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Dr. Ahmed Tlili
Smart Learning Institute, Beijing Normal University, Beijing, 100082, China

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Research Keywords & Expertise

1 Educational Games
1 Educational Psychology
1 Learning Analytics
1 Open education
1 Artificial intelligence in education

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Educational Games
Learning Analytics
Open education
Educational Psychology
Artificial intelligence in education

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Journal article
Published: 14 August 2021 in Sustainability
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A large number of universities worldwide are paying more and more attention to the application and exploration of online education. As the group with the most significant number of online education users, their participation attitude and participation intention directly determine the teaching performance of online education. This research will incorporate playfulness teaching and scenario variables that reflect the universities’ ability to respond to emergencies. Based on the technology acceptance model, this research proposes an integrated research model of online education participation intention to investigate university students’ online education participation intention to reveal the key factors and mechanisms that affect online education participation intention. A structural equation model of participation intention is constructed, and 342 valid samples are obtained by questionnaire survey. The empirical results of PLS-SEM show that: (1) students’ participation attitude positively affects their participation intention; (2) the perceived ease of use and usefulness positively affect their participation attitude, and the perceived usefulness and ease of use affect their participation intention through the complete mediation of participation attitude; (3) the perceived playfulness does not have a significant impact on participation attitude but has a positive impact on participation intention; (4) the innovative discovery university support positively moderates the relationship between participation attitude and intention during such emergencies. The research found that improving students’ attitudes toward participation, perceived ease of use, usefulness, playfulness, and strengthening university support are all helpful to optimize students’ participation intention in online education. At the same time, it also explored operability suggestions for improving the quality of online education and optimizing future education.

ACS Style

Shaofeng Wang; Ahmed Tlili; Lixin Zhu; Junfeng Yang. Do Playfulness and University Support Facilitate the Adoption of Online Education in a Crisis? COVID-19 as a Case Study Based on the Technology Acceptance Model. Sustainability 2021, 13, 9104 .

AMA Style

Shaofeng Wang, Ahmed Tlili, Lixin Zhu, Junfeng Yang. Do Playfulness and University Support Facilitate the Adoption of Online Education in a Crisis? COVID-19 as a Case Study Based on the Technology Acceptance Model. Sustainability. 2021; 13 (16):9104.

Chicago/Turabian Style

Shaofeng Wang; Ahmed Tlili; Lixin Zhu; Junfeng Yang. 2021. "Do Playfulness and University Support Facilitate the Adoption of Online Education in a Crisis? COVID-19 as a Case Study Based on the Technology Acceptance Model." Sustainability 13, no. 16: 9104.

Research article
Published: 28 June 2021 in Interactive Learning Environments
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Online and open learning has recently been made prevalent in many regions in order to mitigate educational inequality and to enhance students’ learning experiences and outcomes. Previous studies showed that students perform differently in the learning process, where cultural differences matter. However, little is known about how cultural differences affect students’ learning behavioral patterns. This study applies a lag sequential analysis approach to understand the behavioral patterns in an online six-week course of 262 students from three cultures, namely Confucian (for Chinese students), Arab (for Tunisian students), and Serbian (for Serbian students). This study then discusses the different learning behavior patterns based on the theoretical framework of Hofstede’s National Cultural Dimensions (NCD). The obtained results highlighted that students from each culture behave differently due to several interconnecting factors, such as educational traditions. The results also showed that some of the learning behaviors were not in line with their students’ cultures based on NCD, calling for further investigation in this regard. Finally, the results pointed out that culture is a complex dimension, and further investigation is needed to understand the other dimensions that may affect online and open learning behaviors.

ACS Style

Ahmed Tlili; Huanhuan Wang; Bojun Gao; Yihong Shi; Nian Zhiying; Chee-Kit Looi; Ronghuai Huang. Impact of cultural diversity on students’ learning behavioral patterns in open and online courses: a lag sequential analysis approach. Interactive Learning Environments 2021, 1 -20.

AMA Style

Ahmed Tlili, Huanhuan Wang, Bojun Gao, Yihong Shi, Nian Zhiying, Chee-Kit Looi, Ronghuai Huang. Impact of cultural diversity on students’ learning behavioral patterns in open and online courses: a lag sequential analysis approach. Interactive Learning Environments. 2021; ():1-20.

Chicago/Turabian Style

Ahmed Tlili; Huanhuan Wang; Bojun Gao; Yihong Shi; Nian Zhiying; Chee-Kit Looi; Ronghuai Huang. 2021. "Impact of cultural diversity on students’ learning behavioral patterns in open and online courses: a lag sequential analysis approach." Interactive Learning Environments , no. : 1-20.

Journal article
Published: 21 May 2021 in International Journal of Human-Computer Studies
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While many studies have reported the effectiveness of gamification in motivating students and making learning more fun, some others have reported contradictory findings regarding the potential of implementing game elements in an online gamified course. It is recognized that designing a successful gamification is a challenging process. Previous studies have shown that students’ individual differences may impact their gamification experiences. This study complements the available body of research by examining the effect of gender and personality differences on students’ perception of gamification in education. An experiment was conducted in a public university with 189 undergraduate students who took three online gamified courses, based on the self-determination theory, during two academic years. The results showed that gender and personality can affect students’ perception of specific game elements. For instance, females are more likely to find feedback useful than males. Additionally, students low in extraversion are more likely to find a progress bar useful than students high in extraversion. The results also showed that gender moderates the effect of personality on students’ perception of the implemented game elements. For instance, males low in extraversion are more likely to perceive badges’ usefulness in gamified courses than males high in extraversion, whereas females low in conscientiousness are more likely to enjoy feedback than females high in conscientiousness. The findings of this study can help designers and educators personalize their gamified courses’ design based on personality and gender.

ACS Style

Mouna Denden; Ahmed Tlili; Fathi Essalmi; Mohamed Jemni; Nian-Shing Chen; Daniel Burgos. Effects of gender and personality differences on students’ perception of game design elements in educational gamification. International Journal of Human-Computer Studies 2021, 154, 102674 .

AMA Style

Mouna Denden, Ahmed Tlili, Fathi Essalmi, Mohamed Jemni, Nian-Shing Chen, Daniel Burgos. Effects of gender and personality differences on students’ perception of game design elements in educational gamification. International Journal of Human-Computer Studies. 2021; 154 ():102674.

Chicago/Turabian Style

Mouna Denden; Ahmed Tlili; Fathi Essalmi; Mohamed Jemni; Nian-Shing Chen; Daniel Burgos. 2021. "Effects of gender and personality differences on students’ perception of game design elements in educational gamification." International Journal of Human-Computer Studies 154, no. : 102674.

Journal article
Published: 17 May 2021 in Sustainability
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Digital learning competence (DLC) can help students learn effectively in digital learning environments. However, most of the studies in the literature focused on digital competencies in general without paying specific attention to learning. Therefore, this paper developed a DLC framework based on a comprehensive literature review, which consists of six dimensions, namely technology use, cognitive processing, digital reading skill, time-management, peer management and will management. This study then developed a scale to assess these competencies where 3473 middle school students participated in the scale validation process. Specifically, exploratory factor analysis, confirmatory factor analysis and item discrimination were used to validate this scale. The six dimensions accounted for 58.66% of the total variance of the scale. The overall internal consistency coefficient was 0.94 for the scale. The results showed that the developed DLC scale is a valid and reliable instrument for assessing middle school students’ digital learning competence. The findings of this study can help teachers and specialists to improve the competencies of their learners by providing a new validated scale that could be used to assess learners and identify their DLC weakness, hence provide the needed trainings accordingly.

ACS Style

Junfeng Yang; Ahmed Tlili; Ronghuai Huang; Rongxia Zhuang; Kaushal Bhagat. Development and Validation of a Digital Learning Competence Scale: A Comprehensive Review. Sustainability 2021, 13, 5593 .

AMA Style

Junfeng Yang, Ahmed Tlili, Ronghuai Huang, Rongxia Zhuang, Kaushal Bhagat. Development and Validation of a Digital Learning Competence Scale: A Comprehensive Review. Sustainability. 2021; 13 (10):5593.

Chicago/Turabian Style

Junfeng Yang; Ahmed Tlili; Ronghuai Huang; Rongxia Zhuang; Kaushal Bhagat. 2021. "Development and Validation of a Digital Learning Competence Scale: A Comprehensive Review." Sustainability 13, no. 10: 5593.

Journal article
Published: 22 March 2021 in Sustainability
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The COVID-19 pandemic revealed the need for new innovative methods to effectively maintain education in times of crisis and uncertainty. This study first presents the Online-Merge-Offline (OMO) learning approach, a way of learning that caters to the new needs of students and teachers in the post-COVID-19 era. OMO learning utilizes a hybrid infrastructure that combines Open Educational Practices and real-time learning spaces, both online and offline. This study then discusses the early results of a pilot experiment investigating OMO learning in China for three months from three dimensions: space design requirements, technological considerations, and pedagogical considerations. A qualitative, two-stage study focused on content analysis and a multiple-case study were carried out in the context of courses about English language learning with 30 teachers and students. The obtained findings showed that, although both teachers and students had a positive attitude towards OMO learning, they mentioned that a comprehensive set of core and functional competencies are needed—including the use of online platforms, communication skills, class management, and the effective use of resources. Additionally, the findings showed that more effort should be paid to classroom design, such as infrastructure, to efficiently support OMO learning. This study exemplifies a new approach toward the future of education to ensure sustainable education in this complex and uncertain world.

ACS Style

Ronghuai Huang; Ahmed Tlili; Huanhuan Wang; Yihong Shi; Curtis Bonk; Junfeng Yang; Daniel Burgos. Emergence of the Online-Merge-Offline (OMO) Learning Wave in the Post-COVID-19 Era: A Pilot Study. Sustainability 2021, 13, 3512 .

AMA Style

Ronghuai Huang, Ahmed Tlili, Huanhuan Wang, Yihong Shi, Curtis Bonk, Junfeng Yang, Daniel Burgos. Emergence of the Online-Merge-Offline (OMO) Learning Wave in the Post-COVID-19 Era: A Pilot Study. Sustainability. 2021; 13 (6):3512.

Chicago/Turabian Style

Ronghuai Huang; Ahmed Tlili; Huanhuan Wang; Yihong Shi; Curtis Bonk; Junfeng Yang; Daniel Burgos. 2021. "Emergence of the Online-Merge-Offline (OMO) Learning Wave in the Post-COVID-19 Era: A Pilot Study." Sustainability 13, no. 6: 3512.

Chapter
Published: 22 December 2020 in A Theory of Creative Thinking
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Due to the COVID-19 pandemic, face-to-face teaching was banned, and more than one billion students did not return to school. While both teachers and students found themselves in a very challenging situation as they both need to quickly adapt to remote teaching and learning respectively, students with disabilities found themselves in even more difficult situations. This might be because they lack several assistive technologies at home that facilitate the learning process. The World Health Organization (WHO) pointed out that special attention should be paid to people with disabilities during the COVID-19 pandemic. Therefore, this study investigates the applied remote teaching methods of students with disabilities, as well as the faced challenges. In this context, a survey was created and sent out to several stakeholders (pedagogues, teachers, school directors, etc.) that are directly involved in special education to collect their inputs. Finally, based on the collected experiences, this study presents recommendations and best practices to facilitate remote teaching in crisis for students with disabilities.

ACS Style

Ahmed Tlili; Natalia Amelina; Daniel Burgos; Achraf Othman; Ronghuai Huang; Mohamed Jemni; Mirjana Lazor; Xiangling Zhang; Ting-Wen Chang. Remote Special Education During Crisis: COVID-19 as a Case Study. A Theory of Creative Thinking 2020, 69 -83.

AMA Style

Ahmed Tlili, Natalia Amelina, Daniel Burgos, Achraf Othman, Ronghuai Huang, Mohamed Jemni, Mirjana Lazor, Xiangling Zhang, Ting-Wen Chang. Remote Special Education During Crisis: COVID-19 as a Case Study. A Theory of Creative Thinking. 2020; ():69-83.

Chicago/Turabian Style

Ahmed Tlili; Natalia Amelina; Daniel Burgos; Achraf Othman; Ronghuai Huang; Mohamed Jemni; Mirjana Lazor; Xiangling Zhang; Ting-Wen Chang. 2020. "Remote Special Education During Crisis: COVID-19 as a Case Study." A Theory of Creative Thinking , no. : 69-83.

Journal article
Published: 05 November 2020 in Interactive Learning Environments
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ACS Style

Ahmed Tlili; Fabio Nascimbeni; Daniel Burgos; Xiangling Zhang; Ronghuai Huang; Ting-Wen Chang. The evolution of sustainability models for Open Educational Resources: insights from the literature and experts. Interactive Learning Environments 2020, 1 -16.

AMA Style

Ahmed Tlili, Fabio Nascimbeni, Daniel Burgos, Xiangling Zhang, Ronghuai Huang, Ting-Wen Chang. The evolution of sustainability models for Open Educational Resources: insights from the literature and experts. Interactive Learning Environments. 2020; ():1-16.

Chicago/Turabian Style

Ahmed Tlili; Fabio Nascimbeni; Daniel Burgos; Xiangling Zhang; Ronghuai Huang; Ting-Wen Chang. 2020. "The evolution of sustainability models for Open Educational Resources: insights from the literature and experts." Interactive Learning Environments , no. : 1-16.

Journal article
Published: 03 November 2020 in Sustainability
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Open Educational Resources (OER) have been researched for a long time in the open education field. Researchers are now shifting their focus from resources to practices for delivering open education, an area called Open Educational Practices (OEP). However, there is little information in the related literature regarding the design of an OEP-based course or the impact of these types of courses. Therefore, this study designs a new OEP-based course at a public university for teaching family education during the COVID-19 pandemic. It also investigates its impact on learning motivation and teachers’ perceptions. In this context, a practical pilot experiment using both qualitative and quantitative methods was conducted. Specifically, 36 learners participated in this experiment. The obtained findings highlight: (1) an innovative design framework for OEP-based courses that teachers can refer to in their contexts; (2) that learners had a high motivation level in terms of knowledge achievements, individual connection and engagement when taking the OEP-based course; and (3) several advantages and challenges of the OEP-based course from the teacher’s and learners’ perspectives. For instance, the teacher reported the fear of losing control over the learning process when applying OEP. The findings of this paper can help researchers and educators in adopting OEP in higher education especially in times of crises, as well as increase the sustainability of OEP, hence contributing to open education development.

ACS Style

Xiangling Zhang; Ahmed Tlili; Ronghuai Huang; Tingwen Chang; Daniel Burgos; Junfeng Yang; Jiacai Zhang. A Case Study of Applying Open Educational Practices in Higher Education during COVID-19: Impacts on Learning Motivation and Perceptions. Sustainability 2020, 12, 9129 .

AMA Style

Xiangling Zhang, Ahmed Tlili, Ronghuai Huang, Tingwen Chang, Daniel Burgos, Junfeng Yang, Jiacai Zhang. A Case Study of Applying Open Educational Practices in Higher Education during COVID-19: Impacts on Learning Motivation and Perceptions. Sustainability. 2020; 12 (21):9129.

Chicago/Turabian Style

Xiangling Zhang; Ahmed Tlili; Ronghuai Huang; Tingwen Chang; Daniel Burgos; Junfeng Yang; Jiacai Zhang. 2020. "A Case Study of Applying Open Educational Practices in Higher Education during COVID-19: Impacts on Learning Motivation and Perceptions." Sustainability 12, no. 21: 9129.

Journal article
Published: 06 July 2020
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With the coronavirus (COVID-19) outbreak in China, the Chinese government decided to ban any type of face-to-face teaching, disrupting classes and resulting in over 270 million students being unable to return to their universities/schools. Therefore, the Ministry of Education (MoE) launched an initiative titled ‘Ensuring learning undisrupted when classes are disrupted’ by reforming the entire educational system and including an online education component. However, this quick reform in this unexpected critical situation of widespread COVID-19 cases harbours several challenges, such as the lack of time and teacher/student isolation. This paper discusses the possibility of using open educational resources (OER) and open educational practices (OEP) as an effective educational solution to overcome these challenges. Particularly, this study presents a generic OEP framework built on existing open-practice definitions. It then presents, based on this framework and based on the challenges reported by several Chinese education specialists during two national online seminars, a set of guidelines for the effective use of OER and OEP for both teaching and learning. Finally, this study presents some recommendations for the better adoption of OER and OEP in the future. The findings of this study can help researchers and educators apply OER and OEP for better learning experiences and outcomes during the COVID-19 outbreak.

ACS Style

Ronghuai Huang; Ahmed Tlili; Ting-Wen Chang; Xiangling Zhang; Fabio Nascimbeni; Daniel Burgos. Disrupted classes, undisrupted learning during COVID-19 outbreak in China: application of open educational practices and resources. 2020, 7, 1 .

AMA Style

Ronghuai Huang, Ahmed Tlili, Ting-Wen Chang, Xiangling Zhang, Fabio Nascimbeni, Daniel Burgos. Disrupted classes, undisrupted learning during COVID-19 outbreak in China: application of open educational practices and resources. . 2020; 7 (1):1.

Chicago/Turabian Style

Ronghuai Huang; Ahmed Tlili; Ting-Wen Chang; Xiangling Zhang; Fabio Nascimbeni; Daniel Burgos. 2020. "Disrupted classes, undisrupted learning during COVID-19 outbreak in China: application of open educational practices and resources." 7, no. 1: 1.

Journal article
Published: 06 July 2020 in Smart Learning Environments
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With the coronavirus (COVID-19) outbreak in China, the Chinese government decided to ban any type of face-to-face teaching, disrupting classes and resulting in over 270 million students being unable to return to their universities/schools. Therefore, the Ministry of Education (MoE) launched an initiative titled ‘Ensuring learning undisrupted when classes are disrupted’ by reforming the entire educational system and including an online education component. However, this quick reform in this unexpected critical situation of widespread COVID-19 cases harbours several challenges, such as the lack of time and teacher/student isolation. This paper discusses the possibility of using open educational resources (OER) and open educational practices (OEP) as an effective educational solution to overcome these challenges. Particularly, this study presents a generic OEP framework built on existing open-practice definitions. It then presents, based on this framework and based on the challenges reported by several Chinese education specialists during two national online seminars, a set of guidelines for the effective use of OER and OEP for both teaching and learning. Finally, this study presents some recommendations for the better adoption of OER and OEP in the future. The findings of this study can help researchers and educators apply OER and OEP for better learning experiences and outcomes during the COVID-19 outbreak.

ACS Style

Ronghuai Huang; Ahmed Tlili; Ting-Wen Chang; Xiangling Zhang; Fabio Nascimbeni; Daniel Burgos. Disrupted classes, undisrupted learning during COVID-19 outbreak in China: application of open educational practices and resources. Smart Learning Environments 2020, 7, 1 .

AMA Style

Ronghuai Huang, Ahmed Tlili, Ting-Wen Chang, Xiangling Zhang, Fabio Nascimbeni, Daniel Burgos. Disrupted classes, undisrupted learning during COVID-19 outbreak in China: application of open educational practices and resources. Smart Learning Environments. 2020; 7 (1):1.

Chicago/Turabian Style

Ronghuai Huang; Ahmed Tlili; Ting-Wen Chang; Xiangling Zhang; Fabio Nascimbeni; Daniel Burgos. 2020. "Disrupted classes, undisrupted learning during COVID-19 outbreak in China: application of open educational practices and resources." Smart Learning Environments 7, no. 1: 1.

Chapter
Published: 23 May 2020 in A Theory of Creative Thinking
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With the rapid growth of mobile technologies, mobile devices have become very popular and have reached a very high spread. Consequently, mobile games have started gaining an increasing attention from researchers and practitioners. This paper investigates the impact of mobile technologies on designing and delivering educational mobile games. In particular, it investigates the evolution of educational games design from being used on computers to being used on mobile devices. To do so, forty studies regarding computer and mobile educational games are reviewed. The obtained results showed that: (1) computer and mobile educational games still share some game design elements. (2) the new embedded mobile devices’ technologies made educational mobile games more immersive and fun. (3) a set of game design recommendations regarding designing mobile educational games which researchers and practitioners can refer to in their context.

ACS Style

Ahmed Tlili; Fathi Essalmi; Mohamed Jemni; Kinshuk; Nian-Shing Chen; Ronghuai Huang; Daniel Burgos. The Evolution of Educational Game Designs From Computers to Mobile Devices: A Comprehensive Review. A Theory of Creative Thinking 2020, 81 -99.

AMA Style

Ahmed Tlili, Fathi Essalmi, Mohamed Jemni, Kinshuk, Nian-Shing Chen, Ronghuai Huang, Daniel Burgos. The Evolution of Educational Game Designs From Computers to Mobile Devices: A Comprehensive Review. A Theory of Creative Thinking. 2020; ():81-99.

Chicago/Turabian Style

Ahmed Tlili; Fathi Essalmi; Mohamed Jemni; Kinshuk; Nian-Shing Chen; Ronghuai Huang; Daniel Burgos. 2020. "The Evolution of Educational Game Designs From Computers to Mobile Devices: A Comprehensive Review." A Theory of Creative Thinking , no. : 81-99.

Chapter
Published: 25 March 2020 in A Theory of Creative Thinking
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This chapter analyzes the current state of open educational resources (OER) in the Belt and Road countries, including China. Additionally, it conducts a comparative study to draw conclusions and guidelines on how to facilitate OER adoption in the Belt and Road countries. The findings of this chapter could help several stakeholders, including policymakers and government agents, to obtain a clear idea about what is still missing to facilitate OER adoption.

ACS Style

Ahmed Tlili; Ting-Wen Chang; Ronghuai Huang; Daniel Burgos. Open Educational Resources in the Belt and Road Countries: Conclusions and Future Directions. A Theory of Creative Thinking 2020, 239 -244.

AMA Style

Ahmed Tlili, Ting-Wen Chang, Ronghuai Huang, Daniel Burgos. Open Educational Resources in the Belt and Road Countries: Conclusions and Future Directions. A Theory of Creative Thinking. 2020; ():239-244.

Chicago/Turabian Style

Ahmed Tlili; Ting-Wen Chang; Ronghuai Huang; Daniel Burgos. 2020. "Open Educational Resources in the Belt and Road Countries: Conclusions and Future Directions." A Theory of Creative Thinking , no. : 239-244.

Chapter
Published: 11 September 2019 in Smart Computing and Intelligence
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This chapter summarizes the reported findings of this book to facilitate the adoption of data analytics in educational games and gamification systems. Specifically, this chapter presents the objectives of adopting data analytics which is finding individual differences; doing learning assessments and knowing more about the learners. It then presents the collected metrics and applied analytics techniques in order to achieve these objectives. Additionally, this chapter highlights several limitations reported by other authors during the adoption of learning analytics. These limitations should be considered by researchers and practitioners in their context to facilitate learning analytics adoption. Finally, this chapter provides future insights about the learning analytics field.

ACS Style

Ahmed Tlili; Maiga Chang. Data Analytics Approaches in Educational Games and Gamification Systems: Summary, Challenges, and Future Insights. Smart Computing and Intelligence 2019, 249 -255.

AMA Style

Ahmed Tlili, Maiga Chang. Data Analytics Approaches in Educational Games and Gamification Systems: Summary, Challenges, and Future Insights. Smart Computing and Intelligence. 2019; ():249-255.

Chicago/Turabian Style

Ahmed Tlili; Maiga Chang. 2019. "Data Analytics Approaches in Educational Games and Gamification Systems: Summary, Challenges, and Future Insights." Smart Computing and Intelligence , no. : 249-255.

Journal article
Published: 06 September 2019 in Sustainability
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The concepts of Open Educational Resources (OER) and Open Educational Practices (OEP), regarded as two pillars of the broader open education movement, have been evolving since the concept of OER was first coined in the 2012 Paris Declaration. Several research studies have been conducted to investigate the impacts of OER and OEP adoption and implementation in universities. However, most of those studies have focused on western and developed countries, and little information is known about developing countries, especially Asian ones. Particularly, China was one of the first Asian countries to adopt open education and its related strategies following the MIT OpenCourseWare conference in Beijing in 2003. This study conducts a systematic literature review to investigate the current state of the art of OER and OEP in China. The findings show that several governmental, organizational, and institutional initiatives have been launched to facilitate OER adoption in China. They also show that while several OEPs have been implemented, there is still a continuous need to work on these practices and further investigate their impacts on learning outcomes and behaviors, as no current reviewed study has done so. Finally, a generic framework of OER and OEP challenges is presented along with recommendations to further enhance the adoption of OER and OEP in China.

ACS Style

Ahmed Tlili; Ronghuai Huang; Ting-Wen Chang; Fabio Nascimbeni; Daniel Burgos. Open Educational Resources and Practices in China: A Systematic Literature Review. Sustainability 2019, 11, 4867 .

AMA Style

Ahmed Tlili, Ronghuai Huang, Ting-Wen Chang, Fabio Nascimbeni, Daniel Burgos. Open Educational Resources and Practices in China: A Systematic Literature Review. Sustainability. 2019; 11 (18):4867.

Chicago/Turabian Style

Ahmed Tlili; Ronghuai Huang; Ting-Wen Chang; Fabio Nascimbeni; Daniel Burgos. 2019. "Open Educational Resources and Practices in China: A Systematic Literature Review." Sustainability 11, no. 18: 4867.

Articles
Published: 03 July 2019 in Interactive Learning Environments
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The ability of automatically modeling learners’ personalities is an important step in building adaptive learning environments. Several studies showed that knowing the personality of each learner can make the learning interaction with the provided learning contents and activities within learning systems more effective. However, the traditional method of modeling personality is using self-reports, such as questionnaire, which is subjective and with several limitations. Therefore, this study presents a new unobtrusive method to model the learners’ personalities in an intelligent Moodle (iMoodle) using Learning Analytic (LA) approach with Bayesian network. To evaluate the accuracy of the proposed approach, an experiment was conducted with one hundred thirty-nine learners in a public university. Results showed that recall, precision, F-measure and accuracy values are in acceptance range for three personality dimensions including extraversion, openness, and neuroticism. Moreover, the results showed that the LA approach has a fair agreement with the Big Five Inventory (BFI) in modeling these three personality dimensions. Finally, this study provides several recommendations which can help researchers and practitioners develop effective smart learning environments for both learning and modeling. For example, it is needed to help identify more features of the hardest personality traits, such as agreeableness, using gamification courses.

ACS Style

Ahmed Tlili; Mouna Denden; Fathi Essalmi; Mohamed Jemni; Maiga Chang; Kinshuk; Nian-Shing Chen. Automatic modeling learner’s personality using learning analytics approach in an intelligent Moodle learning platform. Interactive Learning Environments 2019, 1 -15.

AMA Style

Ahmed Tlili, Mouna Denden, Fathi Essalmi, Mohamed Jemni, Maiga Chang, Kinshuk, Nian-Shing Chen. Automatic modeling learner’s personality using learning analytics approach in an intelligent Moodle learning platform. Interactive Learning Environments. 2019; ():1-15.

Chicago/Turabian Style

Ahmed Tlili; Mouna Denden; Fathi Essalmi; Mohamed Jemni; Maiga Chang; Kinshuk; Nian-Shing Chen. 2019. "Automatic modeling learner’s personality using learning analytics approach in an intelligent Moodle learning platform." Interactive Learning Environments , no. : 1-15.

Journal article
Published: 16 November 2018 in Smart Learning Environments
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While the most used method to model the learner’s personality is the self-report using questionnaires, this study presents and validates a newly developed framework for implicitly modeling the learners’ personalities within a game-based learning environment using their gaming behaviors. This framework is based on an online role-playing game for teaching the computer architecture subject and a learning analytics system. To evaluate the efficiency of the proposed framework, an experiment was conducted with forty four participants (34 learners and 11 teachers) in a Tunisian University. The obtained results showed that this framework has a high accuracy level in correctly modeling both the extraversion and openness personality dimensions. In addition, these results highlighted a “good” and “moderate” agreement degree in modeling the extraversion and openness personality dimensions respectively compared to the Big Five Inventory (BFI). The findings of this study can advance research in game-based learning and educational psychology by developing environments which can be used for both learning and modeling learners’ personalities instead of using questionnaires.

ACS Style

Mouna Denden; Ahmed Tlili; Fathi Essalmi; Mohamed Jemni. Implicit modeling of learners’ personalities in a game-based learning environment using their gaming behaviors. Smart Learning Environments 2018, 5, 29 .

AMA Style

Mouna Denden, Ahmed Tlili, Fathi Essalmi, Mohamed Jemni. Implicit modeling of learners’ personalities in a game-based learning environment using their gaming behaviors. Smart Learning Environments. 2018; 5 (1):29.

Chicago/Turabian Style

Mouna Denden; Ahmed Tlili; Fathi Essalmi; Mohamed Jemni. 2018. "Implicit modeling of learners’ personalities in a game-based learning environment using their gaming behaviors." Smart Learning Environments 5, no. 1: 29.

Journal article
Published: 01 April 2018 in International Journal of Information and Communication Technology Education
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With the rapid growth of online education in recent years, Learning Analytics (LA) has gained increasing attention from researchers and educational institutions as an area which can improve the overall effectiveness of learning experiences. However, the lack of guidelines on what should be taken into consideration during application of LA hinders its full adoption. Therefore, this article investigates the issues that should be considered when approaching the design of LA experiences from the data preparation perspective. The obtained results highlight a validated LA framework of twenty-two designing issues that should be considered by various stakeholders in different contexts as well as a set of guidelines which can enhance designing LA experiences.

ACS Style

Ahmed Tlili; Fathi Essalmi; Mohamed Jemni; Kinshuk; Nian-Shing Chen; La T I C E; Ensit. A Complete Validated Learning Analytics Framework. International Journal of Information and Communication Technology Education 2018, 14, 1 -16.

AMA Style

Ahmed Tlili, Fathi Essalmi, Mohamed Jemni, Kinshuk, Nian-Shing Chen, La T I C E, Ensit. A Complete Validated Learning Analytics Framework. International Journal of Information and Communication Technology Education. 2018; 14 (2):1-16.

Chicago/Turabian Style

Ahmed Tlili; Fathi Essalmi; Mohamed Jemni; Kinshuk; Nian-Shing Chen; La T I C E; Ensit. 2018. "A Complete Validated Learning Analytics Framework." International Journal of Information and Communication Technology Education 14, no. 2: 1-16.

Conference paper
Published: 10 March 2018 in A Theory of Creative Thinking
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Recently, there has been an increasing interest in learner modeling in order to provide personalized computer based learning experiences. Generally, researchers and practitioners use questionnaires as a method to model learners, including their personalities, which can be time consuming and not motivating. Therefore, this paper presents a new approach for modeling the learner’s personality, specifically introvert/extrovert, using an online educational game and Learning Analytics (LA) system.

ACS Style

Mouna Denden; Ahmed Tlili; Fathi Essalmi; Mohamed Jemni. An educational role-playing game for modeling the learner’s personality. A Theory of Creative Thinking 2018, 129 -134.

AMA Style

Mouna Denden, Ahmed Tlili, Fathi Essalmi, Mohamed Jemni. An educational role-playing game for modeling the learner’s personality. A Theory of Creative Thinking. 2018; ():129-134.

Chicago/Turabian Style

Mouna Denden; Ahmed Tlili; Fathi Essalmi; Mohamed Jemni. 2018. "An educational role-playing game for modeling the learner’s personality." A Theory of Creative Thinking , no. : 129-134.

Conference paper
Published: 01 December 2017 in 2017 6th International Conference on Information and Communication Technology and Accessibility (ICTA)
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While various studies have investigated the effects of gamification on learning, less concern is paid to investigate the effects of learners' differences on perception of gamification. Therefore, this study investigates the effects of age, gender and gaming frequency differences on the learners' perception of gamification and game elements. In this context, a gamified online Moodle Learning Management System (LMS) was developed where eighty three learners, from a public university in Tunisia, used it to learn "Object Oriented Design Methodology" and "Basic software" courses. The findings showed that gender and gaming frequency do not affect the perception of gamification but they do affect the perception of using game elements. These findings can be exploited by researchers, educators and practitioners to provide personalized and gamified learning experiences.

ACS Style

Mouna Denden; Ahmed Tlili; Fathi Essalmi; Mohamed Jemni. An investigation of the factors affecting the perception of gamification and game elements. 2017 6th International Conference on Information and Communication Technology and Accessibility (ICTA) 2017, 1 -6.

AMA Style

Mouna Denden, Ahmed Tlili, Fathi Essalmi, Mohamed Jemni. An investigation of the factors affecting the perception of gamification and game elements. 2017 6th International Conference on Information and Communication Technology and Accessibility (ICTA). 2017; ():1-6.

Chicago/Turabian Style

Mouna Denden; Ahmed Tlili; Fathi Essalmi; Mohamed Jemni. 2017. "An investigation of the factors affecting the perception of gamification and game elements." 2017 6th International Conference on Information and Communication Technology and Accessibility (ICTA) , no. : 1-6.

Journal article
Published: 01 October 2017 in International Journal of Distance Education Technologies
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Learner modeling is a crucial step in the learning personalization process. It allows taking into consideration the learner's profile to make the learning process more efficient. Most studies refer to an explicit method, namely questionnaire, to model learners. Questionnaires are time consuming and may not be motivating for learners. Thus, this paper presents a new approach for Modeling the learner's Personality, introvert/extrovert, using Educational Games (MoPEG). The proposed approach includes three phases, namely design of the educational game, collection of traces and personality prediction. To evaluate the efficiency of MoPEG, an experiment was conducted with thirty learners where their personality modeling results using MoPEG are compared to the Big Five Inventory (BFI) questionnaire. The obtained results showed that the accuracy level of MoPEG is significant with an 80% of similarity. Besides, based on the Kappa method, used by psychologists to measure the similarity of two instruments. The obtained results highlighted an agreement degree of MoPEG with the level “good”.

ACS Style

Fathi Essalmi; Ahmed Tlili; Leila Jemni Ben Ayed; Mohamed Jemni. Toward Modeling the Learner's Personality Using Educational Games. International Journal of Distance Education Technologies 2017, 15, 21 -38.

AMA Style

Fathi Essalmi, Ahmed Tlili, Leila Jemni Ben Ayed, Mohamed Jemni. Toward Modeling the Learner's Personality Using Educational Games. International Journal of Distance Education Technologies. 2017; 15 (4):21-38.

Chicago/Turabian Style

Fathi Essalmi; Ahmed Tlili; Leila Jemni Ben Ayed; Mohamed Jemni. 2017. "Toward Modeling the Learner's Personality Using Educational Games." International Journal of Distance Education Technologies 15, no. 4: 21-38.