Playing MUSIC — building context‐aware and self‐adaptive mobile applications

Although the idea of context‐awareness was introduced almost two decades ago, few mobile software applications are available today that can sense and adapt to their run‐time environment. The development of context‐aware and self‐adaptive applications is complex and few developers have experience in this area. On the basis of several demonstrators built by the joint European research project MUSIC, this paper describes typical context and adaptation features relevant for the development of context‐aware and self‐adaptive mobile applications. We explain how the demonstrators were realised using the open‐source platform MUSIC and present the feedback of the developers of these demonstrators. The main contribution of this paper is to show how the development complexity of context‐aware and self‐adaptive mobile applications can be mastered by using an adaptation framework such as MUSIC. Copyright © 2012 John Wiley & Sons, Ltd.     

Achievement goals influence mastery experience via two paths in digital creativity games among elementary school students

Although cultivating creativity is greatly emphasized in elementary school education and that digital games can be a promising tool for improving creativity, little research has been conducted to identify and explore how player‐related factors might influence the learning outcomes of digital creativity games. This study identifies 3 individual traits pertaining to digital creativity game playing and examines how these determinants influence self‐efficacy and mastery experiences of creativity using structural equation modelling. The participants were 275 4th through 6th graders, and the employed method was inventory investigation. The findings reveal that the participants spend a large proportion of time playing digital games after school. Moreover, the results suggest that motivation for achieving both mastery goals and performance goals is crucial to enhancing self‐efficacy and achieving mastery experience in creativity. Additionally, such motivation might enhance mastery experience via two paths: the experience of flow states and the strengthening of self‐determination and self‐efficacy. The findings of this study shed light on the design of digital games for creativity training.     

The effects of training wheels and self‐learning materials in software training

Abstract The role of software training is becoming increasingly important due to the growing variety and complexity of modern software products. This paper focuses on the effectiveness and feasibility of two different kinds of individual learners' support in software training in classroom settings. This research question was investigated by analysing 11 text‐processing courses which were conducted on the basis of a quasi‐experimental research design. Firstly, the user interface was varied, i.e. half of the courses used the regular standard user interface of the software, whereas the other half used a training wheels interface in which all irrelevant functions were blocked. Secondly, in half of the courses all instruction was given by a human tutor whereas the participants in the other half received written self‐learning material. A total of 72 university students majoring in different fields participated. Dependent measures were learning time, learning outcome, and learner satisfaction.     

Towards a goal‐driven approach to action selection in self‐adaptive software

Self‐adaptive software is a closed‐loop system, since it continuously monitors its context (i.e. environment) and/or self (i.e. software entities) in order to adapt itself properly to changes. We believe that representing adaptation goals explicitly and tracing them at run‐time are helpful in decision making for adaptation. While goal‐driven models are used in requirements engineering, they have not been utilized systematically yet for run‐time adaptation. To address this research gap, this article focuses on the deciding process in self‐adaptive software, and proposes the Goal‐Action‐Attribute Model (GAAM). An action selection mechanism, based on cooperative decision making, is also proposed that uses GAAM to select the appropriate adaptation action(s). The emphasis is on building a light‐weight and scalable run‐time model which needs less design and tuning effort comparing with a typical rule‐based approach. The GAAM and action selection mechanism are evaluated using a set of experiments on a simulated multi‐tier enterprise application, and two sample ordinal and cardinal action preference lists. The evaluation is accomplished based on a systematic design of experiment and a detailed statistical analysis in order to investigate several research questions. The findings are promising, considering the obtained results, and other impacts of the approach on engineering self‐adaptive software. Although, one case study is not enough to generalize the findings, and the proposed mechanism does not always outperform a typical rule‐based approach, less effort, scalability, and flexibility of GAAM are remarkable. Copyright © 2011 John Wiley & Sons, Ltd.     

Fostering self‐regulated learning in a blended environment using group awareness and peer assistance as external scaffolds

Most systems for training self‐regulated learning (SRL) behaviour focus on the provision of a learner‐centred environment. Such systems repeat the training process and place learners alone to experience that process iteratively. According to the relevant literature, external scaffolds are more promising for effective SRL training. In this work, group awareness and peer assistance are used as external scaffolds in the process of training SRL behaviour, enhancing opportunities for self‐reflection and stimulating and encouraging learners. This work further develops a system, called self‐regulated learning with group awareness and peer assistance (SRL‐GAPA). Experimental results reveal that SRL‐GAPA provides significantly more participation in online training tasks and learning activities, better SRL behaviour and better learning achievement than the traditional SRL system (i.e,, a learner‐centred environment). The SRL‐GAPA benefited poorly self‐regulated learners more than highly self‐regulated students. Some implications of this finding are discussed.     

Motivational beliefs and perceptions of instructional quality: predicting satisfaction with online training*

Abstract Many would agree that learning on the Web – a highly autonomous learning environment – may be difficult for individuals who lack motivation and self‐regulated learning skills. Using a social cognitive view of academic motivation and self‐regulation, the objective of the present study was to investigate the relations between students' motivational beliefs, their perceptions of the learning environment and their satisfaction with a self‐paced, online course. Service academy undergraduates (n = 646) completed a questionnaire following online training. Pearson correlations indicate that task value, self‐efficacy and perceived instructional quality were significantly positively related to each other and to students' overall satisfaction with the self‐paced, online course. Additionally, results from a three‐step hierarchical regression reveal that task value, self‐efficacy and instructional quality were significant positive predictors of students' satisfaction; the final regression model accounted for approximately 54% of the variance in the outcome measure. These findings support and extend prior research in traditional classrooms and online education in university settings, indicating that military students' motivational beliefs about a learning task and their perceptions of instructional quality are related, in important ways, to their overall satisfaction with online instruction. Educational implications and suggestions for future research are discussed.     

The role of self‐explanation in learning to use a spreadsheet through examples

Abstract This papers describes an exploratory study into the early phase of getting to know end‐user software during which users make use of a variety of information resources, including the user interface/program itself, manuals, on‐line help, examples provided in the manuals and other sources. In particular, how do novices make use of the worked‐out examples often provided in manuals and during training? Building on earlier research on the self‐explanation effect, thinking aloud data from 10 participants were analysed to see how examples were studied and how they were used during problem solving. Important effects of self‐explaining comparable to findings in other domains were found in this study. For instance, those participants who self‐explain with the goal to discover meaning prove to be better problem solvers than those who do not self‐explain or who focus more on syntactical aspects of examples.     

The effect of SDLR and self‐efficacy in preschool teachers by using WS learning

This study examined whether self‐directed learning readiness (SDLR) moderates the association between Internet self‐efficacy and approaches to learning by web searching (ALWS). A total of 329 valid questionnaires were used for the correlation and path analysis. The results revealed that preschool teachers' SDLR significantly moderated the influence of Internet self‐efficacy and ALWS. Thus, this result suggests that spending more time on SDLR may increase preschool teachers' ALWS, which may enhance their teaching practice via web‐based professional development. Findings from this study may have implications for preschool teachers who aim to improve their teaching practice by targeting web‐searching environment and approaches to learning. The findings suggest that the positive mediation role of SDLR between Internet self‐efficacy and ALWS, especially effective learning, active learning and independent learning of SDLR. Because SDLR has the great influence on the online learning domain, preparing teacher's self‐directed learning ability is important for educational authorities to facilitate teachers' better performance when learning online.     

Effects of real‐time visual feedback on pre‐service teachers' singing

This pilot study focuses on the use real‐time visual feedback technology (VFT) in vocal training. The empirical research has two aims: to ascertain the effectiveness of the real‐time visual feedback software ‘Sing & See’ in the vocal training of pre‐service music teachers and the teachers' perspective on their experience with VFT. Forty participants from an undergraduate music teacher education programme were randomly assigned to three groups. The first two groups were assigned the teacher and student versions of Sing & See, respectively, and the third group served as a control group without access to the software. The experimental groups were given 12 weeks to use the software for vocal training on a self‐regulated basis. The technique of complex selections (TCS) was designed to assess the pitch accuracy and richness of vocal timbre. Pre‐ and post‐test singing tasks showed that the participants from the experimental groups significantly improved their vocal timbre. A questionnaire survey conducted after the training period found that most of the participants in the experimental s were positive about the effectiveness of VFT software in vocal training. As future leaders in the implementation of music education technology, pre‐service music teachers expressed a positive attitude towards the use of VFT as a technology‐enhanced learning (TEL) component in music education.     

Individual learning goal orientations in self‐managed team‐based organizations: A study on individual and contextual variables

Previous research has shown the importance of individual learning goal orientation for both job and task performance and consequently organizational performance. Despite its importance, knowledge on the antecedents of learning goal orientation remains scarce, especially in the context of self‐managing team‐based organizations. In fact, most of the research on goal orientation antecedents has been focused on individual characteristics, belief, and ability, while the contextual factors that might influence them remain unspecified. We build on and further extend earlier studies by jointly exploring the role of individual and contextual factors affecting individual learning orientation. In particular, this study combines individual informal social network, self‐efficacy, performance feedbacks, and team identification into a model that explains individuals' learning goal orientation within self‐managing team‐based organizations. The model was empirically tested on a sample of 104 individuals belonging to an R&D organization relying on self‐managing teams. Results show that performance feedback has a negative direct effect, while team identification has a positive direct effect on individual learning goal orientation. In addition, we found that individual self‐efficacy is a mediator of the relationships between performance feedback and brokerage in the advice network and individual learning goal orientation. Finally, we did not find a relationship between centrality in the friendship network and individual learning goal orientation.     

Gesture recognition and sensorimotor learning‐by‐doing of motor skills in manual professions: A case study in the wheel‐throwing art of pottery

This paper presents a methodological framework for the use of gesture recognition technologies in the learning/mastery of the gestural skills required in wheel‐throwing pottery. In the case of self‐instruction or training, learners face difficulties due to the absence of the teacher/expert and the consequent lack of guidance. Motion capture technologies, machine learning, and gesture recognition may provide a way of overcoming such issues. The proposed methodology is used to record and model expert gestures and then to compare this model in real time with the gestures performed by the learner. Differences in kinematic aspects such as hand distances are detected, and optical/sonic sensorimotor feedback is provided to the learner by the system, alerting him/her when errors occur and guiding him/her to achieve better results. In the case described here, the system was evaluated with 11 learners. With the use of our system, the gestural performance of learners during self‐training has been improved in comparison to cases of self‐training without computer assistance.     

Development and validation of a crisis self‐efficacy index

This study develops a crisis self‐efficacy index to provide a tool for crisis communication researchers and practitioners to understand behavioural aspects of crisis response better. Evaluations of public's crisis self‐efficacy using this index inform strategic message development to protect the public and minimize crisis damages by identifying the public/s most in need of self‐efficacy enhancing interventions. The index also provides practitioners a useful longitudinal index to evaluate progress in crisis preparedness programs and track changes in efficacy. A four‐stage survey index development process using structural equation modelling identifies four underlying constructs of crisis self‐efficacy: action, preventive, achievement and uncertainty management.     

An activity‐based analysis of hands‐on practice methods

Abstract The success of exploration‐based training is likely to be strongly influenced by what activities the learner undertakes during training. This paper presents a study of the activities undertaken during training by 51 experienced computer users learning to use an application package through exercises, exploration or a combined approach to training. Results suggest that exploration learners practice procedures selectively, fail to consolidate skills through repetition, and do not devise activities which extend their knowledge beyond the scope of the training materials. It is argued that these characteristics may lead to subsequent difficulties in performance.     

The effects of directive self‐explanation prompts to support active processing of multiple representations in a simulation‐based learning environment

Processing of multiple representations in multimedia learning environments is considered to help learners obtain a more complete overview of the domain and gain deeper knowledge. This is based on the idea that relating and translating different representations leads to reflection beyond the boundaries and details of the separate representations. To achieve this, the design of a learning environment should support learners in adequately processing multiple representations. In this study, we compared a scientific inquiry learning environment providing instructional support with directive self‐explanation prompts to relate and translate between representations with a scientific inquiry learning environment providing instructional support with general self‐explanation prompts. Learners who received the directive prompts outperformed the learners who received general prompts on test items assessing domain knowledge. These positive results did not stretch to transfer items and items measuring learners' capabilities to relate and translate representations in general. The results suggest that learner support should promote the active relation of representations and translation between them to foster domain knowledge, and that other forms of support (e.g. extended training) might be necessary to make learners more expert processors of multiple representations.     

Supporting self‐regulated learning in computer‐based learning environments: systematic review of effects of scaffolding in the domain of science education

Despite the widespread assumption that students require scaffolding support for self‐regulated learning (SRL) processes in computer‐based learning environments (CBLEs), there is little clarity as to which types of scaffolds are most effective. This study offers a literature review covering the various scaffolds that support SRL processes in the domain of science education. Effective scaffolds are categorized and discussed according to the different areas and phases of SRL. The results reveal that most studies on scaffolding processes focus on cognition, whereas few focus on the non‐cognitive areas of SRL. In the field of cognition, prompts appear to be the most effective scaffolds, especially for processes during the control phase. This review also shows that studies have paid little attention to scaffold designs, learner characteristics, or various task characteristics, despite the fact that these variables have been found to have a significant influence. We conclude with the implications of our results on future design and research in the field of SRL using CBLEs.     

A socio‐cognitive interpretation of the potential effects of downsizing on software quality performance

Organizational downsizing research indicates that downsizing does not always realize its strategic intent and may, in fact, have a detrimental impact on organizational performance. In this paper, we extend the notion that downsizing negatively impacts performance and argue that organizational downsizing can potentially be detrimental to software quality performance. Using social cognitive theory (SCT), we primarily interpret the negative impacts of downsizing on software quality performance by arguing that downsizing results in a realignment of social networks (environmental factors), thereby affecting the self‐efficacy and outcome expectations of a software professional (personal factors), which, in turn, affect software quality performance (outcome of behaviour undertaken). We synthesize relevant literature from the software quality, SCT and downsizing research streams and develop a conceptual model. Two major impacts of downsizing are hypothesized in the conceptual model. First, downsizing destroys formal and informal social networks in organizations, which, in turn, negatively impacts software developers' self‐efficacy and outcome expectations through their antecedents, with consequent negative impacts on software development process efficiency and software product quality, the two major components of software quality performance. Second, downsizing negatively affects antecedents of software development process efficiency, namely top management leadership, management infrastructure sophistication, process management efficacy and stakeholder participation with consequent negative impacts on software quality performance. This theoretically grounded discourse can help demonstrate how organizational downsizing can potentially impact software quality performance through key intervening constructs. We also discuss how downsizing and other intervening constructs can be managed to mitigate the negative impacts of downsizing on software quality performance.     

Understanding post‐adoption IS usage stages: an empirical assessment of self‐service information systems

Organisations have invested in self‐service information systems (IS) to provide a direct interface for service delivery. Enriching the usage of these systems can provide organisations with immense benefits. However, limited research has been directed towards understanding post‐adoption IS usage behaviour in general and specifically in the context of self‐service IS. This study proposes post‐adoption IS usage behaviour as a broader concept constituting feature level usage of IS, integration of IS in the work system and exploration of new uses of IS. We evaluate how the new conceptualisation can be used to classify users at different stages of self‐service IS usage. Further, we examine user perceptions that differentiate among the users situated at different self‐service IS usage stages. Data were collected in the context of a self‐service Web‐based IS to validate the post‐adoption IS usage constructs and to examine the proposed thesis. The newly developed conceptual structure and measures for post‐adoption IS usage behaviour exhibit strong psychometric properties. The analysis shows three distinct post‐adoption IS usage stages and highlights that usefulness, user‐initiated learning, ease of use, satisfaction and voluntariness of use differentiate users at the different stages of post‐adoption IS usage. The results show that these variables aggregate into value confirmation and learning orientation as two higher‐level concepts. Further, we evaluate the predictive efficacy of the research model in classifying users into different post‐adoption self‐service IS usage stages. Implications are drawn for future research.     

A study to explore the effects of self‐regulated learning environment for hearing‐impaired students

Although computer‐ and Internet‐aided learning for hearing‐impaired students has been a trend in the modern days, a few studies were done to examine their effectiveness in strengthening learning motivation and, in turn, enhancing learning efficiency. This study attempts to establish an interactive self‐regulated learning environment and employs Attention, Relevance, Confidence, Satisfaction motivation model, hyperlink technology, modular concepts and online learning community to design teaching contents and presentation of teaching materials. An empirical study was conducted to examine the effects of hearing‐impaired students learning motivation and cognitive attitude of learning environment. The results showed that interactive and self‐regulated learning environment could effectively strengthen learning motivation and promote positive learning behaviour in hearing‐impaired students.     

A practical model‐based statistical approach for generating functional test cases: application in the automotive industry

With the growing complexity of industrial software applications, industrials are looking for efficient and practical methods to validate the software. This paper develops a model‐based statistical testing approach that automatically generates online and offline test cases for embedded software. It discusses an integrated framework that combines solutions for three major software testing research questions: (i) how to select test inputs; (ii) how to predict the expected results of a test; and (iii) when to stop testing software. The automatic selection of test inputs is based on a stochastic test model that accounts for the main particularity of embedded software: time sensitivity. Software test practitioners may design one or more test models when they generate random, user‐oriented, or fault‐oriented test inputs. A formal framework integrating existing and appropriate specification techniques was developed for the design of automated test oracles (executable software specifications) and the formal measurement of functional coverage. The decision to stop testing software is based on both test coverage objectives and cost constraints. This approach was tested on two representative case studies from the automotive industry. The experiment was performed at unit testing level in a simulated environment on a host personal computer (automatic test execution). The two software functionalities tested had previously been unit tested and validated using the test design approach conventionally used in the industry. Applying the proposed model‐based statistical testing approach to these two case studies, we obtained significant improvements in performing functional unit testing in a real and complex industrial context: more bugs were detected earlier and in a shorter time. Copyright © 2012 John Wiley & Sons, Ltd.     

Self‐regulation during e‐learning: using behavioural evidence from navigation log files

The current paper examined the relationship between perceived characteristics of the learning environment in an e‐module in relation to test performance among a group of e‐learners. Using structural equation modelling, the relationship between these variables is further explored in terms of the proposed double mediation as outlined by Ning and Downing. These authors initially proposed that motivation and self‐regulation strategies are mediators between the perception of the learning environment and performance. In our replication and extension study, we substituted self‐reported self‐regulation with behavioural indicators of self‐regulation using navigation log files and focused on test‐taking rather than general motivation. We proposed that navigational patterns captured using log files can also help deduce self‐regulation in e‐modules and provide information in the absence of self‐reports. Path analyses provide partial support for our navigational hypotheses and the model. Implications of our results for the use of e‐module data and conclusions based on navigation are discussed.