ABSTRACT
In this paper, we explored the impact of course design elements that aim to support and sustain students' engagement during a 12-week online course. The course we analyzed targeted higher education, master-level students of Computer Science and Educational Technologies, and took place fully online during the COVID-19 pandemic. The course was facilitated by a Learning Management System (LMS), and due to the circumstances, the instructor's primary goal was to motivate students to actively participate during the course duration. To that end, the instructor implemented a course design focused on integrating elements such as interactive activities, short quizzes, hidden "easter eggs,” and real-time webinars. To study the impact of these elements on students' activity, we carried out an exploratory analysis of students' activity as recorded by the log files of the LMS and the qualitative feedback that students provided to the instructor. Our results suggest that the course design supported sustaining students' engagement. The level of students' activity varied for the learning materials and resources, but we confirmed a high usage of the quizzes over the course duration. Copyright © 2023 by SCITEPRESS – Science and Technology Publications, Lda.
ABSTRACT
Social media are an integral part of the daily lives of today’s young generation. In addition to the positive impact on learning through these channels, there are also risks related to toxic content like “fake news” on various social media. Fake news aims to change opinions based on disinformation or misinformation supporting conspiracy theories, e.g., related to the pandemic. Fake news creators use various multimedia artifacts, including images taken from serious and valid news sources, to attract the audience’s attention. Tracking images in different contexts can give social media users important clues to distinguish fake news from credible information. We report on the development of a web-based learning environment that includes a “virtual learning companion” to help learners improve their understanding, awareness, and critical thinking concerning such social media threats. The learning environment mimics Instagram and includes toxic and non-toxic content in a controlled way. The companion is implemented as a browser plugin that communicates with students via chat. The companion poses knowledge activation questions and answers according to an underlying script. The companion offers other sources with the same image identified through Reverse Image Search (RIS). The goal is to help learners find the same image in different contexts with different textual descriptions and keywords. For this purpose, we added basic NLP mechanisms to extract keywords from these contexts, including keywords that signal persuasiveness. Currently, we evaluate the impact of this tool and the provided support in distinguishing fake or credible news. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.