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Journal articles on the topic 'Authoring tools'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 January 2023

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1

Adams, B., and S. Venkatesh. "Authoring multimedia authoring tools." IEEE MultiMedia 11, no. 3 (July 2004): 1–6. http://dx.doi.org/10.1109/mmul.2004.3.

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2

Young, Jon I., and Gerald Knezek. "Authoring Tools." Computers in the Schools 6, no. 3-4 (December 31, 1989): 165–73. http://dx.doi.org/10.1300/j025v06n03_16.

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3

Ray, Luanda. "Multimedia Authoring Tools." Computers in the Schools 15, no. 1 (August 31, 1999): 79–87. http://dx.doi.org/10.1300/j025v15n01_12.

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4

Burhanna, Kenneth J. "Flash-Authoring Tools." College & Undergraduate Libraries 11, no. 2 (December 21, 2004): 85–90. http://dx.doi.org/10.1300/j106v11n02_07.

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5

Md, Laili Farhana. "Heuristic Evaluation of Children’s Authoring Tool for Game Making." Journal of Education and Vocational Research 4, no. 9 (September 30, 2013): 259–64. http://dx.doi.org/10.22610/jevr.v4i9.129.

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The main purpose of the study is to evaluate the heuristic inspection of children’s authoring tools to develop games. The researcher has selected 15 authoring tools for making games specifically for educational purposes. Nine students from Diploma of Game Design and Development course and four lecturers from the computing department involved in this evaluation. A set of usability heuristic checklist used as a guideline for the students and lecturers to observe and test the authoring tools selected. The study found that, there are just a few authoring tools that fulfil most of the heuristic requirement and suitable to apply to children. In this evaluation, only six out of fifteen authoring tools have passed above than five elements in the heuristic inspection checklist. The researcher identified that to develop a usable authoring tool developer has to emphasis children acceptance and interaction of the authoring tool. Furthermore, the authoring tool can be a tool to enhance their mental development especially in creativity and skill.
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Collins, Michael A. J. "Selecting Authoring Tools for Use in Authoring Biology Courseware." American Biology Teacher 53, no. 5 (May 1, 1991): 310–13. http://dx.doi.org/10.2307/4449304.

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7

Truran, Mark, James Goulding, and Helen Ashman. "Autonomous authoring tools for hypertext." ACM Computing Surveys 39, no. 3 (September 3, 2007): 8. http://dx.doi.org/10.1145/1267070.1267072.

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Ali, Syed S. "Links: authoring tools for AI." intelligence 10, no. 3 (September 1999): 11–12. http://dx.doi.org/10.1145/318964.318966.

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9

Tippett, Sandy, and Bridget Cook. "Authoring tools: a comparative study." ReCALL 10, no. 2 (November 1998): 12–17. http://dx.doi.org/10.1017/s0958344000003694.

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This article will demonstrate the methodology behind the way in which two quite different tools were used to complement each other. By using a variety of authentic source materials, and carefully integrating this material into a second year French course, the authors believe they have provided a rich source of material which other universities might well be able to exploit. The article will explain the advantages and disadvantages of some aspects of each of the tools, talk about the difficulty of overcoming common problems such as giving good feedback, adequately exploiting authentic material, and finish by presenting the results of their work on evaluating this material with students. Based on a case study in the Centre for Applied Language Studies at the University of Dundee, the article looks at the problems involved in producing CALL material using two separate authoring packages. It explores the exploitation of authentic material in a multimedia environment, looks at the advantages and disadvantages of the tools used by providing a comparative evaluation, and discusses the complex problems faced by teachers in developing CALL and integrating it into their courses.
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Vaughan-Nichols, S. J. "Tempest over web-authoring tools." Computer 34, no. 10 (October 2001): 12–14. http://dx.doi.org/10.1109/mc.2001.955092.

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11

Descy, Don E. "Web-based course authoring tools." TechTrends 43, no. 1 (January 1998): 3–6. http://dx.doi.org/10.1007/bf02818128.

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12

Vert, Silviu, and Diana Andone. "Virtual Reality Authoring Tools for Educators." ITM Web of Conferences 29 (2019): 03008. http://dx.doi.org/10.1051/itmconf/20192903008.

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Virtual reality technologies have been demonstrated to produce encouraging results in the educational process. However, adoption of virtual reality-based instruction among educators has yet to see significant numbers. One of the reasons is the technical difficulty in authoring custom-made VR experiences for students. In this paper, we propose criteria for choosing VR authoring tools that are appropriate for usage in education and apply them to such current platforms. We also present a case study of learning collaboration project that revolved around the usage of VR authoring tools. We conclude with some recommendations regarding additional features that would enhance the exploitation of current VR authoring tools in education.
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13

Laurent, Maxence, Sandra Monnier, Audrey Huguenin, Pierre-Benjamin Monaco, and Dominique Jaccard. "Design Principles for Serious Games Authoring Tool." International Journal of Serious Games 9, no. 4 (November 14, 2022): 63–87. http://dx.doi.org/10.17083/ijsg.v9i4.458.

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Serious game development involves a multidisciplinary team of teachers and computer scientists. But the difference in computer competencies between the team members is a recurring difficulty in this collaboration. Authoring tools, which provide interfaces adapted to users' competencies, are promising solutions to overcome this difficulty. However, existing authoring tools are either limited in their functionalities (not powerful) or too complex for non-computer scientists (not usable). A comprehensive set of design principles to address this limitation does not yet exist. The objective of this research was to define a set of design principles for the development of powerful and usable authoring tools. To achieve this objective, we first defined a set of design principles. We then developed an authoring tool corresponding to these principles. Finally, we carried out test uses of that tool through the development of twelve serious games. Results show that this authoring tool enabled the development of a wide variety of serious games (powerful) by teams with heterogeneous computer skills (usable). Design principles defined in this research integrate and extend previous works. They allow to overcome the dilemma between the power and usability of authoring tools. This could unlock new possibilities for collaborative approaches in serious games developments.
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Wijaya, Marvin Chandra, Zulisman Maksom, and Muhammad Haziq Lim Abdullah. "A Brief of Review: Multimedia Authoring Tool Attributes." Ingénierie des systèmes d information 26, no. 1 (February 28, 2021): 1–11. http://dx.doi.org/10.18280/isi.260101.

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Multimedia authoring is the process of assembling various types of media content such as audio, video, text, images, and animation into a multimedia presentation using tools. Multimedia Authoring Tool is a useful tool that helps authors to create multimedia presentations. Multimedia presentations are very widely used in various fields, such as broadcast digital information delivery, digital visual communication in smart cars, and others. The Multimedia Authoring tool attributes are the factors that determine the quality of a multimedia authoring tool. A multimedia authoring tool needs to have several attributes so that these tools can be used properly. The purpose of this literature review study is to find the advantages of the multimedia authoring tool attribute in each of the existing studies to produce knowledge on how to create a good quality multimedia authoring tool. These attributes are Editing, Services, Performance, and the Formal Verification Model. Editing attribute is an attribute for interfacing with the author. Followed by Service attribute and performance attribute to check and achieve proper multimedia documents. Since 1998, a multimedia modeling tool has been studied, and up to now, there have been many studies that have focused on one or more of these attributes. This article discusses the existing studies to examine the attributes generated from the studies. Multimedia authoring attributes are very important to study because they are the benchmarks of the software requirement specifications of Multimedia Authoring tools. The use of the Petri net model, the Hoare Logic, and the Simple Interactive Multimedia Model as a formal verification model can improve the performance of the Multimedia Authoring Tool. In the questionnaire that was submitted to the users, it was assessed positively by the users with the improvements in the Multimedia Authoring Tool.
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15

Green, Daniel, Charlie Hargood, and Fred Charles. "Use of Tools." Journal on Computing and Cultural Heritage 14, no. 3 (July 2021): 1–25. http://dx.doi.org/10.1145/3458769.

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The technology supporting Interactive Digital Narrative (IDN) is of particular significance to cultural heritage research. IDN technology provides a means of engagement in cultural heritage sites, a medium for culturally significant stories, and culturally significant story-centric games. While previous work in this space has numerous examples of user experience (UX) evaluations of the interactive narrative works themselves, there is significantly less in terms of evaluation of technology for authoring IDN, creating a UX research space in this area that is focused on the audience and not authors. We propose to balance this focus by considering the UX of authoring tools more closely. In this work, we undertake a review of the state of the art of authoring tools for IDN, such as story-centric games, and report on a rigorous UX evaluation of representative technologies (n = 21). We also address the challenges of UX research for these tools through an original evaluation methodology where authors complete a story composed of representative story features. Our study leads us to conclude seven UX principles for IDN authoring tools that explore both how authors use tools to create story-focused games and how the interface for these tools impacts the creative process.
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16

Kalaja, Marja, Tuuli Lehtisalo, Sven Hult, and Ora Lassila. "Implementing and authoring tool for software: the HyperReader experience." ReCALL 3, no. 5 (November 1991): 5–8. http://dx.doi.org/10.1017/s0958344000002652.

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This paper is about the development of an authoring tool for computerised reading comprehension exercises. The software tools used and some problems encountered using them are described. Using the authoring tools and running the program are discussed and the first experiences reported.
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17

Arndt, Timothy, and Ethan Katz. "Visual software tools for multimedia authoring." Journal of Visual Languages & Computing 21, no. 3 (June 2010): 184–91. http://dx.doi.org/10.1016/j.jvlc.2009.12.005.

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18

Kitchin, John R., Ana E. Van Gulick, and Lisa D. Zilinski. "Automating data sharing through authoring tools." International Journal on Digital Libraries 18, no. 2 (June 11, 2016): 93–98. http://dx.doi.org/10.1007/s00799-016-0173-7.

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19

Mattos, Douglas Paulo De, Débora C. Muchaluat-Saade, and Gheorghita Ghinea. "Beyond Multimedia Authoring." ACM Computing Surveys 54, no. 7 (July 2021): 1–31. http://dx.doi.org/10.1145/3464422.

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The mulsemedia (Multiple Sensorial Media (MulSeMedia)) concept has been explored to provide users with new sensations using other senses beyond sight and hearing. The demand for producing such applications has motivated various studies in the mulsemedia authoring phase. To encourage researchers to explore new solutions for enhancing the mulsemedia authoring, this survey article reviews several mulsemedia authoring tools and proposals for representing sensory effects and their characteristics. The article also outlines a set of desirable features for mulsemedia authoring tools. Additionally, a multimedia background is discussed to support the proposed study in the mulsemedia field. Open challenges and future directions regarding the mulsemedia authoring phase are also discussed.
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20

Stefnisson, Ingibergur, and David Thue. "Mimisbrunnur: AI-Assisted Authoring for Interactive Storytelling." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 14, no. 1 (September 25, 2018): 236–42. http://dx.doi.org/10.1609/aiide.v14i1.13046.

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Authoring in the context of Interactive Storytelling (IS) is inherently difficult, and there is a need for authoring tools that both enable and assist authors in the creation of new content. In this paper, we discuss our approach for creating an AI-assisted authoring tool via the concept of mixed-initiative systems. We introduce our tool, Mimisbrunnur, which uses this concept to assist authors in the creation of story content. We explain how the tool functions and introduce its fundamental components, including Natural Language Processing, a Suggestion Generator, and three authoring modules.
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21

Herder, Jens. "Tools and widgets for spatial sound authoring." Computer Networks and ISDN Systems 30, no. 20-21 (November 1998): 1933–40. http://dx.doi.org/10.1016/s0169-7552(98)00175-5.

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22

Motteram, Gary. "Authoring tools and teacher training for call." System 20, no. 2 (May 1992): 151–60. http://dx.doi.org/10.1016/0346-251x(92)90021-t.

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23

Ritter, Steven, and Stephen B. Blessing. "Authoring Tools for Component-Based Learning Environments." Journal of the Learning Sciences 7, no. 1 (January 1998): 107–32. http://dx.doi.org/10.1207/s15327809jls0701_4.

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24

Baumgartner, U., M. Grumer, M. Jaindl, A. Köstinger, Ch Magele, K. Preis, M. Reinbacher, and S. Voller. "e‐Courseware authoring tools for teaching electrodynamics." COMPEL - The international journal for computation and mathematics in electrical and electronic engineering 22, no. 3 (September 2003): 603–15. http://dx.doi.org/10.1108/03321640310475065.

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25

Pinto, Joaquim Sousa, Joaquim Arnaldo Martins, H. W. J. Borst Pauwels, and Beatriz Sousa Santos. "Hypermedia authoring tools based on OLE technology." Multimedia Tools and Applications 1, no. 3 (September 1995): 245–62. http://dx.doi.org/10.1007/bf01215870.

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26

Becroft, David, Jesse Bassett, Adrian Mejia, Charles Rich, and Candace Sidner. "AIPaint: A Sketch-Based Behavior Tree Authoring Tool." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 7, no. 1 (October 9, 2011): 2–7. http://dx.doi.org/10.1609/aiide.v7i1.12423.

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Current behavior authoring tools force game designers to split their attention between the game context and the tool context. We have addressed this problem by developing a behavior authoring tool that merges these two contexts. This paper outlines the design and implementation of a gameindependent behavior tree authoring tool, called AIPaint, that allows a designer to create and edit behavior trees via a natural sketching interface overlaid on the game world. We demonstrate the use of AIPaint to author computercontrolled characters in two simple games and report on an observational evaluation.
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27

Dang, Kim, and Ronan Champagnat. "An Authoring Tool to Derive Valid Interactive Scenarios." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 9, no. 4 (June 30, 2021): 9–15. http://dx.doi.org/10.1609/aiide.v9i4.12620.

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In recent years, many tools have been proposed to design interactive scenarios. The aim of these tools is to provide users with a framework in order to write a story with many branches which will be unfolded by an artificial intelligence application. However, the consistency and quality of the generated narratives are not guaranteed (deadlocks, flaws, etc.). Previous work has defined the properties of a valid interactive scenario and proposed an approach as well as a tool based on a formal model, Linear Logic, to validate these properties. Nevertheless, the application of this tool requires many special skills and so is not really suitable for normal users. In this paper, we present an authoring tool which allows modeling interactive scenarios and analysing them at the structural level using the deduction rules in Linear Logic. Thanks to our tool, normal users are able to create and validate interactive scenarios in comparison with a rich set of predefined properties/criteria of quality.
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Soh, Leen-Kiat, David Fowler, and Art I. Zygielbaum. "The Impact of the Affinity Learning Authoring Tool on Student Learning." Journal of Educational Technology Systems 36, no. 1 (September 2007): 29–62. http://dx.doi.org/10.2190/et.36.1.d.

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Affinity Learning is a system that allows the user to build a lesson on a subject matter by breaking it down into concepts, misconceptions, assessments, and remediation steps. Examples and questions can also used in these components. Affinity Learning has been found to be effective and can offer critical insights to student learning strategies. Authoring Affinity Learning lesson plans or hierarchies, however, is non-trivial. We have developed two authoring tools: the first tool provides an overall view of the hierarchy with a graphical display of the nodes and links; but the second tool does not. This article reports on a study conducted to test whether the graphical authoring tool can help produce better-quality hierarchies and also help the users learn about the subject matter better than the non-graphical authoring tool. Results show that while the graphical authoring tool can result in better-quality hierarchies, it does not result in better learning.
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Xu, Jie, Luke V. Rasmussen, Pamela L. Shaw, Guoqian Jiang, Richard C. Kiefer, Huan Mo, Jennifer A. Pacheco, et al. "Review and evaluation of electronic health records-driven phenotype algorithm authoring tools for clinical and translational research." Journal of the American Medical Informatics Association 22, no. 6 (July 29, 2015): 1251–60. http://dx.doi.org/10.1093/jamia/ocv070.

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Abstract Objective To review and evaluate available software tools for electronic health record–driven phenotype authoring in order to identify gaps and needs for future development. Materials and Methods Candidate phenotype authoring tools were identified through (1) literature search in four publication databases (PubMed, Embase, Web of Science, and Scopus) and (2) a web search. A collection of tools was compiled and reviewed after the searches. A survey was designed and distributed to the developers of the reviewed tools to discover their functionalities and features. Results Twenty-four different phenotype authoring tools were identified and reviewed. Developers of 16 of these identified tools completed the evaluation survey (67% response rate). The surveyed tools showed commonalities but also varied in their capabilities in algorithm representation, logic functions, data support and software extensibility, search functions, user interface, and data outputs. Discussion Positive trends identified in the evaluation included: algorithms can be represented in both computable and human readable formats; and most tools offer a web interface for easy access. However, issues were also identified: many tools were lacking advanced logic functions for authoring complex algorithms; the ability to construct queries that leveraged un-structured data was not widely implemented; and many tools had limited support for plug-ins or external analytic software. Conclusions Existing phenotype authoring tools could enable clinical researchers to work with electronic health record data more efficiently, but gaps still exist in terms of the functionalities of such tools. The present work can serve as a reference point for the future development of similar tools.
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Kwon, Soon-Il. "Voice Driven Sound Sketch for Animation Authoring Tools." Journal of the Korea Contents Association 10, no. 4 (April 28, 2010): 1–9. http://dx.doi.org/10.5392/jkca.2010.10.4.001.

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HANADA, Keitaro, Azusa UMEMOTO, Yuji SAWADA, and Hisashi SAIGA. "XMDF E-Book Format and Its Authoring Tools." Joho Chishiki Gakkaishi 21, no. 4 (2011): 430–40. http://dx.doi.org/10.2964/jsik.21-430.

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32

Whiteside, Mary F., and J. Alan Whiteside. "Microcomputer Authoring Systems: Valuable Tools for Health Educators." Health Education 18, no. 6 (December 1987): 4–7. http://dx.doi.org/10.1080/00970050.1988.10618024.

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33

Hazen, Margret. "Criteria for Choosing Among Instructional Software Authoring Tools." Journal of Research on Computing in Education 20, no. 2 (December 1987): 156–64. http://dx.doi.org/10.1080/08886504.1987.10781831.

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34

Dabbagh, Nada H., and Jeff Schmitt. "Redesigning Instruction Through Web‐Based Course Authoring Tools." Educational Media International 35, no. 2 (June 1998): 106–10. http://dx.doi.org/10.1080/0952398980350209.

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Bravo, Germán, Rafael Villazón, Augusto Trujillo, and Mauricio Caviedes. "Authoring Tools for KOC — Concepts and Pedagogical Use." International Journal of Architectural Computing 8, no. 2 (September 2010): 183–200. http://dx.doi.org/10.1260/1478-0771.8.2.183.

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36

Hutto, Daniel D., and Shaun Gallagher. "Re-Authoring narrative therapy: Improving our selfmanagement tools." Philosophy, Psychiatry, & Psychology 24, no. 2 (2017): 157–67. http://dx.doi.org/10.1353/ppp.2017.0020.

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37

Adenowo, Adetokunbo Abayomi A., and Basirat A. Adenowo. "Intelligent tutoring system authoring tools: the design characteristics." International Journal of Technology Enhanced Learning 8, no. 2 (2016): 114. http://dx.doi.org/10.1504/ijtel.2016.078080.

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38

Ainsworth, Shaaron, and Piers Fleming. "Evaluating authoring tools for teachers as instructional designers." Computers in Human Behavior 22, no. 1 (January 2006): 131–48. http://dx.doi.org/10.1016/j.chb.2005.01.010.

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39

Then, Matthias, Benjamin Wallenborn, Birgit R. Ianniello, Duc Binh Vu, Michael Fuchs, and Matthias L. Hemmje. "Innovative Authoring Tools for Online-Courses with Assignments - Integrating Heterogeneous Tools of e-Learning Platforms into Hybrid Application Solutions." International Journal of Emerging Technologies in Learning (iJET) 11, no. 02 (February 23, 2016): 12. http://dx.doi.org/10.3991/ijet.v11i02.5108.

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This paper is concerned with an essential topic in e-learning - course content authoring. Besides supporting the concept of Competence-Based Learning (CBL) our solution is aiming to make effective use of an open integration architecture fostering the interoperability of hybrid e-learning solutions. Modern scenarios ask for interoperable software solutions to seamlessly integrate existing e-learning infrastructures and legacy tools with innovative technologies while being cognitively efficient to handle. In this way, prospective users are enabled to use them seamlessly without learning overheads. At the same time, methods of Learning Design (LD) in combination with CBL are getting more and more important to produce and maintain easy to facilitate solutions. Our approach of developing a competence-based course-authoring and assignment-support software bridges the gaps between Moodle and established legacy infrastructures by embedding existing legacy tools via Learning Tools Interoperability (LTI). The underlying conceptual architecture for this integration approach and its components will be introduced; furthermore a Moodle plugin will be outlined, which enables Moodle for LD- and CBL-support including corresponding data exchange with our course authoring tool. The paper concludes with an outlook on future plans for our research and development.
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LABOUR, MICHEL. "Social constructivism and CALL: evaluating some interactive features of network-based authoring tools." ReCALL 13, no. 1 (May 2001): 32–46. http://dx.doi.org/10.1017/s0958344001000416.

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A quality-based authoring tool is defined by its ability to satisfy its users’ needs. In the design and use of such tools in CALL, however, very little reliable information exists about what the tutoring system really does, for example concerning its capacity to create ‘interactive’ lessons. Linked to this, many teachers lack the time and resources to keep up with the latest technological developments, and invariably feel they are under exploiting the possibilities of CALL. This paper proposes a typology of different types of CALL-based interactivity and interaction to help teachers better assess the possibilities of network-based multimedia authoring tools. In adopting a general social constructivist approach, the system of classification looks at how one can link different learning styles, in this case that of Mumford & Honey (1992) Learning Styles, to different types of: (1) on-line learner accompaniment; (2) evaluation of learner production; (3) organised structures of events/states (scenation); (4) data organisation; (5) information units; (6) frequency of choice; (7) choices made available to learners. Finally, a multimedia authoring system, LEM of Speaker (Intranet version 3.30) will serve as a demonstration of the importance of this mode of evaluation to the design and understanding of such authoring tools in CALL.
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Wijaya, Marvin Chandra, Zulisman Maksom, and Muhammad Haziq Lim Abdullah. "Auto-correction of multiple spatial conflicts in multimedia authoring tools." Bulletin of Electrical Engineering and Informatics 12, no. 3 (June 1, 2023): 1657–65. http://dx.doi.org/10.11591/eei.v12i3.4894.

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Multimedia authoring tool serves to facilitate an author to create multimedia presentations. Multimedia authoring tool will convert the multimedia presentation into a document. Mobile devices with different screen sizes that can cause visual media to overlap are called Spatio-temporal conflict. The process in the multimedia authoring tool involves a Spatio-temporal verification process to detect Spatio-temporal conflicts. This study proposes a method for correcting the conflict using a conflict region detection process, Spatio-temporal verification, and auto-correction. The auto-correction method uses two stages of area relocation for vertical conflict and horizontal conflict. The two stages are repeated for the ability to correct up to four conflicting regions. Visual media objects such as overlapping images and videos were successfully separated into non-overlapping media objects. The proposed method succeeded in separating the four media objects that were previously overlapping.
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Arneil, Stewart, and Martin Holmes. "Juggling hot potatoes: decisions and compromises in creating authoring tools for the Web." ReCALL 11, no. 2 (September 1999): 12–19. http://dx.doi.org/10.1017/s0958344000004912.

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This discussion paper outlines some of the decisions and issues involved in creating and using authoring tools for language learning through the World Wide Web. In it, we outline the development of Hot Potatoes, our suite of authoring tools, and attempt to draw conclusions from our experience that will be valuable not only to other developers but also to evaluators and users of authoring software. Areas addressed include exercise design, ability to customise and control the output, support for different browser versions, user-interface design, ancillary technology and technical support.
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43

O'Donnell, Eileen, Séamus Lawless, Mary Sharp, and Vincent P. Wade. "A Review of Personalised E-Learning." International Journal of Distance Education Technologies 13, no. 1 (January 2015): 22–47. http://dx.doi.org/10.4018/ijdet.2015010102.

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The realisation of personalised e-learning to suit an individual learner's diverse learning needs is a concept which has been explored for decades, at great expense, but is still not achievable by non-technical authors. This research reviews the area of personalised e-learning and notes some of the technological challenges which developers may encounter in creating authoring tools for personalised e-learning and some of the pedagogical challenges which authors may encounter when creating personalised e-learning activities to enhance the learning experience of their students. At present educators who wish to create personalised e-learning activities require the assistance of technical experts who are knowledgeable in the area. Even with the help of an expert the creation of personalised e-learning activities still remains a complex process to authors who are new to the concept of tailoring e-learning to suit learner diversity. Before the successful utilisation of adaptive authoring tools can be realised, academic authors need to learn how to effectively use these tools. All learners come to education with a diverse set of characteristics; educators need to decide which learner characteristic(s) they wish to focus on addressing through the use of personalised e-learning activities. Further investigation, evaluation and analyses of authoring tools is required before personalised e-learning to support learner diversity can be achieved by many academics. Research members of the AMAS (2013) project team are currently involved in developing an authoring tool for adaptive activities for e-learning.
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Pereira, Dauster Souza, José Valdeni de Lima, Rafaela Ribeiro Jardim, Paulo Santana Rocha, Francisco Euder dos Santos, and Liane Margarida Rockenbach Tarouco. "HTML5 Authoring Tool to Support the Teaching-Learning Process." International Journal of Innovation Education and Research 7, no. 2 (February 28, 2019): 92–103. http://dx.doi.org/10.31686/ijier.vol7.iss2.1325.

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The objective of this experiment report was to describe the development of studies of authorship tools and creation of educational resources carried out in 2017 by 12 students of the Doctoral Course in “Informatics in Education” of the “Anonymous Institution - Details omitted for double-blind reviewing”, 6 students of the Teleducation discipline and 6 students of the discipline of Hyperdocuments as Teaching Material. The impacts of the use of an authoring tool in the teaching-learning process were explored, focusing the analysis in descriptive aspects. It was concluded that the use of H5P contributed to discussions and reflections on authoring tools, also it was possible to establish an effective relationship between theory and practice, and its use proved to be satisfactory as well as promising for the teaching-learning process.
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45

E, Margaret. "Academic Web Authoring Mulitmedia Development And Course Management Tools." i-manager's Journal of Educational Technology 2, no. 1 (June 15, 2005): 73–101. http://dx.doi.org/10.26634/jet.2.1.911.

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46

Silbar, R. R. "Web delivery of interactive laboratories: comparing three authoring tools." Computing in Science & Engineering 4, no. 5 (September 2002): 74–78. http://dx.doi.org/10.1109/mcise.2002.1032433.

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47

Virvou, Maria, and Eythimios Alepis. "Mobile educational features in authoring tools for personalised tutoring." Computers & Education 44, no. 1 (January 2005): 53–68. http://dx.doi.org/10.1016/j.compedu.2003.12.020.

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48

Petrovica, Sintija, Alla Anohina-Naumeca, and Andris Kikans. "Definition and Validation of the Subset of SCORM Requirements for the Enhanced Reusability of Learning Content in Learning Management Systems." Applied Computer Systems 25, no. 2 (December 1, 2020): 134–44. http://dx.doi.org/10.2478/acss-2020-0015.

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Abstract Nowadays, interoperability of learning management systems is still not very high. The authoring tools can help transfer e-learning content between different learning management systems. However, in this context, they should be able to produce learning content that is compliant with some industry standards. One of the most widely used standards is the SCORM 1.2 release. The research addresses the extension of the functionality of the previously developed content development tool EMMA by incorporating into it the support for the subset of SCORM 1.2 requirements. The paper describes the process of the acquisition, implementation, and validation of the defined requirements. Moreover, it presents the results of the analysis of 33 SCORM authoring tools and 16 SCORM players.
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49

Anwar, Aamir, Ijaz Ul Haq, Imdad Ahmad Mian, Fadia Shah, Roobaea Alroobaea, Saddam Hussain, Syed Sajid Ullah, and Fazlullah Umar. "Applying Real-Time Dynamic Scaffolding Techniques during Tutoring Sessions Using Intelligent Tutoring Systems." Mobile Information Systems 2022 (June 22, 2022): 1–9. http://dx.doi.org/10.1155/2022/6006467.

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An intelligent tutoring system (ITS) is a computer system or software application that is built to replicate human tutors by supporting the theory of “learning by doing.” Even though ITSs have been proven to be successful in academic studies, they still have not found large adoption by the industry due to the complexities of building such systems due to the high technical expertise and domain knowledge requirements. Attempts have been made to build authoring tools that can provide assistance in building tutoring systems; however, most of these tools are targeted toward authors that have considerable programming experience. This research proposes an authoring tool for ITS, which is targeted at novice authors with minimum technical/programming experience and provides real-time scaffolding to learner’s incomplete/incorrect answers using the best scaffolding techniques. Two evaluation techniques were applied for the evaluation of the performance of the proposed authoring tool, e.g., paired t-test analysis and postexperiment survey. The learning gains obtained from paired t-test contend a significant learning gain and improvement in the learning process with enhanced learning performance with multiple scaffolding techniques as compared to single scaffolding technique experience. The postexperiment survey has a notable result that shows the effectiveness of the tutor model that ensures a very user-friendly interface, deploying scaffolding techniques and adequate control of selecting and deploying scaffolding techniques and making the authoring process easy.
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50

Hermawan, Faried. "Using Intelligent Tutoring Systems Through Cognitive Tutor Authoring Tools to Solve Filling Slot Problems." Jurnal Pendidikan Matematika (Kudus) 5, no. 1 (June 26, 2022): 93. http://dx.doi.org/10.21043/jpmk.v5i1.14484.

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<p><span lang="IN">Intelligent Tutoring Systems (ITS) is a computer system that provides instructions and is adapted to students who apply learning by doing theory. Cognitive Tutor Authoring Tools (CTAT) is one of ITS that supports the creation of flexible tutors for simple problems and complex solutions, able to support several strategies so that they can describe what students do when solving problems. In working on the problem of filling the place, students will solve the problem according to the students' logic of thinking. This is because the logic of thinking of each student is different depending on the information he receives. For this reason, in this study, the use of CTAT will be tried in working on filling slot questions using media, namely Intelligent Tutoring Systems (ITS) which uses Cognitive Tutor Authoring Tools (CTAT) tools. In this study, students have obtained the filling slot material first. Only then is the media used which will later be used to work on filling slot questions with different problems. From this research, it was found that the results of the study were increasing students' understanding in working on filling slot questions using Cognitive Tutor Authoring Tools (CTAT) media.</span><span lang="EN-US">So that the Cognitive Tutor Authoring Tools (CTAT) media can be used as an alternative learning media to develop students' understanding of filling slot material.</span></p><p><span lang="EN-US"><br /></span></p><p class="06ContentAbstract">Intelligent Tutoring Systems (ITS) adalah sistem komputer yang memberikan instruksi dan disesuaikan dengan siswa yang menerapkan learning by doing theory. Cognitive Tutor Authoring Tools (CTAT) merupakan salah satu ITS yang mendukung terciptanya tutor yang fleksibel untuk masalah sederhana dan solusi kompleks, mampu mendukung beberapa strategi sehingga dapat menggambarkan apa yang dilakukan siswa saat menyelesaikan masalah. Dalam mengerjakan soal aturan pengisian tempat, siswa akan menyelesaikan soal tersebut sesuai dengan logika berpikir siswa. Hal ini dikarenakan logika berpikir setiap siswa berbeda-beda tergantung dari informasi yang diterimanya. Untuk itu pada penelitian ini akan dicoba penggunaan CTAT dalam mengerjakan soal aturan pengisian tempat menggunakan media yaitu Intelligent Tutoring Systems (ITS) yang menggunakan tools Cognitive Tutor Authoring Tools (CTAT). Pada penelitian ini siswa telah memperoleh materi aturan pengisian tempat terlebih dahulu. Baru kemudian digunakan media yang nantinya akan digunakan untuk mengerjakan soal aturan pengisian tempat dengan soal yang berbeda. Dari penelitian ini diketahui bahwa hasil penelitian adalah peningkatan pemahaman siswa dalam mengerjakan soal aturan pengisian tempat menggunakan media Cognitive Tutor Authoring Tools (CTAT). Sehingga media Cognitive Tutor Authoring Tools (CTAT) dapat digunakan sebagai media pembelajaran alternatif untuk mengembangkan pemahaman siswa terhadap materi aturan pengisian tempat.</p><p><span lang="EN-US"><br /></span></p>
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