eLearning Vision 2020!

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eLSE 2016 Editor

Ion ROCEANU Dirk DUBOIS

Florica MOLDOVEANU

Ioana STANESCU

Daniel BELIGAN

Maria Iuliana DASCALU

Dragos BARBIERU

eLearning Vision 2020! Volume I

eLearning and Software for Education Conference Bucharest, April 21 – 22, 2016

_______________________________ Publisher: “CAROL I” National Defence University Publishing House Director: Alexandru STOICA Panduri Street, 68-72 Bucharest Phone: +40213194880 _______________________________

ISSN 2066-026X ISSN-L 2066-026X

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This work is subject to copyright. All rights are reserved, whether the whole part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting reproduction on microfilm or in any other way, and storage on databanks. Duplication of this publication or parts thereof is permitted only under the provisions of the Romanian Copyright Law of March 14, 1996 in its current version, and permission for use will always be obtained from Carol I National Defence University. Violations are liable for prosecution under the Romanian Copyright Law. The use of general descriptive names, registered names, trademarks, etc. in this publication does not imply, even in the absence of the specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for the general use. Administrative & Technical Committee Daniel BELIGAN, Dragos BARBIERU, Catalin RADU, Gheoghe ANGHEL, Stefanel ROSCAN, Gabriel DOBRESCU, Mariana BUNEA, Gheorghe DUMITRESCU,

"Carol I" National Defense University, Romania, "Carol I" National Defense University, Romania "Carol I" National Defense University, Romania "Carol I" National Defense University, Romania "Carol I" National Defense University, Romania "Carol I" National Defense University, Romania "Carol I" National Defense University, Romania "Carol I" National Defense University, Romania

Technical editor Gabriela CHIRCORIAN

"Carol I" National Defense University, Romania

eLSE 2016 The 12th International Scientific Conference “eLearning and Software for Education”

eLearning Vision 2020!

Volume I

Conference Chairman: Professor Dr. Ion ROCEANU, “Carol I” National Defence University, Bucharest, Romania Scientific Committee: Prof. Dr. Adrian CURAJ, Minister of National Education and Scientific Research, Romania Dr. Romita IUCU, Vice-Rector, University of Bucharest, Romania Dr. Vasilica GRIGORE, Vice-Rector, National University of Physical Education and Sport Bucharest, Romania Prof. Dr. Eng. Florica MOLDOVEANU, Dean, Faculty of Automatic Control and Computers, University POLITEHNICA of Bucharest, Romania Dr. Lucian Ion CIOLAN, Dean, Faculty of University of Bucharest, Romania Dr. Jannicke BAALSRUD HAUGE, Bremer Institut fur Produktion und Logistik (BIBA), Germany Dr. Doina BANCIU, National Institute for Research & Development in Informatics Bucharest, Romania Dr. Francesco BELLOTTI, University of Genoa, Italy Dr. Mirela BLAGA, "Gheorghe Asachi" Technical University of Iasi, Romania Dr. Horia CIOCARLIE, "Politehnica" University Timisoara, Romania Dr. Adrian ADASCALITEI, "Gheorghe Asachi" Technical University of Iasi, Romania Dr. Carmen Elena CIRNU, National Institute for Research & Development in Informatics Bucharest, Romania Dr. Anca Daniela IONITA, University POLITEHNICA of Bucharest, Romania Dr. Anca Cristina COLIBABA, "Grigore T.Popa" University of Medicine and Pharmacy of Iasi, Romania Dr. Stefan COLIBABA, "Alexandru Ioan Cuza" University of Iasi, Romania Dr. Vladimir CRETU, "Politehnica" University Timisoara, Romania Dr. Sara DE FREITAS, Serious Games Institute, Coventry University Technology Park, United Kingdom Dr. Alessandro GLORIA, University of Genoa, Italy Dr. Gabriela GROSSECK, West University of Timisoara, Romania Dr. Christian GLAHN, Open University of the Netherlands, Netherland Dr. Carmen HOLOTESCU, "Politehnica" University Timisoara, Romania Dr. Phil ICE, American Public University System, West Virginia, USA

Dr. Olimpius ISTRATE, International Federation of Red Cross and Red Crescent Societies, Switzerland Dr. Malinka IVANOVA, Technical University of Sofia, Bulgariageir Radu JUGUREANU, SIVECO Romania, Romania Dr. John FISCHER, Bowling Green Ohio State University, Ohio Dr. Theo LIM, Heriot-Watt University, UK Dr. Bogdan LOGOFATU, University of Bucharest Faculty of Psychology and Educational Sciences, Romania Dr. Alin MOLDOVEANU, "Politehnica" University Bucharest, Romania Dr. George MOUZAKITIS, Educational Organization eDEKA, Greece Dr. Laura MURESAN, Academy of Economic Studies Bucharest, Romania Dr. Michela OTT, Institute for Educational Technology, CNR, Italy Dr. Knud ILLERIS, Aarhus University, Denmark Dr. Cristina MIRON, University of Bucharest, Romania Dr. Florin POPENTIU -VLADICESCU, University of Oradea, Romania Dr. Cristina NICULESCU, Research institute for Artificial Intelligence, Romania Mr. Cosmin HERMAN, SC eLearning & Software SRL, Romania Dr. Stefan TRAUSAN-MATU, "Politehnica" University Bucharest, Romania Dr. Neculai Eugen SEGHEDIN, "Gheorghe Asachi" Technical University of Iasi, Romania Dr. Virgil POPESCU, University of Craiova, Romania Dr. Emanuel SOARE, University of Pitesti, Romania Ioana STANESCU, ADL Romania Association, Romania Dr. Monica STANESCU, National University of Physical Education and Sport of Bucharest, Romania Dr. Veronica STEFAN, "Valahia" University of Targoviste, Romania Dr. Teodora Daniela CHICIOREANU, "Politehnica" University Bucharest, Romania Dr. Katheryna SYNYTSYA, IRTC ITS, Ukraine Dr. Marin VLADA, University of Bucharest, Romania

CONTENTS eEDUCATION and eTRAINING: CHALLENGES AND TRENDS IN CRISIS MANAGEMENT AND SECURITY AND DEFENCE .................................................11 Jochen REHRL MOBILE APPLICATIONS FOR CONCEPT MAPS: ANALYSIS AND PROPOSED CRITERIA FOR ITS USE IN EDUCATION ...................................................17 Roberto BAELO, Rosa-Eva VALLE EVALUATION OF DOCTORAL AND POSTDOCTORAL FELLOWSHIP PROGRAM USING MULTIPLE REGRESSION ANALYSIS RELATED TO THE RESEARCH EXPERIENCE ..............................................................................................24 Mihail ANTON STEPS IN DEVELOPING AN ENGLISH E-CLASS BASED ON LISTENING ..........................30 Alina BALAGIU, Dana ZECHIA ANALYSIS OF HUMAN BIO-BEHAVIOR AND EYE MOVEMENTS CORRELATED WITH INDUCED POSITIVE / NEGATIVE EMOTIONAL LEVEL ...............38 Mihaela Ioana BARITZ THE TRANSITION FROM CLASSIC TO DIGITAL TEXTBOOKS – THE CASE OF HISTORY TEACHING ...........................................................................................45 Carol CAPITA, Laura-Elena CAPITA CAMPUS INFORMATION SYSTEMS FOR ENHANCING QUALITY AND PERFORMANCE IN A SMART CITY HIGH EDUCATION ENVIRONMENT ..............50 Virgil CHICHERNEA, Dan SMEDESCU IMPACT OF WEB 3.0 ON THE EVOLUTION OF LEARNING ......................................................57 Ana Maria CHISEGA-NEGRILĂ THE CHALLENGE OF CREATIVITY FOR THE STUDENTS OF THE DIGITAL AGE .....................................................................................................................63 Roxana- Sorina CONSTANTINESCU HIGHER EDUCATION ELEARNING PROGRAMS - A BRIEF ANALYSIS OF THE SHORT FUTURE TRENDS AND CHALLENGES .........................................................69 Iuliana DOBRE INCREASING ORGANIZATIONAL INTELLIGENCE – A TECHNOLOGY-BASED LEARNING MODEL ..........................................................................77 Teodora DOBRE, Florentina HĂHĂIANU THE IMPORTANCE OF NATURAL USER INTERFACE IN DESIGNING MOBILE LEARNING APPS .................................................................................83 Mircea GEORGESCU, Roxana - Marina POPA STRAINU AN APPROACH ABOUT TURNING CHALLENGES INTO OPPORTUNITIES USING INTERNET OF THINGS ......................................................................................................90 Mircea GEORGESCU, Roxana HUCANU

AN INFORMATIONAL MODELLING VIEWPOINT OVER THE PRODUCT CONCEPTUAL SPACE ...........................................................................98 Dragoş ILIESCU, Marian GHEORGHE FUNDAMENTAL RESEARCH CONCERNING THE MODELS OF CONSTRUCTING MATHEMATICAL CONCEPTS .............................................................103 Costică LUPU E-LEARNING IN FASHION DESIGN AT THE NATIONAL UNIVERSITY OF ARTS BUCHAREST 2020 ..........................................................................................................111 Alexandru IOAN-MĂRGINEAN INFORMATION RESOURCES MANAGEMENT BASED ON FEEDBACK THEORY IN A MILITARY ORGANIZATION ..............................................115 Laurian GHERMAN, Ovidiu MOȘOIU, Vasile BUCINSCHI KNOWLEDGE MANAGEMENT UTILIZATION IN ORGANIZATIONS: EMPIRICAL EVIDENCE.................................................................................................................122 Zlatko NEDELKO, Carmen Elena CIRNU, Vojko POTOCAN

ANDRAGOGICAL SELF-ASSESSMENT OF ONLINE LEARNING .............................128 Cristina NICOLAESCU DEVELOPMENT OF COMMUNICATION COMPETENCIES REQUIRED IN BUSINESS THROUGH BLENDED LEARNING.....................................................................134 Aurel Mircea NIȚĂ, Ionela Gabriela SOLOMON E-LEARNING EXPERIENCES IN NON-EUROPEAN COUNTRIES (SYRIA AND TURKEY) ..................................................................................................................140 Corina SAK-COLAREZA, Mona HAMMAMI, Ioan NEACȘU, Luciana MIHAI RETHINKING EDUCATION WITH COGNITIVE MAPS ........................................................144 Nicoleta SĂMĂRESCU 23 SERIOUS GAMES DEVELOPMENT FRAMEWORK A FUNCTIONAL MODEL ON FLOOD SITUATIONS ...............................................................149 Ionut SCAETEANU, Adriana MALUREANU VISUAL PROGRAMMING FOR TEACHING STATISTICAL MODELING AND SIMULATION ..................................................................................................158 Daniela TUDORICĂ ANALYSIS OF THE ALTRUISTIC DIMENSION OF CSCL CHATS.......................................166 Mohammad Hamad ALLAYMOUN, Stefan TRAUSAN-MATU ASSESSING THE IMPACT OF LEARNING ACTIVITIES THROUGH BUSINESS INTELLIGENCE TYPE TOOLS...........................................................174 Mihai ANDRONIE THE USAGE OF TECHNOLOGICAL INNOVATIONS IN THE PROCESS OF EDUCATIONAL COMMUNICATION .................................................182 Gabriela CĂPĂȚÎNĂ, Roxana-Denisa STOENESCU EAECRYPT TOOL FOR UNDERSTANDING MODERN AND COMPLEX CRYPTOGRAPHIC ALGORITHMS ..............................................................188 Cristina-Loredana DUTA, Laura GHEORGHE, Nicolae TAPUS

ARGUMENTATION IN A SECOND-SCREEN EDUCATIONAL PLATFORM ......................202 Veronica JASCANU, Nicolae JASCANU AN INTERCHANGE FORMAT FOR SECOND-SCREEN EDUCATIONAL PLATFORMS ......................................................................................................208 Nicolae JASCANU, Veronica JASCANU THE ROLE OF THE MARITIME SIMULATORS IN EVALUATING THE PRACTICAL COMPETENCIES OF GRADUATED STUDENTS IN ORDER TO ACCOMPLISH OFFICER OF THE WATCH DUTIES ONBOARD VESSELS .......................................................................................................................216 Sergiu LUPU, Andrei POCORA, Florin NICOLAE, Cosmin KATONA, Elena Carmen LUPU WHAT IS IT LIKE TO BE AN ENTREPRENEUR? A FRAMEWORK FOR ANALYSING MULTIVOICEDNESS OF MEANING IN GAMIFIED LEARNING PLATFORMS ...................................................................................223 Răzvan RUGHINIȘ, Daniel ROSNER, Ștefania MATEI NAMED ENTITIES DISTRIBUTION IN NEWSPAPER ARTICLES ........................................231 Liviu Sebastian MATEI, Ştefan TRĂUŞAN MATU BUSINESS INTELLIGENCE IN eLEARNING .............................................................................239 Aida Maria POPA PULSATING MULTILAYER PERCEPTRON..............................................................................243 Valentin PUPEZESCU CREATING A MOBILE APPLICATION ON ANDROID PLATFORM FOR AN E-LEARNING SYSTEM OF RESOURCE MANAGEMENT FOR A HISTORIC SITE WITH ARCHAEOLOGICAL AND ARCHITECTURAL COMPONENTS ...................................................................................251 Radu RĂDESCU, Victor PAVEL AN ADAPTIVE SOLUTION FOR MANAGING THE MODULE OF AUTOMATIC ALLOCATION OF OPTIONAL ASSIGNMENTS IN THE EASY-LEARNING ONLINE EDUCATION PLATFORM ............................................259 Radu RĂDESCU, Mihai URECHE, Valentin PUPEZESCU LODRO: USING CULTURAL ROMANIAN OPEN DATA TO BUILD NEW LEARNING APPLICATIONS ...............................................................................................267 Octavian RINCIOG, Vlad POSEA THE DIGITAL RHETORIC OF PREZI. VISUAL RE-PRESENTATIONS OF DEPRESSION AND OTHER PSYCHOLOGICAL CONDITIONS ......................................275 Cosima RUGHINIȘ, Bogdana HUMĂ, Sergiu COSTEA MAKING E-MOBILITY SUITABLE FOR ELDERLY ................................................................283 Ovidiu Andrei SCHIPOR, Irina MOCANU AUTOMATIC ANALYSIS OF PAUSES IN COLLABORATIVE LEARNING CHATS..........289 Sibel DENISLEAM (MOLOMER), Stefan TRAUSAN-MATU TAKING THE PULSE OF THE CLASSROOM WITH RESPONSE TECHNOLOGY ...........297 George Adrian STOICA, Raoul Pascal PEIN

ACCELERATING ELEARNING FOR CLOUD SERVICES AND BIG DATA PLATFORMS IN HEALTHCARE ..................................................................................................304 George SUCIU, Gyorgy TODORAN, Raluca BANICA THE RESOURCES USED BY THE STUDENTS FOR LEARNING PROGRAMMING SUBJECTS ........................................................................................................312 Alin ZAMFIROIU, Carmen ROTUNĂ IT-SUPPORTED LIFELONG LEARNING PRACTICES IN DANUBE REGION COUNTRIES ..............................................................................................320 Roxana POSTELNICU, Maria-Iuliana DASCALU, Constanta-Nicoleta BODEA, Anca MORAR, Alin MOLDOVEANU, Bianca TESILA, Alexandru MITREA HEALTHCARE PREDICTIVE MODEL BASED ON BIG DATA FUSION FROM BIOMEDICAL SENSORS ...................................................................................................328 Raluca Maria AILENI FROM GAME DESIGN TO GAMIFICATION AND SERIOUS GAMING – HOW GAME DESIGN PRINCIPLES APPLY TO EDUCATIONAL GAMING .......................334 Oana BĂLAN, Alin MOLDOVEANU, Florica MOLDOVEANU, Anca MORAR A PRACTICAL SURVEY ON HEALTH MONITORING DEVICES AND THEIR IMPACT ON QUALITY OF LIFE ...........................................................................342 Viviana Elena Sînziana DINU, Tudor Ion CODÂRNAI, Maria-Iuliana DASCALU, Alin MOLDOVEANU, Cristian TASLITCHI, Ionut NEGOI CASE STUDY: USING THE TRAINING FIRM CONCEPT TO DEVELOP THE BUSINESS COMPETENCIES OF SCHOOL STUDENTS .................................................350 Cătălin HĂNŢULIE, Cristian MUSTAŢĂ, Elena Laura TRIFAN CASE STUDY: USING THE TOPSIM GENERAL MANAGEMENT 2 BUSINESS SIMULATION SOFTWARE TO DEVELOP THE KEY ENTREPRENEURSHIP COMPETENCES ....................................................................................356 Cristian MUSTAŢĂ, Elena Laura TRIFAN, Cătălin HĂNŢULIE COGNITIVE TRAINING GAMES TO IMPROVE LEARNING SKILLS .................................360 Cosmin – Daniel NICHIFOR, Maria – Iuliana DASCĂLU, Ana – Maria NEAGU, Alin MOLDOVEANU, Constanța – Nicoleta BODEA VIRTUAL REALITY FOR EDUCATION AND TRAINING IN DENTISTRY .........................367 Ionel-Bujorel PĂVĂLOIU, Radu IOANIŢESCU, George DRĂGOI, Sorin GRIGORESCU, Simona Andreea SANDU CONTINUOUS KNOWLEDGE – CONSTRUCTION AND CONSOLIDATION OF A NATION.......................................................................................373 Oana BĂLAN, Alin MOLDOVEANU, Florica MOLDOVEANU, Anca MORAR MODEL OF EVALUATION USING QUESTIONS WITH SPECIFIED SOLVING TIME .............................................................................................379 Daniel NIJLOVEANU, Nicolae BOLD, Ion Alexandru POPESCU MLEARNING APPLICATION FOR ECOSYSTEM SERVICES ASSESSMENT ON SITE ..................................................................................................................386 Cristina SAVIN, Călin COJOCARU, Florica MOLDOVEANU, Alin MOLDOVEANU

A SURVEY OF VIRTUAL REALITY APPLICATIONS AS PSYCHOTHERAPEUTIC TOOLS TO TREAT PHOBIAS ...................................................392 Iulia-Cristina STĂNICĂ, Maria-Iuliana DASCALU, Alin MOLDOVEANU, Constanta-Nicoleta BODEA, Sorin HOSTIUC ELEARNING AND MOBILE APPLICATIONS IN PALLIATIVE CARE ................................400 Dana Mihaela VÎLCU NEW PERSPECTIVES ON DISTANCE LEARNING IN INTELLIGENCE EDUCATION ................................................................................................405 Adriana Meda UDROIU BUSINESS CONTINUITY APPLIED TO eEDUCATION ...........................................................409 Olga Maria Cristina BUCOVETCHI, Dorel BADEA, Cristina Petronela SIMION THE ROLE OF THE DIGITAL ENVIRONMENT IN INTELLIGENCE ANALYSIS .............415 Ruxandra BULUC MANAGEMENT OF ELEARNING PLATFORMS SECURITY ................................................422 Ioan-Cosmin MIHAI, Laurențiu GIUREA NEW BIG DATA MODEL BASED ON SOCIAL LEARNING ENVIRONMENT USING ARTIFICIAL INTELLIGENCE.........................................................................................428 Marius Iulian MIHĂILESCU, Ştefania Loredana NIŢĂ, Valentin Corneliu PAU EU AND CYBER SECURITY ..........................................................................................................436 Dragoş Ionuţ ONESCU DYNAMIC FLIGHT SIMULATORS - THE ONGOING PARADIGM IN TRAINING HIGH PERFORMANCE PILOTS ........................................................................442 Dragos POPESCU, Adrian MACOVEI EXPERIENCE WITH AN EXPERT SYSTEM OF ON-GROUND HYPOXIA TRAINING......................................................................................................................450 Dragos POPESCU, Adrian MACOVEI SCHEDULING RESOURCE ALLOCATION – A MAJOR ISSUE IN IMPLEMENTING PROJECTS WITHIN ORGANIZATIONS ..............................................457 Mirela PUŞCAŞU, Luiza Maria COSTEA DECISION MODELS IN ROMANIAN BANKING SECTOR AFTER THE LAST WORLD FINANCIAL CRISIS: AN AHP APPROACH ............................463 Andrei RĂDUȚU, Ionuț Daniel POP THE MODELING OF THE AIR DEFENCE INTEGRATED SYSTEMS SUCH AS MULTIAGENTS ONES ..................................................................................................471 Vasile ŞANDRU THE IMPORTANCE OF EDUCATION RELATED TO CYBER CRIMES IN THE TRAINING INSTITUTIONS DEDICATED TO PUBLIC ORDER AND NATIONAL SECURITY-A CASE STUDY FOCUSED ON ROMANIAN MINISTRY OF INTERNAL AFFAIRS...........................................................................................481 Alexandra TULVAN, Georgică PANFIL APPROACHING ASSESSMENT IN EDUCATIONAL GAMES ................................................485 Antoniu STEFAN, Ioana Andreea STANESCU, Jannicke Baalsrud HAUGE, Sylvester ARNAB

LEARNING COMPUTER PROGRAMMING THROUGH GAMES DEVELOPMENT .........492 Slavina IVANOVA “SERIOUS GAMES” FOR SERIOUS VISION PROBLEMS OF CHILDREN .........................498 Mihaela Ioana BARITZ TEACHING PROGRAMMING BY DEVELOPING GAMES IN ALICE ..................................503 Adrian FLOREA, Arpad GELLERT, Delilah FLOREA, Adrian-Cristian FLOREA REAL COMPLEX TRAVEL ............................................................................................................511 Corina GROSU, Marta GROSU GAMIFICATION IN HIGHER EDUCATION: KAZAN FEDERAL UNIVERSITY PRIMER................................................................................................519 Airat KHASIANOV, Irina SHAKHOVA, Bulat GANIEV GAMIFYING EDUCATION WORLD OF SCHOOL – A C# APPLICATION..........................523 Liviu-Dragos ENACHE, Dragos-Paul POP LEARNING BY GAMES; A STUDY CASE OF THE COFFE PROJECT IMPLEMENTATION IN ROMANIA .............................................................................................529 Muguraş MOCOFAN IBM INNOV8 BUSINESS SIMULATION GAMES FOR E-LEARNING AND EDUCATION ............................................................................................................................534 Ionel-Bujorel PĂVĂLOIU, Ana-Maria NEAGU, George DRĂGOI, Sebastian Marius ROSU GENDER AND IDENTITY IN VIDEO GAMES AS A VIRTUAL LEARNING ENVIRONMENT.........................................................................................................541 Matilda STÅHL GAMIFICATION FOR ACCELERATING THE GO-TO-MARKET OF ELECTRIC VEHICLE BATTERIES .......................................................................................547 George SUCIU, Cristina BUTCA, Lucian NECULA A WEB-BASED 3D LUNG ANATOMY LEARNING ENVIRONMENTUSING GAMIFICATION ..................................................................................556 Tamara VAGG, Sabin TABIRCA, Nicola RONAN, Barry J. PLANT, Joe EUSTACE A SCIENCE FICTION SERIOUS GAME FOR LEARNING PROGRAMMING LANGUAGES ...................................................................................................561 Andrei VASILATEANU, Sebastian WYRAZIC, Bujor PAVALOIU USING INTERACTIVE GAME-BASED ANIMATIONS FOR TEACHING AND LEARNING SORTING ALGORITHMS ..............................................................................565 Ladislav VÉGH INDEX OF AUTHORS ......................................................................................................................571

The 12th International Scientific Conference eLearning and Software for Education Bucharest, April 21-22, 2016 10.12753/2066-026X-16-002

MOBILE APPLICATIONS FOR CONCEPT MAPS: ANALYSIS AND PROPOSED CRITERIA FOR ITS USE IN EDUCATION

Roberto BAELO, Rosa-Eva VALLE Faculty of Education. University of León. Spain. [email protected]; [email protected]

Abstract: The learning orientation towards the acquisition of basic competencies represents a shift in the ways of learning. In order to solve the problems of everyday life (present and future), the emphasis is on the achievement of basic skills that integrate formal (academic), non-formal and informal learning. In addition, they attempt to encourage the development of lifelong learning. In this paper, we use the "Digital Competence" and "Learning to Learn" as a starting point for the analysis of different mobile applications (apps). The “Digital Competence” is based on the acquisition of skills to obtain, process, organize and communicate information with the intention to transform it into knowledge, using different resources and based on ICT supports. Meanwhile, the "Learning to Learn" competence is based on the acquisition of the necessary skills that allow us to regulate our own learning processes in an autonomous and efficient way. The development of this competence involves assimilation and awareness of the abilities that come into play in learning as finding, understanding, selection, analysis, synthesis and association of relevant information. According to the latest contributions of neurocognitive and constructivist psychology, mind and concept maps are highly useful strategies for the development of the competencies mentioned above. This study is based on two objectives: 1. Perform an updated review of the major scientific contributions related to the development and implementation of concept maps with educational purposes; 2. Analyse the most frequent apps that are used which allow the development of concept maps. In this way, we obtain information on the relevance and variety of work areas in which mind maps are used, defining criteria analysis for the apps. Based on these criteria, apps are analysed according to the intended purpose. The procedure used comes from a review of the most relevant scientific production on the topics addressed (250 retrieved documents), included in the database Web of Science (ISI) and Scopus. The recovered production is analysed according to the areas of knowledge, education levels, years, countries and major conclusions. In addition, we developed a matrix analysis including forty apps for the development of concept and mind maps. These apps have been analysed according to the degree of compliance with the following criteria; usability; accessibility, visual design, interaction design, portability, cost, support/setting and synchronization. Finally, the paper concludes by synthesizing the most important contributions and giving a series of recommendations for the use of mobile applications for the elaboration of concept maps with educational purposes. Keywords: m-learning; mobile apps; mind map; concept maps; mobile devices.

I. 1.1

INTRODUCTION What are the concept maps?

Concept Map [1] is a tool used for graphical representation of knowledge through concepts network (nodes) and links related to the concepts. They are instruments of representation and organization of knowledge. Some characteristics which differentiate them from other graphic aids are: the hierarchy of content or inclusiveness, the general concepts appear in the middle or top part of the map and the inclusion of sub-categories or sub-concepts of the topic; synthesis, as the relevant selection of the most important content on the topic you are working on; the visual impact, where the map must show clearly and concisely the relationship between the main ideas in a global way. For the development of a concept map is recommended to follow certain steps:

1. Enumeration, lists or brainstorming on terms related to the topic. 2. Group, as the association of related terms searching categories and reviewing the use of synonymous. 3. Order, as the concept classification from the most abstract or general to the most specific. 4. Representation, placing the concepts in the diagram using different geometric figures (ovals, squares...) representing the different category levels and examples that illustrate the relation between concepts. 5. Connect, add connectors (dates) indicating the relation or association between sub-items or sub-categories. 6. Review, global consideration of the contents located on the map in order to check if the most important ideas are reflected and if it is possible to incorporate new knowledge or associations. The graphical representation of a concept map adopts many forms: Radial or spider in which the nucleus is situated in the central part; hierarchical, where the information is represented in a descending order, placing the most important concepts on top. This happens to be the most common form; in system, where the concepts are placed one after another; sequentially adding inputs and outputs to feed different concepts included in the map. For more information please consult the work of Novak et al. [2]. In recent years with the proliferation of applications and software to represent them, we can also include a new type of maps. These maps are called hypermedia, which allows us to create in the diagram hyperlinks to the iconic, visual or textual information to complement the map. 1.2

Theoretical foundation

Novak developed concept maps in the sixties, based on the theories of the constructivist psychologist, Ausubel [3]. Ausubel based his learning theory on the significant learning. Significant learning occurs when we incorporate new information and we connect it to an existing relevant concept in our cognitive structure. This means that we relate the new information with the one we have, redesigning and rebuilding our knowledge about the subject. We learn comprehensively, in the way that we have a map of prior knowledge where we can anchor the new ideas and concepts. As we are able to associate and relate the new information with the one we have, not mechanical or repeatable learning occurs; the transfer of learning occurs when we use what have learned in new contexts and situations [4]. In the same constructivist paradigm, Vygotsky [5] indicates that learning is a dynamic, participatory and interactive process between the learner and his social environment. When the new knowledge incorporation is done collaboratively, sharing and questioning about previous ideas and new knowledge is acquired with others, social knowledge occurs. Each student reconstructs his apprenticeship with the rest of the group. Vygotsky distinguishes between two key concepts for the concept maps: 1) the level of proximal development; what the student is able to do alone; 2) the level of potential development; what he would do with the help of an adult or a more capable schoolmate. 1.3

Justification for the use of concept maps

The orientation towards learning basic skills is a shift in learning methods. The stress here is on the acquisition of basic skills that allow us to integrate formal learning (academic) and non-formal learning to be able to solve everyday life problems (present and future). At the same time, we develop lifelong learning processes throughout our life. Among the basic competencies, one can find the Information processing and Digital competence. This competence is related to the acquisition of abilities to obtain, process, organize and communicate information in order to transform it into knowledge through several media (written, visual, sound, graphics, etc.) using Information and Communication Technologies (ICT) resources. The competence of Learning to Learn is closely linked to the previous, with the ability to regulate effectively and autonomous the learning. It involves the acquisition and awareness of different abilities in learning such as searching, understanding, selection, analysis, association and synthesis of the relevant information. The latest contributions in the psychology field say that the use and development of concept maps promote the development of the aforementioned skills, especially when they are made through

technological resources (apps). Different reports on the use of mobile devices (smartphones, tablets, and laptops) [6] [7] [8] [9] point the scope and the wide availability of these devices in most homes, being present in between 60% and 70 % of households of America and Europe. This data indicates a growing technology devices access that allows the use of apps for training purposes. II.

AIMS

The present paper aims to:  Submit a review of the scientific and research contributions that had been developed in concept mapping, in order to substantiate the importance and extension among work areas where it can be used.  To review and analyze major mobile applications (apps) on the market for the construction of concept maps, as well as to suggest the most appropriate criteria these apps must meet. III.

METHOD

The procedure chosen to achieve the first aim is based on searching, selection and analysis of relevant scientific literature. This information was collected both in WOS (ISI) and Scopus databases. For this purpose, we limited the search to the last 20 years, from 1996 until 2015. We recovered 250 documents. After this reviewing phase and, in accordance with the guidance of this study, we selected and analyzed 227 documents. The analysis was performed according to the following criteria; year of publication, countries, areas of knowledge and educational levels. In order to achieve the second objective, once the collected data were reviewed we selected the most frequently used applications. With them, we built an analysis matrix. The criteria used for this matrix were: usability (easy to use); accessibility (potential use for disabled people), visual design, interaction design, portability, cost, support/setting and synchronization. IV.

RESULTS OF THE THEORETICAL PRODUCTION ANALYSIS

In the table bellow (Table 1), we summarized the evolution of the scientific literature on concept mapping. One can see the relevance and importance of this subject for the scientific community in the increasing number of publications over the past five years. Table 1 Scientific production of concept mapping in the last 20 years Years 1996-2000 2001-2005 2006-2009 2010-2015 Total

Nº of documents 5 8 68 146 227

World continents analysis indicates a global interest in the subject. In Europe, collect the majority of the scientific literature on this subject, with a total of 117 documents. Here, Germany leads the scientific literature with 26 documents, followed by UK (16), Spain (12) and France (10). Asia recovers 71 documents, lead by China (16) and followed by Taiwan (11), Japan (9), India and Turkey (8). In America, among 51 records, 32 were from the USA. The lower production is in Oceania with seven documents and Africa with five. Note that these data could be biased because in the databases used prevail the American and European journals, and in which English are the reference language. The following link shows a figure concerning the scientific literature on concept maps organized by country; https://figshare.com/articles/scientific_production_by_country/2074108 Regarding the areas of knowledge of these publications, 163 are linked to Engineering and Architecture, 88 to Social and Legal Sciences, 46 to Science, 46 to Health Science and 7 to Arts and Humanities. Among the 227 documents analyzed, many correspond to interdisciplinary studies, which were collected in two or more areas of knowledge.

Regarding the type of study, most are related to investigations (43%), followed by educational experiences (27%). Proposals for reflection or theoretical foundation represent the 17% and only 5% are related to work reviews. The remaining 8% involved studies difficult to categorize, and were collected as a hybrid category under the title "others". In terms of research studies and experiences related to the educational field, only 9.5% of them corresponds to the pre-school, 17.9% to primary education, 21.7% to secondary education, and 33% are focused on higher education. It is important to highlight that 17.9% of the studies and educational experiences were related to the use of concept maps by different groups with special educational needs (SEN) at different educational levels. 4.1

Principal uses of concept maps collected in the reviewed scientific literature

Through the analysis of the reviewed scientific literature, we can conclude that the concept maps in the educational field are used around three axes: 1. As content backbone, seen on Expert skeleton maps. They are used to guide and link relevant content offered by teachers in the classroom as well as online. They facilitate the transition from the proximal zone development to the potential development zone (Vygotsky) [4]. They are also used as a scaffold for text comprehension. 2. For the preparation and presentation of reports and research by students. In those two cases, digital applications offer advantages as to add hyperlinks to videos, images or audio. 3. As an evaluation tool for the teacher. They are useful to investigate the background knowledge of students, in particular, on the relationships that they establish between preconceptions. They are helpful as well as a tool for final evaluation, to determine the degree of cognitive structure achieved, the capacity of analysis and synthesis. They improve feedback and error control in learning. Different studies documented the use of concept maps as a mixed mode (pretest/posttest) to evaluate the degree and quality of knowledge before and after the teaching and learning process. Likewise, it the existence of experimental designs is recorded (with control and experimental groups) to determine the benefits, however, the results are not always consistent. Finally, to a lesser extent, they are used as an element to integrate contents from different disciplines and to collect and interpret data, especially in the field of in health science training (medicine and nursing). V.

DATA ANALYSIS

As a following step, 41 applications were selected for the analysis. The selection criteria were the frequency use and popularity of concept maps development. Table 2 shows the applications and software analyzed, classified by their use. Table 2 Applications analyzed organized by their use Online Bubbl.US Coggle LucidChart Mapul Mind42 MindMeister Spiderscribe WiseMapping

Desktop BigMind Cmaptools Comapping TheBrain.com Freemind Freeplane Gliffy iMindMap HD Inspirations iThoughts iThoughtsX MindMap Mind Map Memo MindApp

Both online and desktop Connected Mind Creately Lovelycharts Maptini MindMaple MindMapr Mindomo iMindQ Popplet

MindBoard Classic MindGenius Mindjet MindManager MindMeister Mind2de MyThoughts Scapple SimpleMind+ Xmind An analysis matrix was made to carry out the evaluation of applications. The criteria performing were through a Delphi method in which members of the Interuniversity Research Group Edutools took place. The next paragraphs describe the criteria followed to analyze the apps: - Usability: defined as the use of an application, in the sense that any users can achieve the same aims efficiently. ISO / IEC 9126 [10] relates the ability to be understood, learned, used and being attractive to the user, in specific conditions of use. For this approach, three levels were defined, divided in low, medium and high. - Accessibility: following the guidelines of the W3C [11] and Hassan and Martin [12] an app is accessible when it can be accessed and used by the largest possible number of people, regarding the individual limitations or the context use. The previous means that it is accessible when a user can perceive, understand, navigate and interact with the app while it provides content. For our analysis, we evaluate the apps accessibility according to the possibilities of changing fonts (color, size, etc.), contrast, object description, etc. - Visual Design: we evaluated the different apps according to the visual simplicity that it had in relation to the distribution and organization of the elements on the screen, the visual attention and user perception. As apps with educational purposes, this element is essential especially when are used by under age users, which might be not accustomed using technology. This can also include users that have special needs. The graphical environment is evaluated, as well as the possibility to integrate elements, the location of tools or dialog boxes. - Interactivity: this criterion is related to the way the user can interact with the interface and the application. For this, we have evaluated the integration of multi-touch technology and icons interpretation, as well as commands and visual apps elements - Collaboration: is the possibility of using apps to undertake a collaborative learning process through a virtual environment. Here, we evaluate whether the apps include options for collaborative work or not. - How to use: we analyzed the possibility of working with the selected apps on desktop, online, or both. - Portability: understood as the possibility to import and/or export files in different formats. - Price: the economic variable is an essential factor in many cases. In this sense, applications were analyzed around three axes: gratuity, free version availability and premium payment or payment app. - Environment/system/platform: the existing variety of platforms and devices has led us to include this criterion, referred to the operating system and devices available for the app. - Synchronization: the apps’ possibility to synchronize with other devices. - Language: the language in which apps have been developed and the language versions. With the above criteria, we synthesized the most relevant results regarding the applications. We started with the usability of applications. Here, 63.4% of the applications analyzed shown a high level of usability, meaning that they are easy to use in order to acquire the intended purpose. Only one application (2.4%) has been categorized with low usability.

In terms of accessibility, all the selected applications have options to change the font and enlarge it. In addition, 61% of the applications also allow changing the background and contrast the work panel. These options provided access to the application to people with visual impairments. As part of the analysis, we also review the existence of an option in the application to activate either with text or voice, objects, work palettes, and other application options, but none of the applications had it. A screen reader may replace this option, for this, we analyze the applications compatibility with the more common screen readers: JAWS (Windows), VoiceOver (Mac OSX) and Orca (Linux). Under this topic, 17% of the applications were compatible with three screen readers and 22% are with JAWS and VoiceOver. The following link shows a figure about applications compatibility and the more common screen readers, https://figshare.com/s/75e3a1642d847c9bedea. In visual design, the graphical environment of 58.5% of applications is considered as good and only 2.4% as improbable. Most of the applications analyzed (95.1%) allow the integration of graphics on the map, and 80.5% also allow integrating links, while only 7.3% allow the user to embed videos. Two (4.9%) applications met all requirements: Popplet and Mindomo. Regarding the toolbar location, 19 applications (46.3%) have a good location for toolbars and allow graphic integration and link maps. About interactivity, 82.9% of the tested apps have a user dialog chart with a simple understanding, while 4.9% of the cases the dialog chart was categorized as confusing and 12.2% as complex. In addition, 26.8% of the apps allow collaborative work, an option that is related to the possibility of several people interacting on the same map in order to build, modify, improve and learn together. Another important factor in education is the way to use apps. More than half of the apps tested (56.1%) require the software installation. A desktop version and a cloud-working version were included in 24.4%. Also, 19.5% are web 2.0 applications to work. Regarding portability or apps flexibility, 24 of the analyzed applications (58.5%) allow importing files in different formats, which gives them greater interoperability. These applications also allow the generation of files in formats that are different to the program, a possibility that 95.1% of the applications have. An essential factor in education is the price, the economic cost of the apps used. Among the analyzed applications, 29.3% are free and only 4.9% are commercial, requiring the payment of a license for using. In this case, the price of the license is between €9.99 and €50. The remaining 27 applications have a free or limited trial version with an expanded or premium package that requires payment. The price of extended or premium packages is shown in Table 3. Most applications providers have special offers or licenses for educational use. Table 3 Prices of enlarged versions or premium Price Nº of documents Less of 10€ 22.2% Between 10 and 50€ 44.4% More of 50€ 33.3% Similarly, the operating systems and devices in which you can use these apps are one of the key factors for selection. In the analysis, we observed that most of the apps tested (75.6%), have a version developed for Apple (OS X), 48.8% for Windows, 31.7% for Android, 19.5% for Linux and 4.8% for other operating systems. In addition, 39% of the apps support all operating systems providing an online version. Furthermore, we have also analyzed the type of devices in which the apps can be used, were 82.9% of them have a version available for tablets, 78% for computers and 70.7% for smartphones. The possibility of applications synchronization across multiple devices was analyzed and 28 of them, representing 68.3%, allow you to synchronize files on different devices. Finally, although the applications able in other languages. Thus, it was found that 19 of the apps studied have versions in other languages, facilitating their use in educational contexts of different levels and countries. VI. CONCLUSIONS Concept maps is a tool that facilitates the logical and structured organization of learning contents. They illustrate the cognitive structure or meanings that people have. Its usefulness lies in the ability to clarify the relevant information from the trivial. They promote significant learning and

knowledge transfer to new situations, as well as decision-making in complex contexts. They allow an interrelated learning, allowing a better adaptation to the different students learning styles. In the concept mapping, both cerebral hemispheres are used, which enhances the abstract thinking and psychomotor process. They are a graphic-visual and associative organizer and are easier to store in long-term memory. They help to integrate the information provided within an organized visual structure. Finally, they foster the development of memory, thinking, creativity and collaboration, if they are used with groups. Regarding the apps that allow the development of concept maps in digital format, we would like to highlight its usefulness, allowing you to modify and restructure in a fast way the developed maps. The integration of existing web resources with concept maps allows infinite possibilities in several fields. Today, when you choose an app to develop or work with concept maps you should assess their degree of usability. This element is mainly conditioned by the fulfillment of the following criteria: a. Simplicity of visual design and interaction; a simple graphical environment with dialog boxes that area easily interpretable. The apps should have an intuitive control with higher levels of complexity when trying to build complex maps. b. The possibility of constructing maps collaboratively, synchronously or asynchronously, integrating discussion panels on the map, encouraging collaborative learning. c. The portability and flexibility of the application, where the implementation allows to import and export information and concept maps from and to different formats are essential. d. The price of the application is a relevant factor for its use. Always the apps have been assessed considering their relation between possibilities/price. There are much free or with reduced price applications that covering user expectations. Similarly, when the apps are to be used in educational terms, it has to be consulted, as well as the features of possible licenses for this purpose. Along with these characteristics, for educational purposes, it is important that the teacher holds a license of "administrator" to access both the final work as the workflow of the students. In this way, the teacher can analyze the result and the involvement of each group member and the procedure in the concept map development. In the end, we have to find applications that allow taking advantage of the potential of the human being. The applications must facilitate the transcription of thoughts in such way that users can learn about how knowledge is structured and developed not only by themselves but also by others. Reference Text and Citations [1] [2]

[3] [4]

[5] [6] [7] [8] [9] [10] [11] [12]

Novak, J.D., 2010. Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations, 2nd edition. ed. Routledge, New York. Novak, J.D., Cañas, A.J., 2008. The Theory Underlying Concept Maps and How to Construct and Use Them (Technical Report IHMC CmapTools 2006-01 Rev 2008-01). Institute for Human and Machine Cognition, Pensacola, Florida. Ausubel, D. P. , 2002, Adquisición y retención del conocimiento. Una perspectiva cognitiva. Barcelona. Spain: Ed. Paidós. Cañas, A.J., Hill, G., Carff, R., Suri, N., Lott, J., Eskridge, T., Gómez, G., Arroyo, M., Carvajal, R., 2004. CmapTools: A knowledge modeling and sharing environment. In: Cañas, A.J., Novak, J.D., González García, F.M. (Eds.), Concept Maps: Theory, Methodology, Technology. Presented at the First international conference on concept mapping, CMC 2004, Universidad Púbica de Navarra, Pamplona, pp. 125–133. Vygotsky, L.S., 1978. Mind in Society: The Development of Higher Psychological Processes. Harvard University Press, Cambridge, Mass. Common Sense Media, Rideout, V., 2013. Zero to Eight: Children’s Media Use in America 2013 (Common Sense Research Study). Common Sense Media, San Francisco. Fidler, R., 2014. Tablets are now commonplace in households with children | RJI (RJI Mobile Media Research Report No. 1). Donald W. Reynolds Journalism Institute, Columbia. NPD Group, 2014. Kids and Consumer Electronics, Kids and Consumer Electronics. NPD Group, Port Washington, NY. Mascheroni, G., Ólafsson, K., 2014. Net Children Go Mobile: Risks and opportunities, 2nd edition. Educatt, Milano. ISO International Organization for Standardization, 2003. ISO/IEC TR 9126: Software engineering - product quality = Métrologie externe. World Wide Web Consortium, n.d. Standards - W3C [WWW Document]. URL https://www.w3.org/standards/ (accessed 2.4.16). Hassan, Y., Martín, F.J., 2003. Qué es la accesibilidad web. No Solo Usabilidad.

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