INTERACTIVE, COLLABORATIVE

AND ADAPTATIVE LEARNING TOOLS

The TexMat Example

A. M. Breda, E. M. Rocha and M. M. Rodrigues

Department of Mathematic, University of Aveiro, Campus Universitario de Santiago, 3810 - 193 Aveiro, Portugal

Keywords:

Learning and adaptive systems (68T05), knowledge representation (68T30), knowledge-based systems

(68T35), technological tools and other materials in teaching and learning (97C80), student learning and think-

ing (97C30), sociological aspects of learning (97C60).

Abstract:

The purpose of this paper is to describe a model for long distance learning/teaching tools that uses the World

Wide Web (WWW) as a vehicle for the design and delivery of a learning/teaching environments in the context

of mathematics basic education. We will illustrate such applications through TexMat, aimed speciﬁcally for

the 5th and 6th grades of Basic Portuguese School - 10 to 12 years old youths. The goal of these tools is

to paint a bigger vision of how technology can impact learning, teaching and training. We begin by giving

an overview of the general principles underlying these applications, emphasizing the understanding of how

cultural, cognitive and technological tools shape a support learning and knowing environment. A concrete

example is also present.

1 INTRODUCTION

In general, new technologies tend to replace old ones,

or to be quite different from them. We accept as true,

that some old media, as standard paper books, have

signiﬁcant impact in the way information is transmit-

ted. A paper book is a linear and sequential struc-

ture that is very well organized, usually, have a table

of contents and an index. In opposite, web applica-

tions/websites have by nature a graph structure, giv-

ing the user a nonlinear navigation experience.

In this paper, we begin by giving an explanation of

instructional and cognitive principles underlying the

conception of an educational software, followed by an

exploration of learning technologies and collaborative

environments, leaving the details of the adaptation of

learning environments for section 4. In section 5, we

enumerate graphic principles for design makers. Be-

ing section 6 devoted to technical features we ﬁnalize

with some conclusions and future work.

TexMat is an interactive mathematical web ap-

plication planned for 5th and 6th grades (10 to 12

years old youths) of the National Curriculum of the

Portuguese Basic Education in Mathematics. It has

several interesting features (e.g., the Notebook, and

the Agent Application) and employs dynamic user

evaluation (content and behavior) in order to allow

the dynamic training to adapt to each user needs.

In its design, concrete instructional, cognitive, and

graphic principles have been taken in consideration,

e.g., in the development of the geometry units, we

havefollowed the Duval’s theoretical framework (Du-

val, 1998), with respect to the cognitive processes

involved in the geometrical reasoning. In TexMat,

all pages are composed using Macromedia Flash and

xHTML+Javascript, giving it a high level of inter-

activity and animation. The electronic book is con-

trolled by WebApplications and WebServices devel-

oped in C#.NET. The book has also two operation

modes: a student mode and a teacher mode, where

he/she may check students performance and interact

with the students.

Figure 1: Representation of a cognitive theory of multime-

dia learning.

The TexMat’s project had the collaboration

of several graduate people with skills in Design,

Programming, and Pedagogical Education.

456

M. Breda A., M. Rocha E. and M. Rodrigues M. (2008).

INTERACTIVE, COLLABORATIVE AND ADAPTATIVE LEARNING TOOLS - The TexMat Example.

In Proceedings of the Fourth International Conference on Web Information Systems and Technologies, pages 456-459

DOI: 10.5220/0001517904560459

 SciTePress

2 INSTRUCTIONAL AND

COGNITIVE PRINCIPLES

The cognitive architecture for information processing

is relevant to adequate the content presentation and to

maximize the assimilation process.

Cognitive load theorists believe that intrinsic, ex-

traneous and germane cognitive loads are additive, in

the sense that, together the total load cannot exceed

the working memory resources available if learning is

to occur (Pass, 2003).

Next we shall enumerate principles for instruc-

tional design makers having in consideration the load

cognitive theory.

Multimedia Principle. It is better to present an ex-

planation making use of two modes of representation,

words and pictures, in an appropriated combination

(improving conceptual understanding and quality of

information processing than one, (Mayer, 1997) and

(Clark, 2003).

TextMat book appears inhabited by four charac-

ters - animated bookworms, the agents that will guide

the student trough each thematic unit. They will give

the feedback of the actions of the student and help

him/her if he ever feels lost. Each agent has its own

personality and a different occupation that represents

the application of the contents to real life situations.

Contiguity Principle. An explanation containing

words and pictures is better understood when they

are presented at the same time. Since correspond-

ing words and pictures are in the working memory

at the same time, schema formation may take place,

(Mayer, 1997). In the TextMat book several explana-

tions contain simultaneously text and (animated) pic-

tures, (Clark, 2003).

Geometria

Proporcionalidade

Estatística

Números e Cálculo

Glossario

Ajuda

Ficha de Avaliacao

Curiosidades e Charadas

Historia

Simetrias . Simetria de uma figura

Repara que as duas partes

da figura se sobrepõem,

coincidindo ponto por

ponto.

À recta a tracejado que

decompõe (divide) a

imagem em duas partes que

se podem sobrepor, por

dobragem, de forma a

coincidirem ponto por

ponto chamamos:

Eixo de simetria.

Toca na borboleta para veres a

dobragem da figura.

Nao percebi!

Observa agora o que

acontece se em vez de

usarmos um espelho

dobrarmos a figura pela

recta a tracejado.

Toca na borboleta.

Vamos escrever a definição

eixo de simetria no

bloco de apontamentos.

Clica aqui !

Figure 2: When the learner touches the butterﬂy an anima-

tion shows its symmetry axe.

Modality (split-attention) Principle. When given a

multimedia explanation avoid splitting the user’s at-

tention by using multiple sources of mutually refer-

ring information, (Mayer, 1997). Modality principle

asserts that verbal information is better understood

when it is presented in a narration instead in a visual

on-screen text. It is a way to prevent an overload of

visual information.

Redundancy Principle. This principle states that

users learn better from animation and narration than

from animation, narration and text if the visual in-

formation is presented simultaneously to the verbal

information. Multiple representation increases extra-

neous cognitive load,

Spatial Contiguity Principle. Users learn better

when on-screen text and animations are physically in-

tegrated rather than separated, (Smith, 2004).

Individual Differences Principle. This principal is

based on the assumption that multimedia, contiguity

and split-attention effects depend on the user’s per-

sonal characteristics. Users who lack prior knowledge

tend to show stronger effects than the ones who pos-

sess high levels of prior knowledge, (Mayer, 1997).

Allowances for varied learning styles should be inte-

grated into the instructional design.

Learner Dynamics Principle. A conceptual dis-

tinction should be made between applications which

are essentially content delivery (learners progress

through the educational materials in a traditional

way) and applications containing exploration of na-

ture components (high interactive, with simulations,

games etc.). In TextMat book the learner deduces an

expression for the area of a circle of radius r, simulat-

ing the division of the circle in equal parts.

Mediation Principle. Another aspect that has a pro-

found effect on the way the learning occurs is re-

lated to the structure of the activities (tasks) proposed.

The ITS must give to the learner the opportunity to

solve problems, draw conclusions, compare options

and think about what he/she is doing. In TextMat

book activities are randomly generated and catego-

rized in three classes: reproduction (problems whose

solution is a direct application of concepts and proce-

dures), connection (problems requiring effortless rou-

tines involving distinct concepts) and reﬂection (non

trivial problems involving more than one concept).

Figure 3: Exercises with different levels of difﬁculty.

Coherence Principle. Students learn better when ex-

traneous material is excluded rather than included in

multimedia explanations, (Mayer, 1997). During the

TextMat book sometimes we introduce some funny

elements to seduce the user at the same time they as-

sist the explanation. Several examples appear with

INTERACTIVE, COLLABORATIVE AND ADAPTATIVE LEARNING TOOLS - The TexMat Example

457

many illustrations and animations used to increase the

dynamism and refresh the speech.

3 LEARNING TECHNOLOGIES

AND COLLABORATIVE

ENVIRONMENTS

Clearly, learning is not a process of transmitting infor-

mation from someone who knows to someone who

doesn’t; rather, learning is an active process on the

part of the learner, where knowledge and understand-

ing is constructed by the learner. Moreover, learning

is a social process: learning proceeds by and through

conversations. Learning is mediated by the construc-

tion of external artefact, where the construction of

artefact leads to the construction of understanding.

3.1 Learning Management Systems

Learning management systems (LMS) usually com-

plement or replace the traditional classroom activ-

ities and interaction students/teacher, e.g., giving

mechanisms to disseminate digital based courses.

They also provide tools and facilities for online

course management, content management and shar-

ing, assessment management, and online collabo-

ration and communication. Nowadays, there are

several examples of software bundles that imple-

ment the above features. A commercial example

is the Blackboard (see http://www.blackboard.com,

http://www.blackboard.com), a web-based software

system which is used to support ﬂexible teaching and

learning in face-to-face and distance courses. An-

other example, it is the open source software Moodle,

the acronym of Modulating Object-Oriented Dynamic

Learning (see http://moodle.org, http://moodle.org).

Those systems have been also named as distance

learning systems, or either, as systems of management

of learning in collaborative work.

3.2 Interactive Multimedia-based

Learning Systems

Any interactive multimedia educational software re-

lies on a varied blend of multiple means such as text,

graphics, animations, audio, video, etc., only achiev-

able by the development of technological tools. In

turn, it was the growth of interest in interactive open

systems that lead to new technological developments.

A deep dynamic interaction between technology and

interactive multimedia-based learning has been estab-

lished.

3.3 Collaborative Environments

The Internet became by excellence the infrastructure

of telecommunications and sharing. With the advent

of the broadband, with the technological advances in

terms of capacity of processing and data technologies

had been made possible that allow to the interaction

between diverse users in real time the great distance

to a low cost. The video-conference systems allow, of

a practical and efﬁcient form the accomplishment of

events between multiple people allowing an increase

in the efﬁciency and reduction of costs and time.

Streaming and videoconferencing technologies

are getting widely common. They may enrich consid-

erable the experience of students learning. In TexMat

we intend to give the possibility to a student, study-

ing without survilence”, to be able to contact someone

able to clarify any questions he/she may have related

with the TexMat lesson he/she is studying at the mo-

ment. For that, we have made several trials with the

opensource JSummit, the Skype API and the open-

source AccessGrid.

The AcessGrid is one project that it allows the

video-conference on IP using multicast. It has as goal

to supply a sufﬁciently rich environment of contribu-

tion of groups and involves great groups of partici-

pants with a diversiﬁed distribution. One intends that

the TexMat software behave as AcessGrid client

4 AN ADAPTATIVE LEARNING

ENVIRONMENT

E-learning paradigms and implementations have

brought many advantages to technology-based dis-

tance education as pointed out in (ADL 2001). In ad-

dition, e-learning was identiﬁed as one of the emerg-

ing areas in the last few years as shown by means of

concrete numbers in an IDC study (IDC 2003). On

the one hand, e-learning enables identifying, analyz-

ing and monitoring relevant aspects of instructions,

such as strategies of learning.

Book’s Navigation. The user’s navigation in an Int-

Book is deﬁned by a XML ﬁle, that contains infor-

mation about the content structure. On use, a per-

sonal navigation ﬁle is created for each user in order

to adapt the book to the user answers to the book’s

questions (exercises) and their last seen pages. In

this case, each user will have their personal navigation

model (nonlinear structure). An improvement can be

achieved using Expert Systems (artiﬁcial intelligence

systems), with a knowledge base and a well-deﬁned

set of production rules, in order to generate a best

WEBIST 2008 - International Conference on Web Information Systems and Technologies

458

suited personal navigation ﬁle. Although this mecha-

nism is not yet implemented, it is a strong possibility

of future work.

5 GRAPHIC DESIGN

PRINCIPLES

Finding the balance between the mathematical con-

tent and an enjoyable learning experience for the stu-

dents is not easy. Rachel S. Smith (Smith, 2004)

presents a group of guidelines to have in considera-

tion when designing the learner’s experience in terms

of graphic design and usability as we explain in the

next section.

Balanced Design Principle. The graphic design of

the interface involves a lot of choices considering the

layout, colors, navigational elements and user con-

trols, as it deﬁnes the way the student will access the

content.

TexMat, following the Mathematics National Cur-

riculum of the Portuguese Basic Education, is divided

in four study units: geometry; numbers and calculus;

statistics and direct proportionality. We have associ-

ated to each of these units a different color. The lay-

out of each unit and sub-units is similar in terms of

shapes, fonts and sizes, being the distinguishable ele-

ment the color scheme. TextMat presents a structure

similar to a book, where the navigation is made by

the turn of pages and every concept is presented in a

new page, exactly the same way as it happens in tra-

ditional didactic materials. Inside, each page has a

vertical area for the contents, which remains identical

in the entire book. It has also a clear buttons area. On

the right side are the buttons to access to the learn-

ing help tools (glossary, notebook, evaluation sheets)

and on the top the ones that link the user to the differ-

ent units. In the page on the left are the buttons that

operate in the current page (“add to the notebook”,

“print”, “sound ON/OFF” an “quit”). The contents

are explained to the student textually, next to differ-

ent and easily identiﬁable areas where will appear the

animations and video that illustrate the text.

Another key aspect is to give the student the feel-

ing that he is in control of the book. If all the pages

provide a clear navigation and allow the student to

stop, restart, skip or revisit animations and videos,

it is more likely that he will explore the book be-

cause he knows he won’t feel lost. Besides, the stu-

dent should never feel trapped, he/she should have a

clear way out. In TextMat book when the user ac-

cess to the notebook, he/she (while progressing in

learning) may insert, in a condensed way, deﬁnitions,

principles, concepts, properties, theorems, formulas,

schemes, etc. building a personal study guide of quick

access. As naturally expected, the user may access

whenever he/she feels up his/her notebook to consult,

insert, modify or erase information.

6 LANGUAGE AND STRUCTURE

In order to get the desired aggregation of the differ-

ent web technologies we deﬁne a speciﬁc language

(ﬁle format) designated IBK, speciﬁed in the XML

format. A book is represented by an IBK package

– that is a IBK ﬁle, containing all the structure in-

formation needed to build an IntBook, together with

a set of resources (external ﬁles). The IBK ﬁle (the

main ﬁle) is composed of a header and a body sec-

tion. The header section contains metadata about the

ﬁle, authors, book’s layout (single/double page), lan-

guage settings (default and translating languages), list

of resources and tuning options as latex compile pa-

rameters. The body section contains the book content

– text and objects/components that will dynamically

generate the set of pages. The main text allows the

full use of L

X and may have embedded objects that

are building blocks of a page (Flash, Java-Applets,

HTML, etc.). Objects are embed in the body section

using simple IntBooks commands, which greatly sim-

ply the build process to authors which do not need to

be aware of the technology used. In the future, it may

also allow authors to seamless incorporate blocks of

text (as theorems)in their texts, available in some kind

of “text pieces” library.

REFERENCES

Clark, C. & Mayer, R. E. (2003). E-learning and the science

of instruction. In Markwell Biochemistry and Molec-

ular Biology Education, 31.

Duval, R. (1998). Geometry from a cognitive point of view.

In Perspectives on the Teaching of Geometry for the

21st Century.

Mayer, R. E., . M. R. (1997). A cognitive theory of mul-

timedia learning: Implications for design principles.

Wiley, New York.

Pass, F., R. A. . S. J. (2003). Cognitive load theory and

instructional design: recent developments. In Educa-

tional Psychologist, 38.

Smith, R. S. (2004). Guidelines for authors of learning ob-

jects. In The New Media Consortium.

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