Browsing by Author "Amarasinghe, I"

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    PublicationEmbargo
    Collaborative Learning Designs using PyramidApp
    (BEYOND COMPETENCIES: NEW CHALLENGES IN A DIGITAL SOCIETY, 2021-09-22) Amarasinghe, I; Hernández-Leo, D; Manatunga, K; Beardsley, M; Garcia, J.B; Llach, M. C; Chacón-Pérez, J; Jimenez-Morales, M; Santos, D. L; Pastor, S. L; Moreno, J. M; Rodriguez, P. S; Vujovic, M
    Designing effective collaborative learning activities for classroom is challenging. The PyramidAppis a tool that facilitates the implementation of the Pyramid pattern, shaping a collaboration structure that promotes the participation of all students and fruitful social interactions. This paper shows how this educational strategy can be applied to different types of tasks and subject matters, shedding light about how computersupported collaborative learning can be incorporated in the classroom.
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    PublicationOpen Access
    Collaborative learning designs using PyramidApp: computer supported collaborative learning in classroom sessions
    (CIDUI Congrés Internacional de Docència Universitària i Innovació, 2021) Amarasinghe, I; Hernández Leo, D; Manatunga, K; Beardsley, M; Garcia, J. B; Carrió, M; Pérez, J. C; Santos, D. L; Pastor, S. L; Moreno, J. M; Rodríguez, P. S; Vujovic, M
    Designing effective collaborative learning activities for classroom is challenging. The PyramidAppis a tool that facilitates the implementation of the Pyramid pattern, shaping a collaboration structure that promotes the participation of all students and fruitful social interactions. This paper shows how this educational strategy can be applied to different types of tasks and subject matters, shedding light about how computersupported collaborative learning can be incorporated in the classroom.
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    PublicationOpen Access
    On the Fundamentals of Angle Trisectors of a Triangle
    (Department of Mathematics and Statistics, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Amarasinghe, I
    Over the years of the history of elementary and advanced geometry, trisecting a given angle into three equal parts, was prominent and given more attention. Nevertheless, it is evident that there is a significant research gap of the standard angle trisectors, the lengths of the angle trisectors and the relationships amongst other standard line segments in a triangle. In this paper, we address this gap by developing a purely geometric framework, supplemented with advanced algebraic methods, to obtainclosed-form expressions for internal angle trisectors in a Euclidean triangle. Using the circumcircle, similarity arguments, and Ptolemy’s Theorem, we derive polynomial relations and solve the associated cubic equations explicitly through Cardano’s method. The explicit determination of angle trisector lengths has not been previously available in closed form. Most approaches are trigonometric, but the trisector and related lengths were implicit or incomplete. Moreover, we present few very useful, novel, interesting lemmas, fundamental theorems, and corollaries related to two-dimensional angle trisectors in Euclidean triangles without using any trigonometric, vector algebra or complex number methods.
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    PublicationOpen Access
    Sustaining continuous collaborative learning flows in MOOCs: orchestration agent approach
    (Graz University of Technology. Institut für Informationssysteme und Computer Medien (IICM), 2018) Amarasinghe, I; Hernández Leo, D; Manathunga, K; Jonsson, A
    Collaborative learning spaces deployed in Massive Open Online Courses (MOOCs) provide productive social learning opportunities. However, sustaining collaboration in these spaces is challenging. This paper provides a classification of MOOCs participants based on their behavior in a structured collaborative learning space. This analysis leads to requirements for new technological interventions to orchestrate collaborative learning flows in MOOCs. The paper proposes the design of an intelligent agent to address these requirements and reports a study which shows that the intervention of the proposed orchestration agent in a MOOC facilitates to maintain continuous yet meaningful collaboration learning flows.
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    PublicationOpen Access
    Teacher-Led Debriefing in Computer-Supported Collaborative Learning Pyramid Scripts
    (International Society of the Learning Sciences (ISLS), 2022-06-06) Amarasinghe, I; Hernández-Leo, D; Manathunga, K; Pérez, J. C; Dimitriadis, Y
    Debriefing is an integral part of orchestration and provides a space for teachers to review the learning experience. Although this concept is not new, little is known about how debriefing is conducted in scripted computer-supported collaborative learning situations, and its effects on students’ learning gains. Moreover, there is a lack of studies providing evidence of how learning analytics can be effectively utilised to support teacher-led debriefing. The objective of this study is twofold: Firstly, it studies how debriefing impacts students’ learning gains in Pyramid pattern-based learning situations. Secondly, it explores the types of learning analytics indicators that can support debriefing. Results indicated that debriefing can contribute to improve students’ learning gains, however, it does not always lead to the optimal outcomes and the type of task can have a major influence. Mechanisms such as semantic similarity score, knowledge graph visualisations and flag features are scrutinized as options to support debriefing