ReaderBench goes Online: A Comprehension-Centered Framework for Educational Purposes

Gabriel Gutu; Mihai  Dascalu; Stefan Trausan-Matu; Philippe Dessus

ReaderBench goes Online: A Comprehension-Centered Framework for Educational Purposes

Gabriel Gutu, Mihai Dascalu, Stefan Trausan-Matu, Philippe Dessus

Research output: Chapter in Book/Report/Conference proceeding › Conference Article in proceeding › Academic › peer-review

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Abstract

In this paper we introduce the online version of our
ReaderBench framework, which includes multi-lingual
comprehension-centered web services designed to
address a wide range of individual and collaborative
learning scenarios, as follows. First, students can be
engaged in reading a course material, then eliciting their
understanding of it; the reading strategies component
provides an in-depth perspective of comprehension
processes. Second, students can write an essay or a
summary; the automated essay grading component
provides them access to more than 200 textual complexity
indices covering lexical, syntax, semantics and discourse
structure measurements. Third, students can start
discussing in a chat or a forum; the Computer Supported
Collaborative Learning (CSCL) component provides indepth
conversation analysis in terms of evaluating each
member’s involvement in the CSCL environments.
Eventually, the sentiment analysis, as well as the
semantic models and topic mining components enable a
clearer perspective in terms of learner’s points of view
and of underlying interests

Original language	English
Title of host publication	13th International Conference on Human Computer Interaction, RoCHI 2016
Editors	Adrian Iftene, Jean Vanderdonckt
Publisher	MATRIX ROM
Pages	95-102
Publication status	Published - 27 Sept 2016
Externally published	Yes
Event	13th International Conference on Human Computer Interaction, RoCHI 2016, Iasi, Romania, September 8-9, 2016 - Iasi, Romania Duration: 8 Sept 2016 → 9 Sept 2016 https://dblp.org/db/conf/rochi/rochi2016.html

Conference

Conference	13th International Conference on Human Computer Interaction, RoCHI 2016, Iasi, Romania, September 8-9, 2016
Abbreviated title	13th RoCHI 2016
Country/Territory	Romania
City	Iasi
Period	8/09/16 → 9/09/16
Internet address	https://dblp.org/db/conf/rochi/rochi2016.html

Keywords

sentiment analysis
semantic models
topic mining
automated essay grading
reading strategies
Computer supported collaborative learning
ReaderBench framework

Access to Document

RoCHI2016Final published version, 1.49 MBLicence: CC BY-NC

Rage: Realising an Applied Gaming Eco-system
Westera, W. (PI), Georgiadis, K. (CoI), Saveski, G. (CoI), van Lankveld, G. (CoI), Bahreini, K. (CoI), van der Vegt, W. (CoI), Berkhout, J. (CoI), Nyamsuren, E. (CoI), Kluijfhout, E. (CoI) & Nadolski, R. (CoI)
European Union
1/02/15 → 31/07/19
Project: Research

Cite this

@inproceedings{eae8d2d1a3ef439a93c344baea582363,

title = "ReaderBench goes Online: A Comprehension-Centered Framework for Educational Purposes",

abstract = "In this paper we introduce the online version of ourReaderBench framework, which includes multi-lingualcomprehension-centered web services designed toaddress a wide range of individual and collaborativelearning scenarios, as follows. First, students can beengaged in reading a course material, then eliciting theirunderstanding of it; the reading strategies componentprovides an in-depth perspective of comprehensionprocesses. Second, students can write an essay or asummary; the automated essay grading componentprovides them access to more than 200 textual complexityindices covering lexical, syntax, semantics and discoursestructure measurements. Third, students can startdiscussing in a chat or a forum; the Computer SupportedCollaborative Learning (CSCL) component provides indepthconversation analysis in terms of evaluating eachmember{\textquoteright}s involvement in the CSCL environments.Eventually, the sentiment analysis, as well as thesemantic models and topic mining components enable aclearer perspective in terms of learner{\textquoteright}s points of viewand of underlying interests",

keywords = "sentiment analysis, semantic models, topic mining, automated essay grading, reading strategies, Computer supported collaborative learning, ReaderBench framework",

author = "Gabriel Gutu and Mihai Dascalu and Stefan Trausan-Matu and Philippe Dessus",

year = "2016",

month = sep,

day = "27",

language = "English",

pages = "95--102",

editor = "Adrian Iftene and Jean Vanderdonckt",

booktitle = "13th International Conference on Human Computer Interaction, RoCHI 2016",

publisher = "MATRIX ROM",

address = "Romania",

note = "13th International Conference on Human Computer Interaction, RoCHI 2016, Iasi, Romania, September 8-9, 2016, 13th RoCHI 2016 ; Conference date: 08-09-2016 Through 09-09-2016",

url = "https://dblp.org/db/conf/rochi/rochi2016.html",

}

Gutu, G, Dascalu, M, Trausan-Matu, S & Dessus, P 2016, ReaderBench goes Online: A Comprehension-Centered Framework for Educational Purposes. in A Iftene & J Vanderdonckt (eds), 13th International Conference on Human Computer Interaction, RoCHI 2016. MATRIX ROM, pp. 95-102, 13th International Conference on Human Computer Interaction, RoCHI 2016, Iasi, Romania, September 8-9, 2016, Iasi, Romania, 8/09/16.

ReaderBench goes Online: A Comprehension-Centered Framework for Educational Purposes. / Gutu, Gabriel; Dascalu, Mihai ; Trausan-Matu, Stefan et al.
13th International Conference on Human Computer Interaction, RoCHI 2016. ed. / Adrian Iftene; Jean Vanderdonckt. MATRIX ROM, 2016. p. 95-102.

Research output: Chapter in Book/Report/Conference proceeding › Conference Article in proceeding › Academic › peer-review

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AU - Trausan-Matu, Stefan

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N2 - In this paper we introduce the online version of ourReaderBench framework, which includes multi-lingualcomprehension-centered web services designed toaddress a wide range of individual and collaborativelearning scenarios, as follows. First, students can beengaged in reading a course material, then eliciting theirunderstanding of it; the reading strategies componentprovides an in-depth perspective of comprehensionprocesses. Second, students can write an essay or asummary; the automated essay grading componentprovides them access to more than 200 textual complexityindices covering lexical, syntax, semantics and discoursestructure measurements. Third, students can startdiscussing in a chat or a forum; the Computer SupportedCollaborative Learning (CSCL) component provides indepthconversation analysis in terms of evaluating eachmember’s involvement in the CSCL environments.Eventually, the sentiment analysis, as well as thesemantic models and topic mining components enable aclearer perspective in terms of learner’s points of viewand of underlying interests

AB - In this paper we introduce the online version of ourReaderBench framework, which includes multi-lingualcomprehension-centered web services designed toaddress a wide range of individual and collaborativelearning scenarios, as follows. First, students can beengaged in reading a course material, then eliciting theirunderstanding of it; the reading strategies componentprovides an in-depth perspective of comprehensionprocesses. Second, students can write an essay or asummary; the automated essay grading componentprovides them access to more than 200 textual complexityindices covering lexical, syntax, semantics and discoursestructure measurements. Third, students can startdiscussing in a chat or a forum; the Computer SupportedCollaborative Learning (CSCL) component provides indepthconversation analysis in terms of evaluating eachmember’s involvement in the CSCL environments.Eventually, the sentiment analysis, as well as thesemantic models and topic mining components enable aclearer perspective in terms of learner’s points of viewand of underlying interests

KW - sentiment analysis

KW - semantic models

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KW - reading strategies

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ER -

ReaderBench goes Online: A Comprehension-Centered Framework for Educational Purposes

Abstract

Conference

Keywords

Access to Document

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Rage: Realising an Applied Gaming Eco-system

Cite this