This page has only limited features, please log in for full access.

Dr. Ahmed Mohamed Fahmy Yousef
Fayoum University

Basic Info


Research Keywords & Expertise

0 connected learning
0 Assessment and Feedback
0 Augmented and mixed reality in education
0 Moocs and distance education
0 Gamification of learning

Fingerprints

Assessment and Feedback
Learning Analytics for supporting Self-regulation in MOOCs and Blended Learning environments

Honors and Awards

The user has no records in this section


Career Timeline

The user has no records in this section.


Short Biography

Ahmed Mohamed Fahmy Yousef holds a Ph.D. in Computer Science (Learning Technologies) from RWTH Aachen University. He is a co-founder of L2P bMOOC project at RWTH Aachen University. His research mainly focuses on MOOCs; E-Learning; learning analytics; human-computer interaction; gamification; and instructional design. Ahmed is a lecturer with the Educational Technology Department, Fayoum University. He served as a researcher at the Telecooperation Lab, Technische Universität Darmstadt, 2012; a researcher at the Learning Technologies research group at RWTH Aachen University, 2013–2015; and a visiting scholar, University of Colorado Boulder, 2017–2018. He has published over 30 peer-reviewed papers in reputable international journals and conferences. He has also won several awards, including the prestigious best paper award from The Sixth International Conference on Mobile, Hybrid, and On-line Learning, Spain in 2014.

Following
Followers
Co Authors
The list of users this user is following is empty.
Following: 0 users

Feed

Review
Published: 02 August 2021 in International Journal of Educational Research
Reads 0
Downloads 0

With gamification flourishing in popularity in educational research, it is essential to synthesize the expanding literature on educational gamification. The current umbrella review aims to comprehensively canvas the disparate findings and conflicting conclusions by critically examining educational gamification reviews. We included 46 reviews of state-of-the-art gamification published between 2016 and 2020. The critical analysis of these studies resulted in extracting six fundamental gamification research areas in education, namely: (1) concept and theoretical knowledge, (2) design, (3) development, (4) impact, (5) personalization, and (6) higher education. It also revealed that systematic reviews were the predominant analysis type. Our umbrella review illustrates the ongoing need in educational research for carefully structured examinations and rigorous methods that validate gamification's instructional advantages.

ACS Style

Ahmed Hosny Saleh Metwally; Lennart E. Nacke; Maiga Chang; Yining Wang; Ahmed Mohamed Fahmy Yousef. Revealing the hotspots of educational gamification: An umbrella review. International Journal of Educational Research 2021, 109, 101832 .

AMA Style

Ahmed Hosny Saleh Metwally, Lennart E. Nacke, Maiga Chang, Yining Wang, Ahmed Mohamed Fahmy Yousef. Revealing the hotspots of educational gamification: An umbrella review. International Journal of Educational Research. 2021; 109 ():101832.

Chicago/Turabian Style

Ahmed Hosny Saleh Metwally; Lennart E. Nacke; Maiga Chang; Yining Wang; Ahmed Mohamed Fahmy Yousef. 2021. "Revealing the hotspots of educational gamification: An umbrella review." International Journal of Educational Research 109, no. : 101832.

Journal article
Published: 25 April 2021 in Sustainability
Reads 0
Downloads 0

There is a growing body of literature that recognizes the importance of applying gamification in educational settings. This research developed an application to gamify students’ homework to address the concern of the students’ inability to complete their homework. This research aims to investigate students’ performance in doing their homework, and reflections and perceptions of the gameful experience in gamified homework exercises. Based on the data gathered from experimental and control groups (N = 84) via learning analytics, survey, and interview, the results show a high level of satisfaction according to students’ feedback. The most noticeable finding to extract from the analysis is that students can take on a persona, earn points, and experience a deeper sense of achievement through doing the gamified homework. Moreover, the students, on the whole, are likely to be intrinsically motivated whenever the homework is attributed to factors under their own control, when they consider that they have the expertise to be successful learners to achieve their desired objectives, and when they are interested in dealing with the homework for learning, not just achieving high grades.

ACS Style

Ahmed Metwally; Maiga Chang; Yining Wang; Ahmed Yousef. Does Gamifying Homework Influence Performance and Perceived Gameful Experience? Sustainability 2021, 13, 4829 .

AMA Style

Ahmed Metwally, Maiga Chang, Yining Wang, Ahmed Yousef. Does Gamifying Homework Influence Performance and Perceived Gameful Experience? Sustainability. 2021; 13 (9):4829.

Chicago/Turabian Style

Ahmed Metwally; Maiga Chang; Yining Wang; Ahmed Yousef. 2021. "Does Gamifying Homework Influence Performance and Perceived Gameful Experience?" Sustainability 13, no. 9: 4829.

Article
Published: 16 February 2021 in Journal of Computer Assisted Learning
Reads 0
Downloads 0

There is a large volume of published studies describing the positive role of Augmented Reality (AR) in educational settings. However, there is a paucity of empirical work that explores its role in supporting primary school pupil's motivation and creativity. Moreover, numerous studies have confirmed that pupils have difficulties in learning geometry and thinking geometrically. In this context, this paper explores the possibility of using AR software for low‐grade primary school pupils to enhance their creative thinking and increase their motivation during the informal geometry training course. A research‐based design process is adopted to replicate the primary school pupil's learning in this study, where pupils in the experimental group used mobile application to access AR virtual manipulatives, pupils in the control group used physical manipulatives. The applied AR technology allows pupils to handle 2D and 3D rounded corners and simple closed curves to find the most effective solutions for some learning challenges. Sixty‐two pupils from the first‐grade primary school in Egypt have participated in this study with the aim of investigating: (a) the primary school pupil's achievements and creative thinking in using AR techniques, and (b) the specific strategies that can increase their motivation and engagement. The most obvious finding to emerge from this study is that there was no statistically significant difference between the groups in geometry learning achievement, while statistically significant differences were found between the groups in the motivation and creative thinking skills in favour of the experimental group.

ACS Style

Ahmed Mohamed Fahmy Yousef. Augmented reality assisted learning achievement, motivation, and creativity for children of low‐grade in primary school. Journal of Computer Assisted Learning 2021, 1 .

AMA Style

Ahmed Mohamed Fahmy Yousef. Augmented reality assisted learning achievement, motivation, and creativity for children of low‐grade in primary school. Journal of Computer Assisted Learning. 2021; ():1.

Chicago/Turabian Style

Ahmed Mohamed Fahmy Yousef. 2021. "Augmented reality assisted learning achievement, motivation, and creativity for children of low‐grade in primary school." Journal of Computer Assisted Learning , no. : 1.

Special issue article
Published: 30 September 2020 in Computer Applications in Engineering Education
Reads 0
Downloads 0

Massive open online courses (MOOCs) represent important pedagogical transformations that aim at unlimited participation and open access to high‐quality educational experiences and resources. MOOCs are quite different from classical distance learning settings in terms of their open‐access features, such as open licensing of course content, and their use of specific infrastructures for communications and learning tools. Studies over the past 2 years (2018, 2019) have examined the multitude of experimental business models for MOOCs. However, MOOCs have also experimented with a wide variety of course content, teaching and learning methods, and assessment strategies. Very few articles have systematically examined these significant changes. To address this gap, we conducted an extensive, qualitative meta‐analyses of over 200 peer‐reviewed articles describing research on MOOCs. This analysis is organized around the following questions: (a) How can we classify existing MOOCs in terms of their support for learners and learning? (b) Which learners are benefiting from MOOCs, and to what degree have MOOCs explored approaches to student‐centered learning? (c) To what degree are MOOCs meeting the needs of different learner audiences? (d) How can MOOC providers and participants communicate effectively to support student learning and engagement? (e) How can student activities be monitored to ensure that assessments of learning are performed effectively? The results of these analyses provide a reflection on the last decade of MOOC research and discussing the main achievements and the major research directions pursued in those years and points toward areas in need of additional research and development.

ACS Style

Ahmed Mohamed Fahmy Yousef; Tamara Sumner. Reflections on the last decade of MOOC research. Computer Applications in Engineering Education 2020, 29, 648 -665.

AMA Style

Ahmed Mohamed Fahmy Yousef, Tamara Sumner. Reflections on the last decade of MOOC research. Computer Applications in Engineering Education. 2020; 29 (4):648-665.

Chicago/Turabian Style

Ahmed Mohamed Fahmy Yousef; Tamara Sumner. 2020. "Reflections on the last decade of MOOC research." Computer Applications in Engineering Education 29, no. 4: 648-665.

Journal article
Published: 02 July 2016 in Smart Learning Environments
Reads 0
Downloads 0

Over the past few years there has been an increasing interest to investigate the potential of Video-Based Learning (VBL) as a result of new forms of online education, such as flipped classrooms and Massive Open Online Courses (MOOCs) in order to engage learners in a self-organized and networked learning experience. However, current VBL approaches suffer from several limitations. These include the focus on the traditional teacher-centered model, the lack of human interaction, the lack of interactivity around the video content, lack of personalization, as well as assessment and feedback. In this paper, we investigate the effective design of VBL environments and present the design, implementation, and evaluation details of CourseMapper as a mind map-based collaborative video annotation and analytics platform that enables learners’ collaboration and interaction around a video lecture. Thereby, we focus on the application of learning analytics mainly from a learner perspective to support self-organized and networked learning through personalization of the learning environment, monitoring of the learning process, awareness, self-reflection, motivation, and feedback.

ACS Style

Mohamed Amine Chatti; Momchil Marinov; Oleksandr Sabov; Ridho Laksono; Zuhra Sofyan; Ahmed Mohamed Fahmy Yousef; Ulrik Schroeder. Video annotation and analytics in CourseMapper. Smart Learning Environments 2016, 3, 10 .

AMA Style

Mohamed Amine Chatti, Momchil Marinov, Oleksandr Sabov, Ridho Laksono, Zuhra Sofyan, Ahmed Mohamed Fahmy Yousef, Ulrik Schroeder. Video annotation and analytics in CourseMapper. Smart Learning Environments. 2016; 3 (1):10.

Chicago/Turabian Style

Mohamed Amine Chatti; Momchil Marinov; Oleksandr Sabov; Ridho Laksono; Zuhra Sofyan; Ahmed Mohamed Fahmy Yousef; Ulrik Schroeder. 2016. "Video annotation and analytics in CourseMapper." Smart Learning Environments 3, no. 1: 10.

Conference paper
Published: 11 February 2016 in Communications in Computer and Information Science
Reads 0
Downloads 0

Massive Open Online Courses (MOOCs) have gained popularity in the past few years as a new form of open learning. Unlike assessment in classroom settings, the methodology to assess learning in open environments such as MOOCs represents a big challenge from the pedagogical perspective. Thus, there is a need to think about scalable assessment methods for accrediting and recognizing learning in MOOCs in an efficient and effective way. Peer Assessment is increasingly discussed in the recent MOOC literature as a potential solution to address this challenge. The problem remains, however, how to ensure the quality of the peer assessment feedback. In this paper, we investigate the potential of rubric-based peer assessment to make the assessment process in blended MOOCs (bMOOCs) more effective in terms of transparency, validity, and reliability. Moreover, we explore which peer assessment model fits best in a bMOOC context.

ACS Style

Ahmed Mohamed Fahmy Yousef; Usman Wahid; Mohamed Amine Chatti; Ulrik Schroeder; Marold Wosnitza. The Impact of Rubric-Based Peer Assessment on Feedback Quality in Blended MOOCs. Communications in Computer and Information Science 2016, 462 -485.

AMA Style

Ahmed Mohamed Fahmy Yousef, Usman Wahid, Mohamed Amine Chatti, Ulrik Schroeder, Marold Wosnitza. The Impact of Rubric-Based Peer Assessment on Feedback Quality in Blended MOOCs. Communications in Computer and Information Science. 2016; ():462-485.

Chicago/Turabian Style

Ahmed Mohamed Fahmy Yousef; Usman Wahid; Mohamed Amine Chatti; Ulrik Schroeder; Marold Wosnitza. 2016. "The Impact of Rubric-Based Peer Assessment on Feedback Quality in Blended MOOCs." Communications in Computer and Information Science , no. : 462-485.

Conference paper
Published: 18 December 2015 in Communications in Computer and Information Science
Reads 0
Downloads 0

Massive Open Online Courses (MOOCs) are providing limitless opportunities for thousands of learners to participate in free higher education courses online. Indeed, MOOCs have drastically changed the way we learn as well as how we teach. MOOCs have unique features that make it an effective Technology-Enhanced Learning (TEL) approach in higher education and beyond. The number of academic research around MOOCs has grown rapidly in the last few years. The purpose of this paper is to compile and analyze the state of MOOC research that has been conducted from 2008-2014. A template analysis was used to map the conducted studies on MOOCs into seven dimensions, namely concept, design, learning theories, case studies, business model, targets groups, and assessment. This classification schema aims at providing a comprehensive overview for readers who are interested in MOOCs to foster a common understanding of key concepts in this emerging field. The paper further identifies critical challenges that have yet to be addressed and suggests opportunities for future work in the area of MOOCs that will support communication between researchers as they seek to address these challenges.

ACS Style

Ahmed Mohamed Fahmy Yousef; Mohamed Amine Chatti; Ulrik Schroeder; Marold Wosnitza; Harald Jakobs. The State of MOOCs from 2008 to 2014: A Critical Analysis and Future Visions. Communications in Computer and Information Science 2015, 305 -327.

AMA Style

Ahmed Mohamed Fahmy Yousef, Mohamed Amine Chatti, Ulrik Schroeder, Marold Wosnitza, Harald Jakobs. The State of MOOCs from 2008 to 2014: A Critical Analysis and Future Visions. Communications in Computer and Information Science. 2015; ():305-327.

Chicago/Turabian Style

Ahmed Mohamed Fahmy Yousef; Mohamed Amine Chatti; Ulrik Schroeder; Marold Wosnitza; Harald Jakobs. 2015. "The State of MOOCs from 2008 to 2014: A Critical Analysis and Future Visions." Communications in Computer and Information Science , no. : 305-327.

Journal article
Published: 15 April 2015 in The International Review of Research in Open and Distributed Learning
Reads 0
Downloads 0

In the past few years, there has been an increasing interest in Massive Open Online Courses (MOOCs) as a new form of Technology-Enhanced Learning (TEL), in higher education and beyond. Recognizing the limitations of standalone MOOCs, blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to-face) interactions and online learning components together have emerged as an alternative MOOC model of teaching and learning in a higher education context. In this paper, we present the design, implementation, and evaluation details of a bMOOC course on “Teaching Methodologies” at Fayoum University, Egypt in cooperation with RWTH Aachen University, Germany, provided using the bMOOC platform L2P-bMOOC. In order to gauge the usability and effectiveness of the course, we employed an evaluation approach based on Conole’s 12 dimensions rubrics, ISONORM 9241/110-S as a general usability evaluation, and a custom effectiveness questionnaire reflecting the different MOOC stakeholder perspectives.

ACS Style

Ahmed Mohamed Fahmy Yousef; Mohamed Amine Chatti; Ulrik Schroeder; Marold Wosnitza. A usability evaluation of a blended MOOC environment: An experimental case study. The International Review of Research in Open and Distributed Learning 2015, 16, 1 .

AMA Style

Ahmed Mohamed Fahmy Yousef, Mohamed Amine Chatti, Ulrik Schroeder, Marold Wosnitza. A usability evaluation of a blended MOOC environment: An experimental case study. The International Review of Research in Open and Distributed Learning. 2015; 16 (2):1.

Chicago/Turabian Style

Ahmed Mohamed Fahmy Yousef; Mohamed Amine Chatti; Ulrik Schroeder; Marold Wosnitza. 2015. "A usability evaluation of a blended MOOC environment: An experimental case study." The International Review of Research in Open and Distributed Learning 16, no. 2: 1.

Conference paper
Published: 01 January 2015 in Proceedings of the 7th International Conference on Computer Supported Education
Reads 0
Downloads 0
ACS Style

Ahmed Mohamed Fahmy Yousef; Usman Wahid; Mohamed Amine Chatti; Ulrik Schroeder; Marold Wosnitza. The Effect of Peer Assessment Rubrics on Learners' Satisfaction and Performance Within a Blended MOOC Environment. Proceedings of the 7th International Conference on Computer Supported Education 2015, 148 -159.

AMA Style

Ahmed Mohamed Fahmy Yousef, Usman Wahid, Mohamed Amine Chatti, Ulrik Schroeder, Marold Wosnitza. The Effect of Peer Assessment Rubrics on Learners' Satisfaction and Performance Within a Blended MOOC Environment. Proceedings of the 7th International Conference on Computer Supported Education. 2015; ():148-159.

Chicago/Turabian Style

Ahmed Mohamed Fahmy Yousef; Usman Wahid; Mohamed Amine Chatti; Ulrik Schroeder; Marold Wosnitza. 2015. "The Effect of Peer Assessment Rubrics on Learners' Satisfaction and Performance Within a Blended MOOC Environment." Proceedings of the 7th International Conference on Computer Supported Education , no. : 148-159.

Journal article
Published: 14 November 2014 in RUSC. Universities and Knowledge Society Journal
Reads 0
Downloads 0

Massive Open Online Courses (MOOCs) are providing opportunities for thousands of learners to participate in free higher education courses online. MOOCs have unique features that make them an effective Technology-Enhanced Learning (TEL) approach. Institutions are offering a growing variety of MOOCs. Nevertheless, there are several crucial challenges that should be considered in the development of MOOCs, e.g., the drop-out rate of over 95% of course participants. One of the potential reasons for that is the complexity and diversity of MOOC participants. This diversity is not only related to the cultural and demographic profile, but also considers the diverse motives and perspectives when enrolled in MOOCs. This paper aims to cluster and analyze the different objectives of MOOC stakeholders to build a deeper and better understanding of their behaviors. Our main finding was a set of eight clusters, i.e., blended learning, flexibility, high quality content, instructional design and learning methodologies, lifelong learning, network learning, openness, and student-centered learning. This cluster schema creates a meaningful picture for the MOOC community.

ACS Style

Ahmed Mohamed Fahmy Yousef; Mohamed Amine Chatti; Marold Wosnitza; Ulrik Schroeder. A Cluster Analysis of MOOC Stakeholder Perspectives. RUSC. Universities and Knowledge Society Journal 2014, 12, 74 -90.

AMA Style

Ahmed Mohamed Fahmy Yousef, Mohamed Amine Chatti, Marold Wosnitza, Ulrik Schroeder. A Cluster Analysis of MOOC Stakeholder Perspectives. RUSC. Universities and Knowledge Society Journal. 2014; 12 (1):74-90.

Chicago/Turabian Style

Ahmed Mohamed Fahmy Yousef; Mohamed Amine Chatti; Marold Wosnitza; Ulrik Schroeder. 2014. "A Cluster Analysis of MOOC Stakeholder Perspectives." RUSC. Universities and Knowledge Society Journal 12, no. 1: 74-90.

Conference paper
Published: 01 July 2014 in 2014 IEEE 14th International Conference on Advanced Learning Technologies
Reads 0
Downloads 0

Massive Open Online Courses (MOOCs) have gained a lot of attention in the last years as a new technology enhanced learning (TEL) approach in higher education. MOOCs provide more educational opportunities to a massive number of learners to attend free online courses around the globe. Discussions around MOOCs have been focusing on the potential, social, institutional, technological, relevance, and marketing issues and less on the quality design of MOOC environments. Several studies have reported a high drop-out rate in average of 95% of course participants and other pedagogical problems concerning assessment and feedback. Thus, the quality of MOOCs design is worth additional investigation. Although several studies identified a large set of criteria to the successful design of TEL systems in general, not all of them can be used in the MOOC context, due to some unique features of MOOCs. This study is a first step towards identifying specific criteria that need to be considered when designing and implementing MOOCs. The results of this empirical study are based on a large survey targeting learners as well as professors, both with MOOC experience. As a result, we identified and rated 74 indicators classified into our two main dimensions of pedagogical and technological criteria distributed over six categories. From these, the learning analytics and assessment categories were found to be the key features for effective MOOCs.

ACS Style

Ahmed Mohamed Fahmy Yousef; Mohamed Amine Chatti; Ulrik Schroeder; Marold Wosnitza. What Drives a Successful MOOC? An Empirical Examination of Criteria to Assure Design Quality of MOOCs. 2014 IEEE 14th International Conference on Advanced Learning Technologies 2014, 44 -48.

AMA Style

Ahmed Mohamed Fahmy Yousef, Mohamed Amine Chatti, Ulrik Schroeder, Marold Wosnitza. What Drives a Successful MOOC? An Empirical Examination of Criteria to Assure Design Quality of MOOCs. 2014 IEEE 14th International Conference on Advanced Learning Technologies. 2014; ():44-48.

Chicago/Turabian Style

Ahmed Mohamed Fahmy Yousef; Mohamed Amine Chatti; Ulrik Schroeder; Marold Wosnitza. 2014. "What Drives a Successful MOOC? An Empirical Examination of Criteria to Assure Design Quality of MOOCs." 2014 IEEE 14th International Conference on Advanced Learning Technologies , no. : 44-48.

Review
Published: 01 January 2014 in Proceedings of the 6th International Conference on Computer Supported Education
Reads 0
Downloads 0
ACS Style

Ahmed Mohamed Fahmy Yousef; Mohamed Amine Chatti; Ulrik Schroeder; Marold Wosnitza; Harald Jakobs. MOOCs - A Review of the State-of-the-Art. Proceedings of the 6th International Conference on Computer Supported Education 2014, 9 -20.

AMA Style

Ahmed Mohamed Fahmy Yousef, Mohamed Amine Chatti, Ulrik Schroeder, Marold Wosnitza, Harald Jakobs. MOOCs - A Review of the State-of-the-Art. Proceedings of the 6th International Conference on Computer Supported Education. 2014; ():9-20.

Chicago/Turabian Style

Ahmed Mohamed Fahmy Yousef; Mohamed Amine Chatti; Ulrik Schroeder; Marold Wosnitza; Harald Jakobs. 2014. "MOOCs - A Review of the State-of-the-Art." Proceedings of the 6th International Conference on Computer Supported Education , no. : 9-20.