EDUCATIONAL REWARD INFORMATION COMMUNICATION API (ERIC API): A PRELIMINARY STUDY RESULT
DOI:
https://doi.org/10.32358/rpd.2019.v5.395Keywords:
learning management system, secure communication, authorization, trading card game, educational rewardAbstract
Educational Resource Information Communication (ERIC) API is used to connect two separate systems while keeping both systems working independently without leaking users’ privacy data. This research uses ERIC API to integrate an educational reward system called Trading Card Game with Moodle, a famous open-source learning management system. When students authorize Moodle to dispatch the rewards (i.e., in-game cards) for completing learning activities (e.g., assignments and quizzes) to their account in the Trading Card Game, Moodle will no information about the credentials that they have in the Trading Card Game. This research conducts a pilot study to understand whether or not students are satisfying with having the API to integrate Moodle and Trading Card Game. The results not only show that ERIC API is acceptable for students but also provide researchers and teachers support of evidence to having a reward system into their learning management system.Downloads
References
ALMEIDA, L. R., da COSTA, J. P. C., de SOUSA, R. T., de FREITAS, E. P., CANEDO, E. D., PRETTZ, J., ZACARIAS, E., & GALDO, G. D. Motivating attendee’s participation in distance learning via an automatic messaging plug for the moodle platform. 2016. In 2016 IEEE Frontiers in Education Conference (FIE), 2016. p.1-5.
ARBAUGH, J. B. An exploratory study of the effects of gender on student learning and class participation in an Internet-based MBA course, Management Learning, v.31, n.4, p.503-519, 2000.
BANGOR, A., KORTUM, P., & MILLER, J. Determining what individual SUS scores mean: Adding an adjective rating scale. Journal of usability studies, v.4, n.3, p.114-123, 2009.
BROOKE, J. SUS-A quick and dirty usability scale. Usability evaluation in industry, v.189, n.194, p.4-7, 1996.
CHARLEER, S., SANTOS, J. L., KLERKX, J., & DUVAL, E. Improving teacher awareness through activity, badge and content visualizations. Lecture Notes in Computer Science, v.8699, p.143-152, 2014.
CHEN, C.-L., CHANG, M., & CHANG, H.-Y. Educational Resource Information Communication API (ERIC API): The Case of Moodle and Online Tests System Integration. 2016. In Proceedings of the 3rd International Conference on Smart Learning Environment, 2016. p.225-229.
CHEN, C.-L., ZHAO, Y, LUO, A., CHANG, M., QIAN, D., KUO, R., & CHANG, H.-Y. Educational Reward Moodle Plug-In. In Proceedings of 21st Global Chinese Conference on Computers in Education (GCCCE 2017), 2017. p.211-218.
CHEN, P., CHANG, M., KUO, R., & HEH, J.-S. Trading Card Game. 2016. In the Proceedings of the 24th International Conference on Computers in Education (ICCE), 2016. p.6-11.
CHEN, P., KUO, R., CHANG, M., & HEH, J.-S. Designing a Trading Card Game as Educational Reward System to Improve Students’ Learning Motivations Transaction on Edutainment, v.III, p.116-128. Berlin: Springer-Verlag, 2009.
CHEN, P., KUO, R., CHANG, M., & HEH, J.-S. The Effectiveness of Using In-Game Cards as Reward. Research and Practice in Technology Enhanced Learning, v.12, Article #15, 2017.
COHEN, J. Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates, 1988.
FAN, M. X., KUO, R., CHANG, M., & HEH, J. S. Story-Based Virtual Experiment Environment. Smart Learning Environments. Springer, Berlin, Heidelberg, 2015. 10, p.175-198.
FERRY, R., RAW, J. O., & CURRAN, K. Security evaluation of the OAuth 2.0 framework. Information & Computer Security, v.23, n.1, p.73-101, 2015.
GEORGE, D., & MALLERY, P. SPSS for windows step by step: A simple guide and reference 18.0 update (11th ed.). Boston, MA: Allyn & Bacon, 2010.
GRAF, S. & KINSHUK. Dynamic Student Modelling of Learning Styles for Advanced Adaptivity in Learning Management Systems. International Journal of Information Systems and Social Change, v.4, n.1, p.85-100, 2013.
HWANG, W. and SALVENDY, G. Number of people required for usability evaluation: The 10±2 rule. Communications of the ACM, v.53, n.5, p.130–133, 2010.
JURUBESCU, T. Learning Content Management Systems. Informatica Economica, v.4, n.48, p.91-94, 2008.
KAMOEN, N., HOLLEMAN, B., MAK, P., SANDERS, T., & VAN DEN BERGH, H. Why are negative questions difficult to answer? On the processing of linguistic contrasts in surveys. Public Opinion Quarterly, v.81, n.3, p.613-635, 2017.
KARDARA, M., KALOGIROU, V., PAPAOIKONOMOU, A., VARVARIGOU, T., & TSERPES, K. SocIoS API: A data aggregator for accessing user generated content from online social networks. 2014. In the Proceeding of the 15th International Conference on Web Information System Engineering (WISE 2014), 2014, p.93-104. Retrieved from http://arxiv.org/ftp/arxiv/papers/1505/1505.02977.pdf
KASIM, N. N. M., & KHALID F. Choosing the Right Learning Management System (LMS) for the Higher Education Institution Context: A Systematic Review. International Journal of Emerging Technologies in Learning, v.11, n.6, p.55-61, 2016.
LU, C. Story Decorated Context-Awareness Role Playing Learning Activity Generation. 2011. M.S. Thesis in School of Computing and Information Systems, Athabasca Univ., Athabasca, Canada, 2011.
NAKAMURA, W. T., MARQUES, L. C., RIVERO, L., de OLIVEIRA, E. H., & CONTE, T. Are scale-based techniques enough for learners to convey their UX when using a Learning Management System? Brazilian Journal of Computers in Education, v.27, n.1, p.104-131, 2019.
NIELSEN, J. How many test users in a usability study? 2012. Retrieved 21 May 2019, from https://www.nngroup.com/articles/how-many-test-users/
ONG, C. S., & LAI, J. Y. Gender differences in perceptions and relationships among dominants of e-learning acceptance. Computers in human behavior, v.22, n.5, p.816-829, 2006.
ROUNDS, M., PENDEGRAFT, R., PENDEGRAFT, N., & STONE, R. (2008, May). Student survey on computer security awareness and responsiveness. May, 2008. In CONF-IRM 2008 Proceedings. 2008, p. 48.
SAURO, J. A practical guide to the System Usability Scale: Background, benchmarks, & best practices. Denver, CO: Measuring Usability LLC, 2011.
TIRUMALA, S., & SARRAFZADEH, A. (2016, December). A survey on Internet usage and cybersecurity awareness in students. Sarrafzadeh, A. (Ed.), December, 2016. In The 14th Privacy, Security and Trust Conference, 2016, p.223-228.
TORRE, L., SANCHEZ, J. ANDRADE, T. F., & RESTIVO, M. T. (2016). Easy creation and deployment of Javascript remote labs with EjsS and Moodle, 2016. In The 13th International Conference on Remote Engineering and Virtual Instrumentation (REV), 2016, p.260-261.
VAN SONDEREN, E., SANDERMAN, R., & COYNE, J. C. (2013). Ineffectiveness of reverse wording of questionnaire items: Let’s learn from cows in the rain. PloS one, v.8, n.7, 2013, e68967.
VIBERG, O., and GRONLUND, A. Cross-cultural analysis of users' attitudes toward the use of mobile devices in second and foreign language learning in higher education: A case from Sweden and China, Computers & Education, v.69, n.1, p.169-180, 2013.
VOLMAN, M., VAN ECK, E., HEEMSKERK, I., & KUIPER, E. New technologies, new differences. Gender and ethnic differences in pupils' use of ICT in primary and secondary education. Computers & Education, v.45, n.1, p.35-55, 2005.
VOZNIUK, A., RODRIGUEZ-TRIANA, M. J., HOLZER, A., GOVAERTS, S., SANDOZ, D., GILLET, D. (2015). Contextual Learning Analytics Apps to Create Awareness in Blended Inquiry Learning. 2015. Paper presented at The 14th International Conference on Information Technology Based Higher Education and Training (ITHET), 2015. p.1-5.
WANG, Y. S., WU, M. C., & WANG, H. Y. Investigating the determinants and age and gender differences in the acceptance of mobile learning. British journal of educational technology, n.40, v.1, p.92-118, 2009.
ZAHARIAS, P., & PAPPAS, C. Quality management of learning management systems: A user experience perspective. Current Issues in Emerging eLearning, n.3, v.1, Article 5, 2016.
Published
How to Cite
Issue
Section
License
Copyright (c) 2019 Revista Produção e Desenvolvimento
This work is licensed under a Creative Commons Attribution 4.0 International License.
All content on this work is licensed under a Creative Commons BY Attribution 4.0 Unported license. The articles are free to use, with their CC BY attributions of license.
The journal is not responsible for the opinions, ideas and concepts emitted in the texts, as they are the sole responsibility of its author (s).
The publisher has the right to reject articles that in the evaluation process have been detected signs of plagiarism. The articles that have been detected indications of plagiarism after the publication, will be excluded from the edition. And the indication of the problem will be informed in the place of the text, keeping the same amount of pages.
This journal adopts the principles of ethical conduct of international quality Committee on Publication Ethics (COPE), as well as the parameters of Integrity in the Scientific Activity indicated by SCOPUS and SCIELO.
