Open University of Catalonia

About: Open University of Catalonia is a education organization based out in Barcelona, Spain. It is known for research contribution in the topics: Collaborative learning & Educational technology. The organization has 1943 authors who have published 4646 publications receiving 64200 citations. The organization is also known as: Universitat Oberta de Catalunya & UOC.

The quest for a better tailoring of gameful design: An analysis of player type preferences

Abstract: Gameful systems are often developed using "one size fits all" approaches. However, it would be better to tailor the experience according to each participant's personal preferences. On that regard, player types and game design elements are the main personalization dimensions that have been studied in the literature, even though such studies often lack empirical validation, employing very small or local samples. This paper presents the results of an exploratory study that further investigates user types and preferences for different game design elements. Results show the relationships between gender and age among and between player types as well as how different game design elements influence the participants.

Supporting the composition of effective virtual groups for collaborative learning

Abstract: In this paper, the authors explore the different processes involved in constructing effective virtual collaborative learning groups, especially why, when and how these processes affect group formation and to which degree they guarantee the creation of well-functioning and successful learning groups. A student can benefit from collaborative learning only if he/she participates in supportive learning teams. For this reason, their research interest is to aid and provide the means for the configuration of learning groups that are appropriate for different learning situations. A key issue in this process is to make the educational function and structure of collaborative learning groups clear, by identifying and making explicit both the individual and group learning and social goals, as well as the relationships, interaction processes and roles that determine the nature and idiosyncrasy of the group.

Using e-Assessment to enhance student learning and evidence learning outcomes

Abstract: © L p i Assessment is an essential component in the learning and teaching environment and should promote learning as well as measure or certify outcomes (Clements & Cord 2013). There have been significant changes in the approaches to teaching and learning in higher education with the advent of MOOCs, flipped classroom approaches, the introduction of informal learning spaces, the gamification of learning and the expectation of more flexible modes of delivery. We have not seen as much activity in the assessment area to align these changes in teaching with how we use assessment (Guardia, in press). Technology has promoted changes in our understanding of how curricula might be designed and delivered but new approaches to assessment are still needed. Usercentred approaches to assessment involving authentic assessment tasks are now being discussed more often (Mora, Sancho-Bru, Iserte, & Sanchez, 2012; Mueller, 2014). This special edition captures some of the recent investigations in e-assessment that move us beyond the traditional selected response formats of multiple-choice tests, short answer, fill-in-the-blanks, true-false, and matching. Higher-level cognitive and affective skills cannot readily be assessed using traditional selected response formats and more authentic e-assessments are being proposed (Kuh, Jankowski, Ikenberry, & Kinzie 2014). The paper by James explores the outcomes of a trial of an online final examination in a first year distance education psychology course invigilated via webcam. The study argued for the need to deliver better high stakes assessment to distance education students in a way that aimed to enhance convenience for students while maintaining the validity of the testing process. In this study about one quarter of students in the trial were initially enthusiastic however it was not until they had completed a practice online invigilated exam that the majority of these elected to decline the online approach to their final examination. The paper summarises the process and the concerns of students with this type of assessment. The findings demonstrated the importance of complex contextual matters such as technology compatibility, network reliability, clear communication, logistics and support available for students when implementing new computerised approaches to high stakes assessment. The paper by Gil-Jaurena and Kucina outlines the TALOE (Time to Assess Learning Outcomes in E-learning) project that developed a web tool for teachers so that they could make informed choices on how to assess online courses. A

Detection of malicious users in cognitive radio ad hoc networks: A non-parametric statistical approach

Abstract: Cognitive radio ad hoc networks (CRAHN) operation is based on the reliability of the spectrum sensing. It has been proved that cooperation between secondary users improves the accuracy of the sensing information gathered by the users. However, such cooperation also increases the vulnerability of the network and its exposure to attacks. The paper presents a novel algorithm based on the non-parametric Kruskal-Wallis and Conover-Inman tests to detect and identify the attack of malicious users at the MAC layer. The algorithm, denoted by KWD, does not assume a priori knowledge neither of the activity of the primary channel nor of the existence and the behavior of malicious users.