Table 7 Software applications to enhance existing LMS
From: A systematic review on trends in using Moodle for teaching and learning
Name of advancement | Key purpose/ function | References | Advancements in: | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
Security | Assessment process | Cognitive learning skills | Collaborative e-learning | Learning Analytics | Applications of artificial intelligence | Maintaining academic integrity | Providing feedback | Navigation | Speed & response time | |||
SEB – Safe exam browser | Improves the security of e-assessments/ exams | Adesemowo et al., (2016) | X | X | ||||||||
Inno Ed Tools | for assessing students' thinking and innovation skills | Chootongchai & Songkram, (2018) | X | |||||||||
SIETTE | For creating large item pools of different types of questions, including multiple-choice, open answer, generative questions, and complex tasks | Conejo et al., (2016) | X | |||||||||
Under development | An analytic tool for user interface evaluation | Fenu et al., (2017) | X | X | ||||||||
LAMS and CMS Alfresco | Intellectual mechanisms for managing personalized learning in an educational environment | Finogeev et al., (2020) | X | X | ||||||||
Under development | Automatic argument assessment tool which identifies arguments and provides recommendations to improve students’ writing. | Gray et al., (2018) | X | |||||||||
Smowl | Facial authentication system | Guillén-Gámez & García-Magariño, (2015); Guillen-Gamez et al., (2015) | X | |||||||||
Sharable Auto-Adaptive Learning Object (SALO) | Realtime adaptation software for learning content | Gutiérrez et al., (2016) | X | |||||||||
Moss source code plagiarism detection tool | A source code plagiarism detection tool for programming courses | Kaya & Özel, (2015) | X | X | ||||||||
e TeSLA project (Adaptive Trust e-Assessment System) | For data protection in e-learning platforms | Kiennert et al., (2019) | X | |||||||||
LiquiZ | An assessment engine that provides advanced question types that allow teachers to ask questions that can currently only be asked in one-on-one demonstration. (Targeted toward STEM subjects and particularly advantageous in math or science subjects) | Kruger et al., (2015) | X | |||||||||
Socrative | A collaborative learning tool to improve and streamline feedback processes for both students and teachers. | García López & García Mazarío, (2016) | X | X | ||||||||
Under development | Intelligent system for collaborative e-learning | (Matazi et al., 2018) | X | X | ||||||||
PeerWise | For promoting engagements with peers - engaging students in authoring, answering, and evaluating MCQs as a formative assessment | McKenzie & Roodenburg, (2017) | X | X | ||||||||
STACK | Enables mathematical input to be evaluated by a symbolic analysis software | Neitola, (2019) | X | X | ||||||||
UVLEQoC | A virtual environment that could provide the adaptations to the users’ context | Nunes et al., (2015) | X | X | X | |||||||
Under developments | Interactive and multimedia content associated with a system for computer-aided assessment | Paiva et al., (2015) | X | |||||||||
ASHuR | A method for automatic text summarisation to evaluate a summary built by humans | (Ramírez-Noriega et al., 2018) | X | X | ||||||||
MoodleNFC | Facilitates scanning IDs for recordkeeping and grading purposes | Ross, (2017) | X | X | X | |||||||
WIRISquizzes | A powerful calculator with a friendly math editor which also allows self-evaluation | Sancho‐Vinuesa, et al., (2018) | X | |||||||||
The PHP application | A self-assessment tool | Schweighofer, et al., (2019) | X | X | ||||||||
LaMoo | Innovation in teaching technical drawing | Villa et al., (2018) | X | X | ||||||||