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Educational data mining from action LOG files of intelligent remote laboratory with embedded simulations in physics teaching

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dc.title Educational data mining from action LOG files of intelligent remote laboratory with embedded simulations in physics teaching en
dc.contributor.author Das, Sayan
dc.contributor.author Schauer, František
dc.contributor.author Ožvoldová, Miroslava
dc.relation.ispartof Advances in Intelligent Systems and Computing
dc.identifier.issn 2194-5357 Scopus Sources, Sherpa/RoMEO, JCR
dc.identifier.isbn 9783030119348
dc.date.issued 2019
utb.relation.volume 917
dc.citation.spage 675
dc.citation.epage 686
dc.event.title 21st International Conference on Interactive Collaborative Learning, ICL 2018
dc.event.location Kos Island
utb.event.state-en Greece
utb.event.state-cs Řecko
dc.event.sdate 2018-09-25
dc.event.edate 2018-09-28
dc.type conferenceObject
dc.language.iso en
dc.publisher Springer Verlag
dc.identifier.doi 10.1007/978-3-030-11935-5_64
dc.subject Case study bottle neck in measurement en
dc.subject LOG file analysis en
dc.subject LOG file building en
dc.subject Remote laboratories en
dc.description.abstract Remote laboratories enter the teaching process, especially in research based education. In connection of this, new demands on both teacher and student occur. Especially acute is the need for a fast feedback about the process of measurements and its correctness. All these is enabled by the static LOG file, providing a time record of all steps, executed during measurements. We present the detailed case study of remote laboratory “Transient phenomena in electric oscillations” with about 170 university students of bachelor studies. We discovered the “knowledge barrier” at the beginning of process of measurements, leading to the excessive time losses and discovering the sources of it in simple mathematical relation of formula—graph and inability to evaluate data accordingly. We also found the ill effect of this inability on the total time of laboratory exercise. As a solution we suggest the use of components of virtual and augmented reality and artificial intelligence for reasonable influence of students’ activities and advice together with cooperating experienced teacher. © 2019, Springer Nature Switzerland AG. en
utb.faculty Faculty of Applied Informatics
dc.identifier.uri http://hdl.handle.net/10563/1008590
utb.identifier.scopus 2-s2.0-85063050780
utb.source d-scopus
dc.date.accessioned 2019-07-08T11:59:57Z
dc.date.available 2019-07-08T11:59:57Z
utb.contributor.internalauthor Das, Sayan
utb.contributor.internalauthor Schauer, František
utb.contributor.internalauthor Ožvoldová, Miroslava
utb.scopus.affiliation Faculty of Applied Informatics, Tomas Bata University in Zlin, Zlin, Czech Republic
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