@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}
}
