About this paper

Appears in:
Pages: 4221-4228
Publication year: 2012
ISBN: 978-84-615-5563-5
ISSN: 2340-1079

Conference name: 6th International Technology, Education and Development Conference
Dates: 5-7 March, 2012
Location: Valencia, Spain


A. Montanaro1, K. Kenji2, T. Takao2

1University of Padova (ITALY)
2University of Tokushima (JAPAN)
E-Learning is not almighty, nor can it teach everything. The sensation of frustration, loneliness and confusion, which some participants express, is the result of both, lack of involvement and participation of some students as their peers opted out, and lack of involvement and feedback on the part of the facilitator. It is said that women are more strongly influenced by perceptions of computer self-efficacy and ease of use, and that men’s usage decisions are more significantly influenced by their perception of usefulness of e-learning. We believe that what are most required for students to study a subject and understand it as far as they get satisfied are a good teacher and a good book (a textbook or a reference). It is a good teacher who teaches the students plainly enough and step-by-step. It is a good book that helps a student when he or she reviews the subject and wants to understand it more deeply. On the other hand, e-Learning is very suitable for playing such auxiliary roles as to help teachers estimate the effectiveness of their lessons or help students know the current status of their abilities.
Currently, there are a variety of e-Learning systems in the world. However, we have difficulties in installing and administrating conventional e-Learning systems. Moreover, it may take a lot of time to develop the contents of courseware, or we might be forced to use ready-made courseware. Students need to perform several operations to reach the pages of interest because of the complexity of e-Learning systems.
This paper presents an easy, enjoyable, effective e-Learning system (Apty), which teachers can easily administer, and with which students can enjoy studying. The paper also describes the implementation of the Apty system. A teacher can install the system only by entering a password for the Apty administrator. The installation and complicated settings of a Web server and a database server are all automated. Students can view a list of all subjects only by accessing the homepage of the Apty system, and they can begin to practice any subject without login. A variety of mechanisms are embedded in the system to promote students' motivation so that they can enjoy studying and compete with each other. They can enjoy playing games together with other students and they can gain higher ascendancy in the games if they have studied harder.
author = {Montanaro, A. and Kenji, K. and Takao, T.},
series = {6th International Technology, Education and Development Conference},
booktitle = {INTED2012 Proceedings},
isbn = {978-84-615-5563-5},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2012},
year = {2012},
pages = {4221-4228}}
AU - A. Montanaro AU - K. Kenji AU - T. Takao
SN - 978-84-615-5563-5/2340-1079
PY - 2012
Y1 - 5-7 March, 2012
CI - Valencia, Spain
JO - 6th International Technology, Education and Development Conference
JA - INTED2012 Proceedings
SP - 4221
EP - 4228
ER -
A. Montanaro, K. Kenji, T. Takao (2012) GAME-ORIENTED STIMULATING E-LEARNING, INTED2012 Proceedings, pp. 4221-4228.