The paper describes the design and implementation of a semantic web service that retrieves theses and extends the keyword based-search of a DSpace repository taking into account the roles of advisors and steering committee members formally represented into a custom-made ontology. The service uses SPARQL queries and the serialization module of RDF DSpace, this links the item submission process and the ontology, thus the more theses are added into a repository, the more instances are inserted into the ontology. The paper provides empirical insights about how to reuse theses metadata and includes the results of an exploratory and self-management survey of usability heuristic evaluation of a web site that enables to access the proposed service. Heuristics were estimated with a purposive sample of students, teachers, and managers, the results indicated a high satisfaction level and showed that the service increased theses accessibility in the web environment. The service also generates semantically enriched datasets that coexist with the repository, they are of utility and value to educational organizations as they give institutional visibility.

This paper presents experimental results of a method for image-based classification of diabetic retinopathy.

The learning customization and monitoring are considered key aspects of the teaching-learning processes. Some works have proposed mobile learning systems that provide teachers and students learning monitoring and personalization services. One of the main requirements of these kinds of systems in terms of software quality is usability; however, few works have addressed the usability issues using laboratory studies with users in real domains. In this work, we present a usability evaluation of the learning monitoring and personalization services of a mobile learning platform based on a laboratory study in which nine teachers and ten students participated. In our usability evaluation, the aspects evaluated were effectiveness, efficiency, and level of user satisfaction as proposed by the ISO/IEC 25000 family of standards. The results show that the teachers presented effectiveness, efficiency, and satisfaction considered satisfactory, while the students presented effectiveness and satisfaction classified as satisfactory and acceptable efficiency. The usability evaluation described in this work can serve as a reference for developers seeking to improve learning monitoring and personalization services development.

Adaptive Mobile Learning Systems (AMLSs) are technological tools that incorporate adaptive learning to generate an individual teaching–learning process for each student. Despite the proliferation of AMLS, their development is often hindered by a lack of standardization and the poor quality of existing software architectures in terms of requirements correctness and coverage. This paper presents a systematic literature review (SLR) of software architectures oriented to developing AMLS reported in the state of the art. For this SLR, we searched the ACM Digital Library, IEEE Xplore, Science Direct, Springer, and SCOPUS. Studies published in English that describe and evaluate a software architecture to develop AMLS were included. Twenty-two primary works were relevant to the present study. Based on the obtained results, we have identified key aspects that must be considered in a software architecture proposed for developing an AMLS in terms of requirements, quality attributes, stakeholders, services provided to users, views and architectural styles, components, and implementation technologies. The main finding of this work is the lack of a reference software architecture that considers all the requirements and quality attributes needed for developing AMLS. This gap hinders the effective development and standardization of quality AMLSs, suggesting a critical need for a comprehensive reference software architecture.