Evangelia Gouli

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The formation of groups based on learners’ personality and performance attributes is a challending goal in the area of collaborative learning environments. In this paper, a tool for group formation, referred to as OmadoGenesis, is presented in terms of the algorithms implemented and its functionality. The OmadoGenesis tool accommodates learners’(More)
In this paper, we present the architecture of an adaptive web-based concept map assessment tool, named COMPASS, which aims to support the assessment as well as the learning process. The presentation of the main modules of the tool focuses on the representation of the domain knowledge and the learner model, the diagnosis of the learner’s knowledge and the(More)
This paper presents a web-based adaptive communication tool, called ACT. ACT supports and guides the learners’ communication/collaboration by implementing the structured dialogue either through sentence openers or communication acts. The scaffolding sentence templates are adapted according to the cognitive skills addressed by the learning activity, the(More)
In this paper, we present an adaptive assessment framework as part of the diagnostic module in the Adaptive Educational Hypermedia System INSPIRE-INtelligent System for Personalized Instruction in a Remote Environment. The main goal of the assessment procedure is to provide assessment of learner’s knowledge level and to give the learner a chance to keep(More)
In this paper, we propose a scheme for evaluating learners’ knowledge level on concept mapping tasks. The assessment process focuses on the propositions presented on learner’s map as well as on the missing ones with respect to the propositions presented on expert map. The evaluation of learner’s knowledge level depends on the weights assigned to the(More)
Concept mapping is a knowledge elicitation technique which stimulates learners to articulate and synthesize their actual states of knowledge during the learning process. Several approaches have been proposed for automating the assessment procedure of learners’ concept maps based on an expert’s map as a reference point. However, these approaches do not(More)
In this paper, we present a web-based educational setting, referred to as SCALE (Supporting Collaboration and Adaptation in a Learning Environment), which aims to serve leaning and assessment. SCALE enables learners to (i) work on individual and collaborative activities proposed by the environment with respect to learners’ knowledge level, (ii) participate(More)
In this paper, we propose a framework for the design of learning activities, which follows the key idea of the “Learning-for-Use” model and adopts characteristics from the exploratory and collaborative learning. We elaborated on the framework in the design of learning activities for Introductory Programming courses and we developed and evaluated in a real(More)
In this paper, an Adaptive Feedback Framework (AFF) is proposed for the provision of personalized feedback accommodating learners’ individual characteristics and needs in the context of computer-based learning environments. Multiple Informative, Tutoring and Reflective Feedback Components (ITRFC) are incorporated into the framework, aiming to stimulate(More)