- Department of Computer Science
Cottingham Road
Hull, HU6 7RX
England
This article provides an optimisation method using a Genetic Algorithm approach to apply feature selection techniques for large data sets to improve accuracy. This is achieved through improved classification, a reduced number of features,... more
This article provides an optimisation method using a Genetic Algorithm approach to apply feature selection techniques for large data sets to improve accuracy. This is achieved through improved classification, a reduced number of features, and furthermore it aids in interpreting the model. A clinical dataset, based on heart failure, is used to illustrate the nature of the problem and to show the effectiveness of the techniques developed. Clinical datasets are sometimes characterised as having many variables. For instance, blood biochemistry data has more than 60 variables that have led to complexities in developing predictions of outcomes using machine-learning and other algorithms. Hence, techniques to make them more tractable are required. Genetic Algorithms can provide an efficient and low numerically complex method for effectively selecting features. In this paper, a way to estimate the number of required variables is presented, and a genetic algorithm is used in a “wrapper” form...
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Mobile applications in general, and mobile applications for health education in particular, are commonly used to support patients, health professionals and other stakeholders. A critical evaluation framework is needed to ensure the... more
Mobile applications in general, and mobile applications for health education in particular, are commonly used to support patients, health professionals and other stakeholders. A critical evaluation framework is needed to ensure the usability and reliability of mobile applications for health education in order to save time and effort for the various stakeholders. This paper proposes a framework for evaluating mobile applications for health education. The intended outcome is to meet the needs and demands of different stakeholders and provide improvement for software engineering by creating new and more effective ways to evaluate such software. We conclude with some specific evaluation metrics that we applied in our evaluation framework: a hybrid utilizing heuristic evaluation (HE) and usability evaluation (UE).
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Engagement and retention are widely acknowledged problems in computer science and more general higher education. The need to develop programming skills is increasingly ubiquitous, but especially so in computer science where it is one of... more
Engagement and retention are widely acknowledged problems in computer science and more general higher education. The need to develop programming skills is increasingly ubiquitous, but especially so in computer science where it is one of the core competencies. Learning to write code is a particularly challenging skill to master, which can make retention and success even more difficult. We attempt to address student engagement within an introductory programming module by attempting to motivate students using a gamified interactive programming tutor application that provides immediate feedback on the student’s work. In this paper, we describe the design of the gamified programming tutor application, along with a related topology to characterize student engagement. We discuss the design of the software, the gamified elements, and the structured question design. We evaluate the engagement with the gamified programming tutor of two cohorts of students in the first year of a computer scien...
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The sustainable use of the Earth’s resources is recognized as increasingly important on a global scale, especially in relation to natural resource management, and is effectively addressed under the auspices of resource efficiency within... more
The sustainable use of the Earth’s resources is recognized as increasingly important on a global scale, especially in relation to natural resource management, and is effectively addressed under the auspices of resource efficiency within engineering education. This has led to an increased demand for engineers able to carry out professional activities whilst considering sustainable issues, as well as adopting state-of-the-art technologies, and applying the best domestic and foreign practices. The study of resource efficiency encompasses a range of aspects, from natural resources, through information management, technological tools, time, and other resources. Effective engineering education should include resource efficiency, whilst enabling students to become autonomous lifelong learners, and to develop as potential researchers and professionals, able to take account of emerging issues and approaches for resource efficiency. This paper begins by analyzing the concept of resource effic...
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One of the attention grabbing headlines in the last two years has been of hundreds of thousands of students enrolling on MOOCs (Massive Open Online Courses) that are being offered by some of the world's top Universities. Large numbers... more
One of the attention grabbing headlines in the last two years has been of hundreds of thousands of students enrolling on MOOCs (Massive Open Online Courses) that are being offered by some of the world's top Universities. Large numbers of students are starting these courses, and significant numbers – though only a small proportion of the cohorts – are apparently able to pass these courses. There is considerable momentum behind this movement and it is clearly here to stay in some form. This chapter includes a reflection on how MOOCS can become main stream and considers the requirements that such systems should meet, for students as well as for Higher Education (tertiary) institutions. The chapter considers requirements for students of Open and Free Access and the need for high quality materials. Furthermore, it considers how Computer science approaches for requirements capture can be used to identify features for MOOC and shows how these platforms can fit into blended learning.
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The first half of the paper summarizes results relevant to the class structure of the linear group GL(n; q) for general (n; q): In particular it is noted that a representative for an arbitrary class of GL(n; q) can be simply constructed... more
The first half of the paper summarizes results relevant to the class structure of the linear group GL(n; q) for general (n; q): In particular it is noted that a representative for an arbitrary class of GL(n; q) can be simply constructed using solely the 2n \Gamma 1 members of a fixed set fS 1 ; ::: ; Sn ; J 2 ; ::: ; Jng of linear mappings. Here S k 2 GL(k; q) has order q k \Gamma 1 and J k 2 GL(k; q) is unipotent of index k: In the second half all classes of the linear groups GL(n; 2); n 6; are considered in considerable detail. The methods employed are elementary, but nevertheless the tabulated results may prove to be of help to others who work with these groups. In the case n = 4 attention is paid to the maximal subgroup \Gamma L(2; 4): In the case n = 6 the maximal subgroups \Gamma L(2; 8) and \Gamma L(3; 4) are treated, as are class aspects of the tensor product structure V 6 = V 2\Omega V 3 ; and of the exterior product structure V 6 = 2 V 4 :
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Research Interests: Dcc and projective space
n this paper we will discuss from a technologists’ perspective some of the problems in using online communities in learning, and more generally those of working in a virtual society. We initially consider software artefacts from the... more
n this paper we will discuss from a technologists’ perspective some of the problems in using online communities in learning, and more generally those of working in a virtual society. We initially consider software artefacts from the perspective of computer science and how they enable a new virtual organisation. We distinguish cases where there is actually nothing new from a dialog perspective/interaction - only the media and speed have changed – with those cases where there is a real shift. For example asynchronous messaging has taken us from clay tablets, through snail mail, email and texting to today’s Twitter and blogs. The concept is familiar and there are known solution to problems, such as established rules of interaction, policing (e.g. moderator for committee chair), arbitrating (e.g. voting), and conciliation (e.g. virtual breakout rooms). Of more interest is where we have created something new in our virtual world. These new places may resemble places that we have explored...
Home Telehealth systems are used to help in the management of chronic conditions by patients themselves. Effective safety analysis tools are needed to ensure reliability and safety of these high risk systems. We hereby explain how... more
Home Telehealth systems are used to help in the management of chronic conditions by patients themselves. Effective safety analysis tools are needed to ensure reliability and safety of these high risk systems. We hereby explain how Hierarchically-Performed Hazard Origin and Propagation Studies (HiP-HOPS) can be used to analyse the workflow within a Home Telemonitoring system. The results of using HiP-HOPS include the root causes of hazardous system failures that may put patients’ lives at risk. Initial study of this approach shows that it has the potential to improve the safety of Telehealth systems and clinical workflows in general.
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Research Interests: Engineering, Computer Science, Radiology, Patient Safety, Injury Prevention, and 15 moreQuality of Healthcare Services, Healthcare, Dependability, Healthcare Management, Quality and patient safety, Clinical Workflow, IT in healtcare, Clinical Risk Management, Fault Tree Analysis, Development Process, Picture Archiving and Communication Systems, Probabilistic risk modeling, Healtcare, Probablistic Safety Analysis, and High risk
This paper explores perceptions and expectations of privacy when using computer-mediated communication and social media. In this paper we present the results of an empirical survey into this topic and explore the pedagogic implications... more
This paper explores perceptions and expectations of privacy when using computer-mediated communication and social media. In this paper we present the results of an empirical survey into this topic and explore the pedagogic implications for the teaching of cybersecurity. The study asked undergraduate students about their habits, expectations, and beliefs about the media they use and interact with. The aim was to capture and to inform the state of the art in cybersecurity teaching through identifying students' perceptions and views on privacy, security and whose responsibility these are. The academic provision for the teaching of cyber-security is a critical contemporary requirement. To improve this teaching, it is necessary to get some idea of the necessary requirements for such a course. Based upon the results of our survey, we go on to identify some of the key issues for such courses to address
We consider various aspects of the Segre variety S := S_1,1,1(2) in PG(7,2), whose stabilizer group G_S < GL(8, 2) has the structure N Sym(3), where N := GL(2,2)× GL(2,2)× GL(2,2). In particular we prove that S determines a... more
We consider various aspects of the Segre variety S := S_1,1,1(2) in PG(7,2), whose stabilizer group G_S < GL(8, 2) has the structure N Sym(3), where N := GL(2,2)× GL(2,2)× GL(2,2). In particular we prove that S determines a distinguished Z_3-subgroup Z < GL(8, 2) such that AZA^-1 = Z, for all A in G_S, and in consequence S determines a G_S-invariant spread of 85 lines in PG(7,2). Furthermore we see that Segre varieties S_1,1,1(2) in PG(7,2) come along in triplets S,S',S" which share the same distinguished Z_3-subgroup Z < GL(8,2). We conclude by determining all fifteen G_S-invariant polynomial functions on PG(7,2) which have degree < 8, and their relation to the five G_S-orbits of points in PG(7,2).
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Our starting point is a very simple one, namely that of a set L_4 of four mutually skew lines in PG(7,2): Under the natural action of the stabilizer group G(L_4) < GL(8,2) the 255 points of PG(7,2) fall into four orbits omega_1,... more
Our starting point is a very simple one, namely that of a set L_4 of four mutually skew lines in PG(7,2): Under the natural action of the stabilizer group G(L_4) < GL(8,2) the 255 points of PG(7,2) fall into four orbits omega_1, omega_2, omega_3 omega_4; of respective lengths 12, 54, 108, 81: We show that the 135 points in omega_2 \cup omega_4 are the internal points of a hyperbolic quadric H_7 determined by L_4; and that the 81-set omega_4 (which is shown to have a sextic equation) is an orbit of a normal subgroup G_81 isomorphic to (Z_3)^4 of G(L_4): There are 40 subgroups (isomorphic to (Z_3)^3) of G_81; and each such subgroup H < G_81 gives rise to a decomposition of omega_4 into a triplet of 27-sets. We show in particular that the constituents of precisely 8 of these 40 triplets are Segre varieties S_3(2) in PG(7,2): This ties in with the recent finding that each Segre S = S_3(2) in PG(7,2) determines a distinguished Z_3 subgroup of GL(8,2) which generates two sibling cop...
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A classification is given of those flats in the projective space PG(9, 2) = P(∧ 2 V (5, 2)) which are external to the Grassmannian G 1,4,2 of lines of PG(4, 2). In particular it is shown that there exist precisely two GL(5, 2)-orbits of... more
A classification is given of those flats in the projective space PG(9, 2) = P(∧ 2 V (5, 2)) which are external to the Grassmannian G 1,4,2 of lines of PG(4, 2). In particular it is shown that there exist precisely two GL(5, 2)-orbits of external 4-flats, each with stabilizer group ∼ = 31:5. (No 5-flat is external.) For each k = 1, 2, 3, two distinct kinds of external k-flats are simply constructed out of certain partial spreads in PG(4, 2) of size k + 2. A third kind of external plane, with stabilizer ∼ = 2 3 : (7 : 3), is also shown to exist.
We consider various aspects of the Segre variety S := S_{1,1,1}(2) in PG(7,2), whose stabilizer group G_S < GL(8, 2) has the structure N {\rtimes} Sym(3), where N := GL(2,2)\times GL(2,2)\times GL(2,2). In particular we prove that S... more
We consider various aspects of the Segre variety S := S_{1,1,1}(2) in PG(7,2), whose stabilizer group G_S < GL(8, 2) has the structure N {\rtimes} Sym(3), where N := GL(2,2)\times GL(2,2)\times GL(2,2). In particular we prove that S determines a distinguished Z_3-subgroup Z < GL(8, 2) such that AZA^{-1} = Z, for all A in G_S, and in consequence S determines a G_S-invariant spread of 85 lines in PG(7,2). Furthermore we see that Segre varieties S_{1,1,1}(2) in PG(7,2) come along in triplets {S,S',S"} which share the same distinguished Z_3-subgroup Z < GL(8,2). We conclude by determining all fifteen G_S-invariant polynomial functions on PG(7,2) which have degree < 8, and their relation to the five G_S-orbits of points in PG(7,2).
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This chapter explores issues that affect the uptake and integration of Technology in Higher Education, developing a framework to overcome some of the barriers. Technological adoption varies across disciplines. The authors consider... more
This chapter explores issues that affect the uptake and integration of Technology in Higher Education, developing a framework to overcome some of the barriers. Technological adoption varies across disciplines. The authors consider disciplines as tribes, where some find technology acceptable and an enabler, whilst for others it is alien and deemed inappropriate. Some territories reflect technology as an area to defend and expand, whilst for others the imposition of technology and associated practices are considered a hostile intrusion into discipline practice. Within the framework, the authors reflect on various perspectives: practitioners', students', and support teams' perspectives within the wider eco-systems and structures. Practitioner concerns reflect discipline traditions and practices, from teaching through to assessment and how to manage the Wikipedia generation. Students' needs in a technological age reflect the demands of the Netizen as student, and the ris...
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... 11Conelation eoetlkients between three-month avcrage mean-sea-lcvel pressure and the contcmporaiy three-month axriagr (Tahiti minus Darwin) Southern Oscillation Page 17.GordonThe Southern Oscillation 149 MSLP VS S0I (TAH-DAR) FOR... more
... 11Conelation eoetlkients between three-month avcrage mean-sea-lcvel pressure and the contcmporaiy three-month axriagr (Tahiti minus Darwin) Southern Oscillation Page 17.GordonThe Southern Oscillation 149 MSLP VS S0I (TAH-DAR) FOR 0EC-FEB IDO? ...
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This paper describes the use of Intelligent Agents and Ontologies to implement knowledge navigation and learner choice when interacting with complex information locations. The paper is in two parts: the first looks at how Agent Based... more
This paper describes the use of Intelligent Agents and Ontologies to implement knowledge navigation and learner choice when interacting with complex information locations. The paper is in two parts: the first looks at how Agent Based Semantic Technology can be used to give users a more personalised experience as an individual. The paper then looks to generalise this technology to allow users to work with agents in hybrid group scenarios. In the context of University Learners, the paper outlines how we employ an Ontology of Student Characteristics to personalise information retrieval specifically suited to an individual’s needs. Choice is not a simple “show me your hand and make me a match” but a deliberative artificial intelligence (AI) that uses an ontologically informed agent society to consider the weighted solution paths before choosing the appropriate best. The aim is to enrich the student experience and significantly re-route the student's journey. The paper uses knowledge...
This paper considers the use of Mathematica in the teaching of mathematics to Computer Science students in Higher Education (H.E.). This is based on experiences in the English H.E. system, and includes examples of the kinds of... more
This paper considers the use of Mathematica in the teaching of mathematics to Computer Science students in Higher Education (H.E.). This is based on experiences in the English H.E. system, and includes examples of the kinds of illustrations and approaches that can be used in order to attempt the successful teaching of students with a diverse background and differentiated mathematical abilities. Whilst this paper considers the situation in the context of the English Higher Education environment many of the issues are relevant across the globe. The wide variety of student backgrounds now encountered in H.E. often gives rise to difficulties when attempting to teach diverse groups; the use of computer tools, examples, and interactive worksheets can all assist the student in gaining an appreciation and understanding of the applicability and underpinning nature of mathematics to the discipline of computer science. Historically, many computing departments were founded in mathematics depart...
This paper describes the development of intelligent, social, flexible and game-based pedagogic approaches and their applications in Virtual Learning Environment based Education. Applications of computer science technologies and techniques... more
This paper describes the development of intelligent, social, flexible and game-based pedagogic approaches and their applications in Virtual Learning Environment based Education. Applications of computer science technologies and techniques can enable, facilitate and change educational approaches, allowing scalable approaches that can address both individual student needs whilst managing large – sometimes-massive - cohort sizes. The benefits of these information systems include supporting the wide range of contexts met in education, in terms of individual needs and specific subject and curriculum requirements. Technologies and approaches that are considered range from the representation of knowledge and the use of intelligent systems, the use of social computing, through to the enabling opportunities of ubicomp and the practical application of game mechanics (gamification). This paper concludes with practical illustrations in the context of undergraduate computer science didactics.
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Paper presented at 8th International conference on e-Health (EH 2016), 1-3 July 2016, Funchal, Madeira, Portugal. ABSTRACT Mobile applications for health education are commonly utilized to support patients and health professionals. A... more
Paper presented at 8th International conference on e-Health (EH 2016), 1-3 July 2016, Funchal, Madeira, Portugal. ABSTRACT Mobile applications for health education are commonly utilized to support patients and health professionals. A critical evaluation framework is required to ensure the usability and reliability of mobile health education applications in order to facilitate the saving of time and effort for the various user groups; thus, the aim of this paper is to describe a framework for evaluating mobile applications for health education. The intended outcome of this framework is to meet the needs and requirements of the different user categories and to improve the development of mobile health education applications with software engineering approaches, by creating new and more effective techniques to evaluate such software. This paper first highlights the importance of mobile health education apps, then explains the need to establish an evaluation framework for these apps. The...
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The availability of Virtual Reality (VR) and Virtual Environment (VE) equipment - with the launch of domestic technologies such as the Oculus Rift, Microsoft Hololens and Sony Playstation VR) - offer new ways to enable interactive... more
The availability of Virtual Reality (VR) and Virtual Environment (VE) equipment - with the launch of domestic technologies such as the Oculus Rift, Microsoft Hololens and Sony Playstation VR) - offer new ways to enable interactive immersive experiences [16]. The opportunities these create in learning and training applications are immense: but create new challenges. Meanwhile, current virtual learning environments are typically web or app based technologies, sometimes perceived as having little value added from a user perspective beyond improved User Interfaces to access some content [6]. The challenge is how the human computer interaction features of such VE platforms may be used in education in a way that adds value, especially for computer mediated instruction. This paper will outline some of the issues, and opportunities, as well as some of the open questions about how such technologies can be used effectively in a higher education context, along with a proposed framework for emb...
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Two fast growing areas for technology-enhanced learning are serious games and mobile instruction (M-instruction or M-instruction). Serious games are ones that are meant to be more than just entertainment. They have a serious use to... more
Two fast growing areas for technology-enhanced learning are serious games and mobile instruction (M-instruction or M-instruction). Serious games are ones that are meant to be more than just entertainment. They have a serious use to educate or promote other types of activity. Immersive Games frequently involve many players interacting in a shared rich and complex – perhaps webbased mixed reality world, where their circumstances will be multi and varied. Their reality may be augmented and often self-composed, as in a user-defined avatar in a virtual world. M-instruction and M-instruction is learning on the move; much of modern computer use is via smart devices, pads, and laptops. People use these devices all over the place and thus it is a natural extension to want to use these devices where they are to learn. This presents a problem if we wish to evaluate the effectiveness of the pedagogic media they are using. We have no way of knowing their situation, circumstance, education backgr...
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This paper outlines the concept of Flexible Pedagogy and how it can assist in addressing some of the issues facing STEM disciplines in general, and Computer Science in particular. The paper considers what flexible pedagogy is and how... more
This paper outlines the concept of Flexible Pedagogy and how it can assist in addressing some of the issues facing STEM disciplines in general, and Computer Science in particular. The paper considers what flexible pedagogy is and how technologies developed by Computer Science can enable flexibility. It then describes some of the issues facing STEM education, with a particular focus on Computer Science education in Higher Education. Finally, it considers how flexible approaches to teaching and learning are particularly pertinent to the issues faced in Computer Science and future opportunities.Keywords: Computer Based Instruction; Adaptive eLearning; Flexible Pedagogy
Connecting undergraduate students as partners can lead to the enhancement of the undergraduate experience and allow students to see the different sides of the university. Such holistic perspectives may better inform academic career... more
Connecting undergraduate students as partners can lead to the enhancement of the undergraduate experience and allow students to see the different sides of the university. Such holistic perspectives may better inform academic career choices and postgraduate study. Furthermore, student involvement in course development has many potential benefits. This paper outlines a framework for connecting research and teaching within Computer Science- though this is applicable across other disciplines. Three case studies are considered to illustrate the approach. The first case study involves students in their honours’ stage (level 6, typically 3rd year) project, the second an undergraduate intern between stages 5 and 6, and finally, a MSc (level 7) project. All three case studies have actively involved students in core parts of the University’s teaching and research activities, producing usable software systems to support these efforts. We consider this as a continuing engagement process to enha...
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In this paper, we argue that, where we measure student attendance, this creates an extrinsic motivator in the form of a reward for (apparent) engagement and can thus lead to undesirable behaviour and outcomes. We go on to consider a... more
In this paper, we argue that, where we measure student attendance, this creates an extrinsic motivator in the form of a reward for (apparent) engagement and can thus lead to undesirable behaviour and outcomes. We go on to consider a number of other mechanisms to assess or encourage student engagement – such as interactions with a learning environment – and whether these are more benign in their impact on student behaviour i.e. they encourage the desired impact as they are not considered threatening, unlike the penalties associated with non-attendance. We consider a case study in Computer Science to investigate student behaviour, assessing different metrics for student engagement, such as the use of source control commits and how this measure of engagement differs from attendance.
Different global markets for education have their own constraints and issues. One market’s established approaches may still be considered innovative or different for other markets. This paper contrasts assessment approaches between two... more
Different global markets for education have their own constraints and issues. One market’s established approaches may still be considered innovative or different for other markets. This paper contrasts assessment approaches between two distinct markets, namely the UK and Vietnam, and how the latter may adopt good practice from the former. Currently, student learning assessment systems used in many Vietnamese universities do not utilise technology enhanced learning. Therefore, assessment systems can take up a lot of time, and require manual human intervention which makes them less efficient. Moreover, the pedagogic benefits of active learning in teaching that can be enabled through utilising technology are not realized. This paper gives an overview of traditional Vietnamese assessment systems and compares and contrasts these with some of the modern methods used by many UK universities. The paper goes on to proposes a combination between the modern assessment techniques used in UK ass...