated operation and suggest the most appropriate technologies to fulfull these requirements.
Mario Amelung, Katrin Krieger, and Dietmar Rösner discuss their solution for providing e-assessment as a service. They describe how their components can automatically assess programming assignments and report about the use of these components at universities and other educational institutions.
Our last two papers focus on two interesting learning scenarios, which are usually difficult to support using technology-enhanced learning: field trips and dancing:
First, Maria C.R. Harrington, in an interesting study, discusses the possibilities of a virtual reality environment providing a virtual field trip for elementary school children, comparing it with real field trips amid the springtime bloom of wild trillium in suburban Pittsburgh.
Finally, Jacky C.P. Chan, Howard Leung, Jeff K.T. Tang, and Taku Komura discuss their virtual reality dance training system, which uses motion capture and virtual reality to help students improve their dancing skills. A very interesting system, which probably will motivate students to subsequently practice their new skills also in real life.
We hope that you enjoy these papers, and are looking forward to receiving your submissions and solutions!
Wolfgang Nejdl, Editor-in-Chief
Peter Brusilovsky, Associate Editor-in-Chief