@article {2020:asq:sle,
	title = {Role of interactive presentation platform ASQ in delivering web design course},
	journal = {Smart Learning Environments},
	volume = {7},
	year = {2020},
	month = {May},
	abstract = {Contemporary technology enhanced learning together with different innovative learning methodologies are significantly initiating progress in educational ecosystems. Educational systems and tools that invoke active participation of learners are excellent facilitators of modern education. One such system is ASQ. ASQ is an interactive presentation platform that allows teachers to incorporate interactive questions in their presentations. Learners are then answering these questions on site on their digital devices. In that way teachers have immediate feedback from learners, allowing them to adjust course of presentation. In this paper we tried to determine in what extent is ASQ beneficial for learners. For that purpose we conducted analysis on the data collected from Web Design course, where ASQ was utilized during two school years. Results of the analysis suggest that ASQ has a positive influence on learners{\textquoteright} acquired knowledge.},
	keywords = {Active learning, ASQ, Interactive presentations, Web design},
	doi = {10.1186/s40561-020-00123-w},
	author = {Brankica Brati{\'c} and Vasileios Triglianos and Vladimir Kurbalija and Cesare Pautasso and Mirjana Ivanovic}
}
@phdthesis {2018:asq:phd,
	title = {ASQ: Active Learning with Interactive Web Presentations and Classroom Analytics},
	year = {2018},
	month = {August},
	school = {USI},
	type = {PhD},
	address = {Lugano, Switzerland},
	abstract = {Today it is commonly accepted that the effectiveness of instructional technology, measured as improvement over the learning outcomes of students, is highly cor- related with the learning environment, the applied pedagogies and the goals of the participants of the learning process. The often applied passive lecture model and the undirected use of modern technology such as student laptops and smart- phones has been associated with increased levels of inattention and poor student performance. To address this, our work is focused on creating instructional technology for orchestrating traditional post-secondary brick-and-mortar classrooms of computer science education where active learning is the pedagogy of choice. We promote active learning during interactive lectures featuring retrieval practice with open practice question types of all answer depth formats(recognition, cued/free recall) directly integrated with slides. These turn student devices from a source of distraction to a learning affordance. Moreover, we take advantage of modern real-time Web technologies and machine learning techniques to allow timely and effortless gathering, assessment and classification of all student responses and activity during lectures thus tackling issues of scale with extrinsic classroom activities.

This dissertation introduces ASQ, a Web application for increasing teacher awareness by (i) turning student{\textquoteright}s devices from distraction tools to learning affordances; (ii) facilitating the application of active learning with the use of question types of various formats and depth; and (iii) utilizing real-time data analytics to facilitate the collection of students submissions, accelerate feedback cycles and infer student behaviors dynamics. With ASQ lecture slides are transformed into an interactive social playground for knowledge construction where students ex- periment with the presented material (individually or collaboratively), answer questions and continuously give feedback about the lecture quality. We reinforce the role of teachers as the driver of classroom activity by providing them with information to follow the progress of the learning process, spot learning gaps or misconceptions early and provide feedback when needed. We begin by focusing on the engineering aspects of such an application and discusses in depth how to architect interactive presentations for the Web and design an extensible set of active learning question types for live audiences. Next, we move to the educational technology domain and combine several longitudinal case studies in real-world computer science courses involving hundreds of students, which showcase the potential of a data-driven approach to infer students dynamics and design more engaging lectures, with student and instructor evaluation studies of ASQ to confirm its the suitability as lecturing tool in the modern classroom.
},
	keywords = {ASQ},
	author = {Vasileios Triglianos}
}
@conference {2018:asq:disa,
	title = {Short Texts Analysis for Teacher Assistance during Live Interactive Classroom Presentations},
	booktitle = {World Symposium on Digital Intelligence for Systems and Machines (DISA2018)},
	year = {2018},
	month = {August},
	publisher = {IEEE},
	organization = {IEEE},
	address = {Ko{\v s}ice, Slovakia},
	abstract = {We aim to improve the communication process of a teacher with students during lectures using question answering. Our work is focused on the analysis of students{\textquoteright} answers to support the teacher in his or her lecturing. We work with students{\textquoteright} answers to open questions, where it is impossible to identify finite number of solutions. In large classes it is impossible to react in real time to such answers since their evaluation is time consuming. We propose our own approach that helps the teacher by grouping similar answers. These groups are created based on proposed method employing text classification and clustering. Proposed method automatically estimates a number of clusters in answers using combination of k-Nearest Neighbors (KNN) algorithm and affinity propagation. We evaluated the method on real data in Slovak language collected from the course Principles of Software Engineering using real time presentation system ASQ.},
	keywords = {ASQ, clustering},
	author = {Michal Hucko and Peter Gaspar and Matus Pikuliak and Vasileios Triglianos and Cesare Pautasso and Maria Bielikova}
}
@inproceedings {2017:asq:pale,
	title = {Experiences Using an Interactive Presentation Platform in a Functional and Logic Programming Course.},
	year = {2017},
	month = {July},
	publisher = {ACM},
	address = {Bratislava, Slovakia},
	abstract = {Modern constructivist approaches to education dictate active experimentation with the study material and have been linked with improved learning outcomes in STEM fields. During classroom time we believe it is important for students to experiment with the lecture material since active recall helps them to start the memory encoding process as well as to catch misconceptions early and to prevent them from taking root. In this paper, we report on our experiences using ASQ, a Web-based interactive presentation tool in a functional and logic programming course taught at the Faculty of Informatics and Information Technologies at the Slovak University of Technology in Bratislava. ASQ allowed us to collect immediate feedback from students and retain their attention by asking complex types of questions and aggregating student answers in real time. From our experience we identified several requirements and guidelines for successfully adopting ASQ. One of the most critical concerns was how to estimate the time when to stop collecting the students{\textquoteright} answers and proceed to their evaluation and discussion with the class. We also report the students{\textquoteright} feedback on the ASQ system that we collected in the form of the standard SUS questionnaire. 
},
	keywords = {ASQ},
	author = {Vasileios Triglianos and Martin Labaj and Robert Moro and Jakub Simko and Michal Hucko and Jozef Tvarozek and Cesare Pautasso and Maria Bielikova}
}
@conference {asq:2017:umap,
	title = {Measuring student behaviour dynamics in a large interactive classroom setting},
	booktitle = {25th International Conference on User Modelling, Adaption and Personalisation (UMAP 2017)},
	year = {2017},
	month = {July},
	pages = {212--220},
	publisher = {ACM},
	organization = {ACM},
	address = {Bratislava, Slovakia},
	abstract = {Digital devices (most often laptops and smartphones), though desired tools by students in a higher education classroom, have in the past been shown to serve more as distractors than supporters of learning. One of the reasons is the often undirected nature of the devices{\textquoteright} usage. With our work we aim to turn students{\textquoteright} digital devices into teaching and communication tools by seamlessly interleaving lecture material and complex questions in the students{\textquoteright} browser through ASQ, a Web application for broadcasting and tracking interactive presentations. ASQ{\textquoteright}s fine-grained logging abilities allow us to track second by second to what extent students are engaging with ASQ which in turn enables insights into student behaviour dynamics. This setup enables us to conduct {\textquoteleft}{\textquoteleft}in situ{\textquoteright}{\textquoteright} experiments. Based on the logs collected in a longitudinal study over a ten week period across 14 lectures with more than 300 students, we investigate (i) to what extent ASQ can be reliably employed to assess attention and learning in the classroom, and (ii) whether different in-class question spacing strategies impact student learning and engagement.},
	keywords = {ASQ},
	doi = {10.1145/3079628.3079671},
	url = {http://dl.acm.org/authorize?N31530},
	author = {Vasileios Triglianos and Sambit Praharaj and Cesare Pautasso and Alessandro Bozzon and Claudia Hauff}
}
@conference {asq:2016:ectel,
	title = {Inferring student attention with ASQ},
	booktitle = {11th European Conference on Technology Enhanced Learning (EC-TEL)},
	year = {2016},
	month = {September},
	publisher = {Springer},
	organization = {Springer},
	address = {Lyon, France},
	abstract = {ASQ is a Web application for broadcasting and tracking interactive presentations, which can be used to support active learning pedagogies during lectures, labs and exercise sessions. Students connect their smartphones, tablets or laptops to receive the current slide as it is being explained by the teacher. Slides can include interactive teaching elements (usually questions of different forms). In contrast to other existing platforms, ASQ does not only collect, aggregate and visualize the answers in real-time, it also supports the data analytics in the classroom paradigm by providing the teacher with a real-time analysis of student behaviour during the entire session. One vital aspect of student behaviour is (in)attention and in this paper we discuss how we infer --- in real-time --- student attention based on log traces ASQ collects.},
	keywords = {analytics, ASQ},
	author = {Vasileios Triglianos and Cesare Pautasso and Alessandro Bozzon and Claudia Hauff}
}
@conference {asq:icwe:2015,
	title = {asqium: A JavaScript Plugin Framework for Extensible Client and Server-side Components},
	booktitle = {15th International Conference on Web Engineering (ICWE 2015)},
	year = {2015},
	month = {June},
	pages = {81-98},
	publisher = {Springer},
	organization = {Springer},
	address = {Rotterdam, NL},
	abstract = {JavaScript has been growing from a language for embedding simple scripts into Web pages to a language for programming complex Web applications, whose logic is deployed across both Web browsers and Web servers. Current software packaging mechanisms for JavaScript enable a basic level of modularity and reuse. However, they have not yet reached full maturity in terms of enabling to extend a system with features contributed as third-party plugins, while encapsulating them adequately.
In this paper we present a novel plugin system for JavaScript applications, which integrate Node.js modules with HTML5 Web Components. It provides abstractions for: real time and loosely coupled communication between front-end and back-end components, persistent state storage, and isomorphic usage of JavaScript. Plugins can use hooks and events to contribute functionality and embed it into the main application flow, while respecting the common asynchronous non-blocking programming paradigm of JavaScript. We demonstrate the expressiveness of the framework as it is used to build ASQ: an open and extensible educational Web platform.
},
	keywords = {ASQ, plugin architecture, web framework},
	doi = {10.1007/978-3-319-19890-3_7},
	author = {Vasileios Triglianos and Cesare Pautasso}
}
@article {triglianos2013www,
	title = {ASQ: Interactive Web Presentations for Hybrid MOOCs},
	year = {2013},
	month = {May},
	address = {Rio de Janeiro, Brazil},
	abstract = {ASQ is a Web application for creating and delivering interactive HTML5 presentations. It is designed to support teachers that need to gather real-time feedback from the students while delivering their lectures. Presentation slides are delivered to viewers that can answer the questions embedded in the slides. The objective is to maximize the efficiency of bi-directional communication between the lecturer and a large audience. More specifically, in the context of a hybrid MOOC classroom, a teacher can use ASQ to get feedback in real time about the level of comprehension of the presented material while reducing the time for gathering survey data, monitoring attendance and assessing solutions.},
	keywords = {ASQ, hybrid MOOC, Web engineering},
	url = {http://dl.acm.org/citation.cfm?id=2487894},
	author = {Vasileios Triglianos and Cesare Pautasso}
}
