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Using Social Media to Enhance Learning and Motivate Students in the Higher
Education Classroom

Chapter · May 2019

DOI: 10.1007/978-3-030-20798-4_30

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Lorna Uden
Dario Liberona
Galo Sanchez
Sara Rodríguez-González (Eds.)

Communications in Computer and Information Science 1011

Learning Technology
for Education Challenges
8th International Workshop, LTEC 2019
Zamora, Spain, July 15–18, 2019
Proceedings

123
Communications
in Computer and Information Science 1011
Commenced Publication in 2007
Founding and Former Series Editors:
Phoebe Chen, Alfredo Cuzzocrea, Xiaoyong Du, Orhun Kara, Ting Liu,
Krishna M. Sivalingam, Dominik Ślęzak, Takashi Washio, and Xiaokang Yang

Editorial Board Members

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Pontifical Catholic University of Rio de Janeiro (PUC-Rio),
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Joaquim Filipe
Polytechnic Institute of Setúbal, Setúbal, Portugal
Ashish Ghosh
Indian Statistical Institute, Kolkata, India
Igor Kotenko
St. Petersburg Institute for Informatics and Automation of the Russian
Academy of Sciences, St. Petersburg, Russia
Junsong Yuan
University at Buffalo, The State University of New York, Buffalo, NY, USA
Lizhu Zhou
Tsinghua University, Beijing, China

[email protected]
Lorna Uden Dario Liberona
• •

Galo Sanchez Sara Rodríguez-González (Eds.)

•

Learning Technology
for Education Challenges
8th International Workshop, LTEC 2019
Zamora, Spain, July 15–18, 2019
Proceedings

123
[email protected]
Editors
Lorna Uden Dario Liberona
Staffordshire University Universidad Tecnica Federico Santa Maria
Stoke-on-Trent, Steiermark, UK Valparaiso, Chile
Galo Sanchez Sara Rodríguez-González
Universidad de Salamanca Universidad de Salamanca
Salamanca, Spain Salamanca, Spain

ISSN 1865-0929 ISSN 1865-0937 (electronic)

Communications in Computer and Information Science
ISBN 978-3-030-20797-7 ISBN 978-3-030-20798-4 (eBook)
https://doi.org/10.1007/978-3-030-20798-4

© Springer Nature Switzerland AG 2019

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 Contents

Learning Technologies

The Use of Gamification Technique in Agile Development Methodology. . . . 3

Rula Al-Azawi, Sebastin Antony Joe, Mohaned Al-Obaidy,
and Jonathan Westlake

Exploring the Impact of Artificial Intelligence in Music Education

to Enhance the Dyslexic Student’s Skills . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Michele Della Ventura

Otowik: Mining Text from Wikis to Mind Maps. . . . . . . . . . . . . . . . . . . . . 23

Vinothini Kasinathan, Aida Mustapha,
and Mohamad Firdaus Che Abdul Rani

Exploring the Potential of Using Augmented Reality and Virtual Reality

for STEM Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Rula Al-Azawi, Ali Albadi, Raziyeh Moghaddas, and Jonathan Westlake

Boosting Motivation Through Process Gamification: Evidence

from Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Julia Bilinkis, Alexander Gromoff, and Yaroslav Gorchakov

Health Student Using Google Classroom: Satisfaction Analysis. . . . . . . . . . . 58

Amadeu Sa de Campos Filho, Webber de Souza Fantini,
Mirelly Atanázio Ciriaco, Joelton dos Santos, Fernando Moreira,
and Alex Sandro Gomes

Gamification Design Framework Based on Self Determination Theory

for Adult Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Stavroula Karra, Vasiliki Karampa, and Foteini Paraskeva

Designing a Video Course. The Case of the Online Course

of Mathematical Olympiads . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Lucía Rotger and Juan M. Ribera

Learning Tools and Environment

Evaluation of the Disciplinary Competences of the Students of the

Bachelor’s Degree in Physiotherapy at “Sapienza” University
of Rome Through the TECO: A Cross-Sectional Study . . . . . . . . . . . . . . . . 93
Giovanni Galeoto, Anna Berardi, Cecilia Pizzi, Ilaria Farina,
and Julita Sansoni

[email protected]
x Contents

The Use of Digital Devices in the University Classroom: Exploring

and Comparing Students’ Perceptions and Practices. . . . . . . . . . . . . . . . . . . 103
Maria Rabl, Juliana Pattermann, Stephan Schlögl, and Niki Canham

A Preliminary Review of Blockchain-Based Solutions in Higher Education . . . 114

Aida Kamišalić, Muhamed Turkanović, Saša Mrdović,
and Marjan Heričko

EduBrowser: A Multimodal Automated Monitoring System for Co-located

Collaborative Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Yi Han Victoria Chua, Preman Rajalingam, Seng Chee Tan,
and Justin Dauwels

Internet-Based Immersive Learning (IIL): Applying Ubiquitous

Web 1.0 and Web 2.0 Resources in EFL Learning . . . . . . . . . . . . . . . . . . . 139
Yun-Hsuan Huang

Towards Successful Implementation of a Virtual Classroom

for Vocational Higher Education in Indonesia . . . . . . . . . . . . . . . . . . . . . . . 151
Bayu Rima Aditya, Irawan Nurhas, and Jan Pawlowski

Computer Application for the Evaluation of Mathematical Competence

in Secondary Education: A Case Study . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Lara Orcos, Rosario Arias, Alberto Magreñán, Juan Antonio Sicilia,
and Íñigo Sarría

E-learning and MOOCS

Teachers' Beliefs Towards Blended Learning in Higher Education:

A Mixed-Methods Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
María Cruz Sánchez-Gómez, Antonio V. Martín-García,
and Juanjo Mena

Motivating Engineer Students in E-learning Courses with Problem Based

Learning and Self-Regulated Learning on the apT2CLE4‘Research
Methods’ Environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Foteini Paraskeva, Aikaterini Alexiou, Hara Bouta, Sofia Mysirlaki,
Dimitrios J. Sotiropoulos, and Aikaterini-Maria Souki

Developing a MOOC to Foster Information Literacy (IL) by Means

of a Conjecture Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
Sabine Seufert, Josef Guggemos, Luca Moser, and Stefan Sonderegger

Variations in Self-Regulation of Learning On-Line Versus On-Campus . . . . . 214

Jonathan Kaplan

Let’s Digitize It: Investigating Challenges of Online Education . . . . . . . . . . . 224

Stephan Schlögl, Christian Ploder, Teresa Spieß, and Franziska Schöffer

[email protected]
 Contents xi

Implementing Blended Learning in Mathematics Classrooms: Perspectives

of Two South African Educators Working in an International School
in Saudi Arabia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234
Ilhaam Abrahams, Lawrence Meda, and Eunice Ivala

Learning Practices

Context Analysis of Teachers’ Learning Design Practice Through Activity

Theory, Distributed Cognition, and Situated Cognition. . . . . . . . . . . . . . . . . 247
Leandro M. Queiros, Carlos J. P. Silva, Alex S. Gomes,
and Fernando Moreira

Opening Spaces for the Development of Human Agency with Problem

Based Learning in Palestinian Higher Education . . . . . . . . . . . . . . . . . . . . . 260
Karl Royle

Facing a Digital Challenge at a Traditional University . . . . . . . . . . . . . . . . . 279

Viktorija Florjančič

Math Anxiety Analysis in Indonesian Elementary School . . . . . . . . . . . . . . . 292

Nurhayati, Dina Anika Marhayani, Chih-Hung Chang,
and Marja Naaranoja

Co-creation Workshops for Work Life Oriented ICT Education . . . . . . . . . . 302

Anne-Maria Aho and Jane Sinclair

Developing Entrepreneurship Education: Case of the University of Žilina. . . . 313

Anna Závodská, Veronika Šramová, and Vladimír Konečný

The Digital Literacy of Business Students with Evidence from Poland

and Slovenia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325
Viktorija Florjančič and Łukasz Wiechetek

Using Digital Resources to Boost English Writing Development . . . . . . . . . . 337

Ângela Musskopf, Débora Nice Ferrari Barbosa,
Patrícia Brandalise Scherer Bassani, and Amanda Jefferies

Social Media Learning Tools

Using Social Media to Enhance Learning and Motivate Students

in the Higher Education Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 351
Eva Lahuerta-Otero, Rebeca Cordero-Gutiérrez,
and Vanessa Izquierdo-Álvarez

Fostering Foreign Language Learning Through a Telecollaborative Social

Media-Based Tandem Language Learning Approach . . . . . . . . . . . . . . . . . . 362
Alberth, Yun Wang, and William Yu Chjung Wang

[email protected]
xii Contents

Social Media Services Ecosystem for Marginalized Youth to Access

Adult Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369
Kai Pata and Sille Paas

The Effect of Social Media on the Emotional Intelligence of Teachers

in Indonesia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 381
Andi Mursidi, Yudi Darma, Rustam, Suherdiyanto, T. Yani Achmad,
and I-Hsien Ting

Machine Learning and Evaluation Support Programs

Design for System Change: Developing Digital Competences

of Vocational Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393
Sabine Seufert, Josef Guggemos, and Eric Tarantini

Teaching Data Analytics to Sport Management Majors:

A Practical Approach. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 408
Reneta P. Barneva and Valentin E. Brimkov

A Teaching-Learning Model of Collaborative Assessment in Computer

Engineering Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 418
Ana B. Gil-González, Ana de Luis Reboredo, Sara Rodríguez González,
and Fernando de la Prieta Pintado

Students Performance Analysis Based on Machine Learning Techniques . . . . 428

Alberto Rivas, Jesús M. Fraile, Pablo Chamoso, Alfonso González-Briones,
Sara Rodríguez, and Juan M. Corchado

A Report on the Application of Adaptive Testing in a First Year University

Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 439
Anna Maria Angelone and Pierpaolo Vittorini

Teaching Effectiveness: An Innovative Evaluation Model. . . . . . . . . . . . . . . 450

Walter Orozco, Miguel Ángel Rodríguez-García, and Alberto Fernández

Machine Learning for the Identification of Students at Risk

of Academic Desertion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 462
Leidy Daniela Forero Zea, Yudy Fernanda Piñeros Reina,
and José Ignacio Rodríguez Molano

Evaluation of Computer Assisted Qualitative Data Analysis Software

(CAQDAS) Applied to Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 474
M. C. Sánchez-Gómez, M. V. Martín-Cilleros, and G. Sánchez Sánchez

Author Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 487

[email protected]
 Using Social Media to Enhance Learning
and Motivate Students in the Higher
Education Classroom

Eva Lahuerta-Otero1,2(&), Rebeca Cordero-Gutiérrez3,4,

and Vanessa Izquierdo-Álvarez5
1
Business Administration, University of Salamanca, Salamanca, Spain
[email protected]
2
IME, University of Salamanca, Salamanca, Spain
3
Faculty of Computer Science, Pontifical University of Salamanca,
Salamanca, Spain
[email protected]
4
School of Languages and Education, Nebrija University, Madrid, Spain
5
University of Salamanca, Salamanca, Spain
[email protected]

Abstract. Since the advent of the Internet and the web 2.0 technologies, the
world has changed profoundly. While academics and professionals call for a
deeper integration of social media technologies in the classroom, millennials and
generation z students come to university. These students are social, mobile,
global, digital and visual in nature, so it is imperative to establish digital
mechanisms in the classroom that enhance learning by helping students to co-
create, collaborate and participate using technology. This research explores the
challenges of facing digital native students in the classroom by conducting a
practical experiment using social networks in different universities, courses and
subjects. Results show that students enjoy integrating social network practices in
the classroom, as they perceived them as a tool to increase collaboration, active
student participation and collaborative learning. The findings of the paper can be
used to propose effective teaching-learning strategies to improve students’
performance and satisfaction in higher education.

Keywords: Social networks
Collaborative
E-learning

1 Introduction

The power of social networking is transforming the world. With 2.62b worldwide users
in 2018, this number is expected to reach 3.02 by 2021, which means a third of the
entire population [50]. 85% of Spanish Internet users use social networks; Facebook
and WhatsApp are still the most popular, followed by Youtube, Instagram and Twitter.
However, by age, generation Z (16–23 years) prefers to use Instagram, WhatsApp and
Youtube, and Millennials (24–38 years) prefer WhatsApp and Facebook [21]. This
major usage, combined with the arrival of the millennials to the university classrooms,

© Springer Nature Switzerland AG 2019

L. Uden et al. (Eds.): LTEC 2019, CCIS 1011, pp. 351–361, 2019.
https://doi.org/10.1007/978-3-030-20798-4_30
[email protected]
 Using Social Media to Enhance Learning and Motivate Students 361

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