key: cord-339440-qu913a8q authors: Fonseca, David; García-Peñalvo, Francisco José; Camba, Jorge D. title: New methods and technologies for enhancing usability and accessibility of educational data date: 2020-10-26 journal: Univers Access Inf Soc DOI: 10.1007/s10209-020-00765-0 sha: doc_id: 339440 cord_uid: qu913a8q nan Recent advances in information and communication technologies (ICTs) have fostered the development of new methods and tools for exploring the increasingly large amounts of data that come from pedagogical domains [1] [2] [3] [4] [5] . These data have the potential to transform education into a personalized experience [6, 7] that meets the needs of each individual student [8] . Educational data research is becoming highly relevant in massive online courses [9] , especially MOOCs (Massive Open Online Courses) [10] [11] [12] [13] and SPOCs (Small Private Online Courses) [14] [15] [16] . Educational data are also the basis for learning analytics [17] [18] [19] , with an increasing focus on the way educational data are presented [20] [21] [22] , how users interact with the data [23] [24] [25] [26] , and data privacy and security [27] [28] [29] [30] . There are many types of data that can support student's learning [31] , but the type and nature of the data, how they can be accessed, and who can access them, vary significantly. Whether educational data are collected from collaborative learning environments [32] [33] [34] , course management systems [35, 36] , gamified training applications [37, 38] , or administrative systems from schools and universities [39] [40] [41] , valuable properties, patterns, and insights often emerge. When combined with other factors such as timing and context, these factors play an important role in understanding how students learn [42] , the settings in which they learn [43] , and the effectiveness of the educational approaches [44] . Extracting information from data to ultimately turn it into knowledge [45, 46] can contribute to draw a more comprehensive picture of student's learning, which can empower students, parents, and educators as well as education stakeholders and policymakers [47] . Educational data usability and accessibility is even more relevant in the context of the global pandemic due to the SARS-CoV-2 virus, which causes COVID-19 disease. This situation is having an unprecedented impact on education. According to UNESCO [48] , in the first months of 2020, the pandemic has affected 91.3% of the total number of students enrolled worldwide: over 1.5 billion people have been unable to receive face-to-face instruction because of the closure of schools and universities [49] . The consequences are more severe in emerging countries [50, 51] and to families affected by poverty and risk exclusion [52] , presenting digital inequalities [53] , and causing exclusion and inequality situations in vulnerable groups, ethnic minorities, and people with disabilities [54] . Significant challenges have been reported in the online transformation of educational activities [55, 56] , particularly assessment processes [57] . Consequently, it is vital to improve access to educational technologies and reduce gaps in use and literacy [58] . A multi-disciplinary approach is required to deploy technological ecosystems [59, 60] that favor blended or online training, teacher and student training for the efficient use of educational technologies [61] , and policies for both government and academic leaders to define strategies and manage uncertain scenarios [62] . In the context of educational data access, it is critical to ensure transparency, ethics, and individuals' rights. This UAIS special issue builds on the work started in a number of previous special issues [63] [64] [65] [66] and two international events: • The invited session entitled "Emerging interactive systems for education", in the thematic area "Learning and This special issue focuses on how to improve universal access to educational data, with emphasis on (a) new technologies and associated data in educational contexts: artificial intelligence systems [70] , robotics [71] [72] [73] , augmented [74] [75] [76] and virtual reality (VR) [77] [78] [79] [80] [81] , and educational data integration and management [82] ; (b) the role of data in the digital transformation and future of higher education: Personal Learning Environments (PLE) [83, 84] , mobile PLE [85, 86] , stealth assessment [87] , technology-supported collaboration and teamwork in educational environments [88] , and student's engagement and interactions [89, 90] ; (c) user and case studies on ICTs in education [91, 92] ; (d) educational data in serious games and gamification: gamification design [93] [94] [95] [96] , serious game mechanics for education [97, 98] , ubiquitous/pervasive gaming [99] , and game-based learning and teaching programming [100, 101] ; and (e) educational data visualization and data mining [102] : learning analytics [103] , knowledge discovery [104] , user experience [105, 106] , social impact [107] , good practices [108] , and accessibility [109, 110] . The special issue comprises the following 11 accepted papers. Collaborative learning systems are a niche for analyzing educational data. For example, virtual reality and 3D modeling applications can leverage the integration of collaborative approaches in Medicine [111] , Architecture [112] , or Urbanism [113] . Huang et al. developed a study devoted to construct a 3D modeling practice field based on virtual reality technology, in which students can learn 3D modeling through a new VR design collaboration framework and complete design goals. The proposed design collaboration model includes the concept of a learning community. The results of this study indicate that the system usability of the VR modeling practice field is superior to that of the traditional modeling learning field and learners are more creative and motivated. The authors emphasize that through the new design collaboration model, students can effectively learn 3D modeling in VR. Conde et al. explore the assessment of instant messaging tools for the acquisition of teamwork competence throughout a case study about the use of the instant messaging app WhatsApp. From the results, the authors conclude that students prefer instant messaging tools in teamwork activities over other interaction tools such as forums; and that the use of those tools has a positive impact on students' grades. In an effort to demonstrate the potential of virtual worlds in education [114] , especially in distance education [115] , Krassmann et al. introduce a framework to prepare the implementation of virtual worlds. Their approach emphasizes requirements that distance education students need to meet in order to have a successful learning experience. The authors present an exploratory study and propose eight guidelines to harness the potential of the technology of virtual worlds for distance education. Pervasive games [116] enhance the gaming experience and level of engagement by including real world aspects into the game space. Arango-López et al. propose GeoPGD, a methodology that integrates the design of geolocated narrative as the core of the game experience. This methodology guides designers and developers through the different stages of building a pervasive game by providing tools for defining the narrative components, places, and interactions between the user and the game. Gallego-Durán et al. tackle the challenges of learning programming as a universal ability [117, 118] . The authors propose a radically different perspective to this issue, teaching students with a bottom-up approach, starting from machine code and assembly programming. Their results suggest that such a small intervention could have a limited positive influence on the students' programming skills. Pazmiño et al. did a systematic literature review [119] to answer the question: What is the baseline of scientific documents on learning analytics in Ecuador? The selected documents were analyzed using Statistical Implicative Analysis after removing duplicates and applying inclusion, exclusion, and quality criteria. The outcome of this research has allowed building up a baseline of scientific knowledge about learning analytics in Ecuador. User experience analysis in the educational realm is directly linked to the levels of user acceptance and satisfaction [120] of the new wave of educational technological ecosystems and the personalization of learning [121] . Barneche-Naya and Hernández-Ibañez describe the results of a case study intended to compare three different user movement paradigms (metaphoric, symbolic and natural) designed to control the visit to virtual environments for a NUI-based museum installation. The study evaluates the performance of each movement scheme with respect to the navigation of the environment, the degree of intuitiveness perceived by the users, and the overall user experience. The results show that the natural movement scheme stands out as the most adequate for the contemplation of the virtual environment and the most balanced at a general level for the three variables considered. The symbolic scheme proved to be the most efficient. The natural movement and symbolic schemes appear to be the most appropriate to navigate digital environments such as museum installations. In another paper related to user experience, Zardari et al. introduce an e-learning portal for higher education that was assessed from a user experience standpoint using an eye-tracking system. The results emphasize students' satisfaction with the learning portal. Finally, Toborda et al. analyze metrics to measure effectiveness and engagement levels in pervasive gaming experiences. Regarding the analytics of accessibility, Martins et al. present a study that assesses accessibility in mobile applications, which may be applicable to education and tourism [122] . Fourteen mobile applications were analyzed using a manual and automatic methodology through an evaluation model based on quantitative and qualitative requirements, as well as the use of features such as VoiceOver and TalkBack. The results show a high number of errors in most quantitative requirements as well as non-compliance with most qualitative requirements. Also, in the context of accessibility, Romero Yesa et al. share a good practice in designing accessible educational resources [123] . The authors developed a new virtual teaching unit for supporting classroom teaching based on usability and accessibility criteria. The goal is to help increase teaching quality by improving syllabus design. A Large-scale Dataset for Educational Question Generation Time-dependent performance prediction system for early insight in learning trends Exploration of youth's digital competencies: A dataset in the educational context of vietnam Presenting the regression tree method and its application in a large-scale educational dataset Dashboard for Large Educational Dataset Understanding the implementation of personalized learning: A research synthesis Appraising research on personalized learning: Definitions, theoretical alignment, advancements, and future directions Towards eLearning 2 0 university La sociedad del conocimiento y sus implicaciones en la formación universitaria docente An adaptive hybrid MOOC model: Disrupting the MOOC concept in higher education Participantes heterogéneos en MOOCs y sus necesidades de aprendizaje adaptativo Innovation in the instructional design of open mass courses (MOOCs) to develop entrepreneurship competencies in energy sustainability Massive open online courses in the initial training of social science teachers: Experiences, methodological conceptions, and technological use for sustainable development A recommender system for videos suggestion in a SPOC: A proposed personalized learning method The construction of teaching interaction platform and teaching practice based on SPOC mode Exploration and Practice of SPOC Mixed Teaching Mode in Data Structure Course Learning analytics as a breakthrough in educational improvement Sein-Echaluce ML Can We Apply Learning Analytics Tools in Challenge Based Learning Contexts? 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A policy discourse analysis of student privacy policy documents Educational data mining: A review of the state of the art Beyond grades: improving college students' social-cognitive outcomes in STEM through a collaborative learning environment Learning analytics in collaborative learning supported by slack: From the perspective of engagement ECLECTIC as a learning ecosystem for higher education disruption The current state of analytics: Implications for learning management system (LMS) use in writing pedagogy Valoración y evaluación de los aprendizajes basados en juegos (GBL) en contextos e-learning Engagement in the course of programming in higher education through the use of gamification Educational data mining and learning analytics: An updated survey Management process of big data in high education as sociotechnical system Automatic tutoring system to support cross-disciplinary training in big data How students learn: history, mathematics, and science in the classroom Improving the information society skills: Is knowledge accessible for all? Smart teachers, successful students? A systematic review of the literature on teachers' cognitive abilities and teacher effectiveness Knowledge spirals in higher education teaching innovation Epistemological and ontological spirals: From individual experience in educational innovation to the organisational knowledge in the university sector Systematic review of how engineering schools around the world are deploying the 2030 agenda UNESCO COVID-19 Impact on Education School closure and management practices during coronavirus outbreaks including COVID-19: A rapid systematic review Estudio exploratorio en Iberoamérica sobre procesos de enseñanza-aprendizaje y propuesta de evaluación en tiempos de pandemia Impact of the pandemic on higher education in emerging countries: emerging opportunities. SSRN, Challenges and Research Agenda COVID-19, school closures, and child poverty: A social crisis in the making COVID-19 and digital inequalities: Reciprocal impacts and mitigation strategies. 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China Virtual reality educational tool for human anatomy Motivation and academic improvement using augmented reality for 3D architectural visualization Evaluation of an interactive educational system in urban knowledge acquisition and representation based on students' profiles Retrieving objective indicators from student logs in virtual worlds Educación virtual para todos: Una revisión sistemática Pervasive games: Theory and design Exploring the computational thinking effects in pre-university education Computational thinking unplugged Guidelines for performing Systematic Literature Reviews in Software Engineering. Version 2.3 School of Arkaevision vr game: User experience research between real and virtual paestum Measuring user experience on personalized online training system to support online learning Towards a social and context-aware mobile recommendation system for tourism Bridging the accessibility gap in Open Educational Resources The guest editors would like to thank the Universal Access in the Information Society journal Editors-on-Chief, Dr. Constantine Stephanidis and Dr. Margherita Antona, for their confidence in our responsibility to lead this special issue. We want to express our gratitude to all the researchers that have made this special issue a reality. This work was partially funded by the Spanish Government Ministry of Economy and Competitiveness throughout the DEFINES project (Ref. TIN2016-80172-R).