Minoru Nakayama – författare

This book features papers from workshops at the 10th International Conference on Methodologies and Intelligent Systems for Technology Enhanced Learning, which was hosted by the University of L'Aquila (Italy) from 17th to 19th June 2020. The workshops provided participants with the opportunity to present and discuss novel research ideas on emerging topics complementing the main conference. They particularly focused on multi-disciplinary and transversal aspects such as TEL in nursing education programs, social and personal computing for web-supported learning communities, interactive environments and emerging technologies for eLearning, and TEL for future citizens.

This book includes the accepted papers of the four selected workshops that focus on Integration of Emerging Technologies into Education and Training (ETELT), Interactive Environments and Emerging Technologies for eLearning (IEETeL), Technology Enhanced Learning in Nursing Education (NURSING), and Peer Review, Peer Assessment, and Self Assessment in Education (PRASAE). The authors like to thank all the contributing authors and the members of the Organizing and Program CommitteeEducation is the cornerstone of any society, serving as one of the foundations for many of its social values and characteristics. mis4TEL’25 promotes interaction among the scientific community to discuss the applications of Technology-Enhanced Learning solutions, targeting not only cognitive and social processes but also motivational, personality, and emotional factors. Additionally, current trends in the use of Artificial Intelligence can assist in augmenting learning opportunities for both learners and educators.

This book focuses on a development for assessing mental changes using eye pupil reactions, namely extracting emotional change from the response to evaluate the viewer's interest in visual information.

This book focuses on a development for assessing mental changes using eye pupil reactions, namely extracting emotional change from the response to evaluate the viewer's interest in visual information.

The main focus of this book is presenting practical procedures for improving learning effectiveness using note taking activities during e-learning courses.Although presentation of e-learning activities recently has been spreading to various education sectors, some practical problems have been discussed such as evaluation of learning performance and encouragement of students. The authors introduce note taking activity as a conventional learning tool in order to promote individual learning activity and learning efficacy. The effectiveness of note taking has been measured in practical teaching in a Japanese university using techniques of learning analytics, and the results are shown here.The relationships between note taking activity and students’ characteristics, the possibility of predicting the final learning performance using metrics of students’ note taking, and the effectiveness for individual emotional learning factors are evaluated. Some differences between blended learning and fully online learning courses are also discussed. The authors provide novel analytical procedures and ideas to manage e-learning courses. In particular, the assessment of note taking activity may help to track individual learning progress and to encourage learning motivation.

The main focus of this book is presenting practical procedures for improving learning effectiveness using note taking activities during e-learning courses.Although presentation of e-learning activities recently has been spreading to various education sectors, some practical problems have been discussed such as evaluation of learning performance and encouragement of students. The authors introduce note taking activity as a conventional learning tool in order to promote individual learning activity and learning efficacy. The effectiveness of note taking has been measured in practical teaching in a Japanese university using techniques of learning analytics, and the results are shown here.The relationships between note taking activity and students’ characteristics, the possibility of predicting the final learning performance using metrics of students’ note taking, and the effectiveness for individual emotional learning factors are evaluated. Some differences between blended learning and fully online learning courses are also discussed. The authors provide novel analytical procedures and ideas to manage e-learning courses. In particular, the assessment of note taking activity may help to track individual learning progress and to encourage learning motivation.