This document describes a development environment called VEDILS that allows teachers to create customized assessments using multimodal applications on mobile devices. VEDILS includes components for augmented reality, gestures, learning analytics, and 3D modeling. Case studies are presented where teachers used VEDILS to create foreign language and technical drawing apps that tracked student interactions and displayed analytics. Future work includes user testing of the authoring tools and integrating data mining to help interpret assessment results.

1. A Development Environment to
Customize Assessment through
Students Interaction with Multimodal
Applications
Antonio Balderas Alberico
Iván Ruiz Rube
José Miguel Mota Macías
Juan Manuel Dodero Beardo
Manuel Palomo-Duarte
antonio.balderas@uca.es
ivan.ruiz@uca.es
josemiguel.mota@uca.es
juanma.dodero@uca.es
manuel.palomo@uca.es
International Conference on Technological
Ecosystems for Enhancing Multiculturality (TEEM)
2016
November 4th, 2016
Salamanca

2. Once upon a time in a mobile world…

3. Gestural interactions
Leap motion

4. Gadgets and wearables
forthcoming…

5. …in a cyber-physical brave new world

6. Where is the teacher?

7. What about assessment?

8. Learning Analytics

9. Program or be programmed
The debate over whether the Net is good or bad
for us fills the airwaves and the blogosphere. But
for all the heat of claim and counter-claim, the
argument is essentially beside the point: it’s here;
it’s everywhere. The real question is, do we direct
technology, or do we let ourselves be directed by it
and those who have mastered it? “Choose the
former,” writes Rushkoff, “and you gain access to
the control panel of civilization. Choose the latter,
and it could be the last real choice you get to
make.”

10. Focus
Mobile
devices
Augmented
reality
Gestural
interactions
Learning
analytics

11. Involve teachers in the creation of their own
extended {mobile, AR, gestural,…} learning
scenarios using creative computing
Motivation

12. State of the art: e.g. augmented reality tools
For programmers For non programmers

13. Visual programming languages can help to
develop creative computing abilities to build
such extended learning scenarios
General hypothesis

14. State of the art: Visual Languages

15. Antecedents
http://vedils.uca.es

16. Based on AppInventor

17. Existing components

18. Extensions
Augmented reality
> Marker, text and
image recognizing
3D Engine
> 3D interactive
objects (.OBJ, .3DS,
.MD2, etc.)
Gesture interaction
> Hand gestures
Learning analytics
> Cloud store of
interaction data
> Queries +
datatables + charts

19. Extensions
Augmented reality
> Marker, text and
image recognizing
3D Engine
> 3D interactive
objects (.OBJ, .3DS,
.MD2, etc.)
Gesture interaction
> Hand gestures
Learning analytics
> Cloud store of
interaction data
> Queries +
datatables + charts

20. Extension of VEDILS visual
language to build learning
analytics apps for mobile devices
Specific Objective

21. VEDILS LA components

22. ActivityTracker selectable automatic tracking
Global Actions Focused action (e.g. button)

23. ActivityTracker blocks
http://www.eclipse.org/aspectj/

24. ActivityTracker tracked data

25. ActivitySimpleQuery design
DistinctResults:
To avoid duplicated results.
FieldsToRetrieve:
Data to recover from the data
storage
TableId:
Google Fusion Tables id

26. ActivityAggregationQuery design
Group By: Fields to group the results
MetricsToRetrieve: aggregations

27. DataTable & Chart design
Query: Query from which obtain data
Height/width: dimensions in screen
Visible: To show/hide the table/chart
ChartType: (currently) line/bar chart
IndexFor[Category/Value]Axis: data index
[Category/Value]AxisTitle: label

28. Teacher implementation of Who am I? game
in a German language course including
augmented reality
Case study: Foreign language
learning

29. Learning analytics capabilities
Google Fusion Tables data
> Ejemplo: Wir Ben Ich
Pentaho dashboard
> Projects
> Users

30. Interactions
 Compilation of students’ interactions
relevant for assessment : e.g. number
of attempts to guess a character,
characters that are more difficult to
guess, etc.
Learning analytics results
Survey
> Inside the app to know learners’ opinion

31. University of Algarve, Mechanical
Engineering, “Design I” class
Learn foundations of technical
drawing including perspectives
Case study: Technical Drawing
http://vedils.uca.es/web/techDrawing.html

32. APP BASED ON AUGMENTED REALITY
Welcome screen Rendering 3D models Survey on useful of the
application.

33. Different display types

34. Extended information
Touching the graph you
obtain more detail
information

35. Ease the registry of user
interactions
Visualize assessment information
from a dashboard / the app
Conclusions

36. Actual user testing of new LA
authoring tools
Integration with data mining libraries to
ease assessment interpretation
Future work

37. VEDILS LA Demo: simple query + data table

38. VEDILS LA Demo: aggregation query + chart

39. Thanks
http://vedils.uca.es

40. Images from:
http://elearningindustry.com/augmented-future-elearning-augmented-reality-elearning
http://www.educatorstechnology.com/2013/06/20-ways-to-use-augmented-reality-in.html