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Outputs (75)

Doctoral Colloquium—How Interactivity and Presence Affect Learning in Immersive Virtual Reality: A Mixed Methods Study Design (2024)
Presentation / Conference Contribution
Fern, N., Cristea, A. I., Nolan, S., & Stewart, C. (2024, June). Doctoral Colloquium—How Interactivity and Presence Affect Learning in Immersive Virtual Reality: A Mixed Methods Study Design. Presented at 10th International Conference of the Immersive Learning Research Network, Glasgow, Scotland, UK

This doctoral colloquium paper describes a mixed-methods study to investigate the impact of high interactivity Immersive Virtual Reality (iVR) materials on learning in higher education. It is motivated by the changing landscape of iVR technology and... Read More about Doctoral Colloquium—How Interactivity and Presence Affect Learning in Immersive Virtual Reality: A Mixed Methods Study Design.

Paraphrase Generation and Identification at Paragraph-Level (2024)
Presentation / Conference Contribution
Al Saqaabi, A., Stewart, C., Akrida, E., & Cristea, A. I. (2024, June). Paraphrase Generation and Identification at Paragraph-Level. Presented at Generative Intelligence and Intelligent Tutoring Systems ITS 2024, Thessaloniki, Greece

Unveiling crisis in globalised higher education: Artificial intelligence insights from doctoral research in EThOS (2024)
Journal Article
Montgomery, C., Stewart, C., Aduragba, O., & Poli, F. (2024). Unveiling crisis in globalised higher education: Artificial intelligence insights from doctoral research in EThOS. Higher Education Quarterly, https://doi.org/10.1111/hequ.12537

This paper seeks to illuminate new perspectives on the concept of crisis in globalised higher education (HE) by focusing on knowledge generated by doctoral research. Doctoral research is a significant part of research and knowledge building in HE, pa... Read More about Unveiling crisis in globalised higher education: Artificial intelligence insights from doctoral research in EThOS.

The engage taxonomy: SDT-based measurable engagement indicators for MOOCs and their evaluation (2023)
Journal Article
Cristea, A. I., Alamri, A., Alshehri, M., Dwan Pereira, F., Toda, A. M., Harada T. de Oliveira, E., & Stewart, C. (2024). The engage taxonomy: SDT-based measurable engagement indicators for MOOCs and their evaluation. User Modeling and User-Adapted Interaction, 34(2), 323-374. https://doi.org/10.1007/s11257-023-09374-x

Massive Online Open Course (MOOC) platforms are considered a distinctive way to deliver a modern educational experience, open to a worldwide public. However, student engagement in MOOCs is a less explored area, although it is known that MOOCs suffer... Read More about The engage taxonomy: SDT-based measurable engagement indicators for MOOCs and their evaluation.

PICA-PICA: Exploring a Customisable Smart STEAM Educational Approach via a Smooth Combination of Programming, Engineering and Art (2023)
Presentation / Conference Contribution
Nagai, T., Klem, S., Kayama, M., Asuke, T., Meccawy, M., Wang, J., Cristea, A. I., Stewart, C. D., & Shi, L. (2023, May). PICA-PICA: Exploring a Customisable Smart STEAM Educational Approach via a Smooth Combination of Programming, Engineering and Art. Presented at 2023 IEEE Global Engineering Education Conference (EDUCON), Kuwait

The STEAM approach in education has been gaining increasing popularity over the last decade. This is due to its potential in enhancing students' learning, when teaching arts and scientific disciplines together. This paper introduces the PICA-PICA con... Read More about PICA-PICA: Exploring a Customisable Smart STEAM Educational Approach via a Smooth Combination of Programming, Engineering and Art.

Forum-based Prediction of Certification in Massive Open Online Courses (2021)
Presentation / Conference Contribution
Alsheri, M. A., Alamri, A., Cristea, A. I., & Stewart, C. D. (2021, September). Forum-based Prediction of Certification in Massive Open Online Courses. Presented at 29th International Conference on Information systems and Development (ISD2021), Valencia, Spain

Massive Open Online Courses (MOOCs) have been suffering a very level of low course certification (less than 1% of the total number of enrolled students on a given online course opt to purchase its certificate), although MOOC platforms have been offer... Read More about Forum-based Prediction of Certification in Massive Open Online Courses.

Towards Designing Profitable Courses: Predicting Student Purchasing Behaviour in MOOCs (2021)
Journal Article
Alshehri, M., Alamri, A., Cristea, A. I., & Stewart, C. D. (2021). Towards Designing Profitable Courses: Predicting Student Purchasing Behaviour in MOOCs. International Journal of Artificial Intelligence in Education, 31(2), 215-233. https://doi.org/10.1007/s40593-021-00246-2

Since their ‘official’ emergence in 2012 (Gardner and Brooks 2018), massive open online courses (MOOCs) have been growing rapidly. They offer low-cost education for both students and content providers; however, currently there is a very low level of... Read More about Towards Designing Profitable Courses: Predicting Student Purchasing Behaviour in MOOCs.

GamiCSM: relating education, culture and gamification - a link between worlds (2020)
Presentation / Conference Contribution
Toda, A., Klock, A. C. T., Palomino, P. T., Rodrigues, L., Oliveira, W., Stewart, C., Cristea, A. I., Gasparini, I., & Isotani, S. (2020, October). GamiCSM: relating education, culture and gamification - a link between worlds. Presented at 19th Brazilian Symposium on Human Factors in Computing Systems, Diamantina, Brazil

The potential of gamification to improve users' motivation and engagement influenced many researchers and professionals to analyse its effects in educational settings. While some studies focus on adapting game elements according to demographic and be... Read More about GamiCSM: relating education, culture and gamification - a link between worlds.

Predicting MOOCs Dropout Using Only Two Easily Obtainable Features from the First Week’s Activities (2019)
Book Chapter
Alamri, A., Alshehri, M., Cristea, A. I., Pereira, F. D., Oliveira, E., Shi, L., & Stewart, C. (2019). Predicting MOOCs Dropout Using Only Two Easily Obtainable Features from the First Week’s Activities. In A. Coy, Y. Hayashi, & M. Chang (Eds.), Intelligent tutoring systems. ITS 2019 (163-173). Springer Verlag. https://doi.org/10.1007/978-3-030-22244-4_20

While Massive Open Online Course (MOOCs) platforms provide knowledge in a new and unique way, the very high number of dropouts is a significant drawback. Several features are considered to contribute towards learner attrition or lack of interest, whi... Read More about Predicting MOOCs Dropout Using Only Two Easily Obtainable Features from the First Week’s Activities.