Contents -- List of Contributors -- 1. Introduction and Overview -- 1.1 The Trend Towards Online Multimedia Education -- 1.2 Framework of an Online Multimedia Education System -- 1.3 Innovative Item Types for Learning and Testing -- 1.4 3D Items -- 1.5 Drag and Drop Items (2D and 3D) -- 1.6 Logical-Mathematical Items -- 1.7 Language Items -- 1.8 Educational Games -- 1.9 Automatic Difficulty Level Estimation -- 1.10 Testing Beyond Subject Knowledge -- 1.11 Adaptive Testing and Student Modeling using Multimedia Items -- 1.12 Multimedia Item Authoring Graphical Interface -- 1.13 Learning Management Systems -- 1.14 Statistical Analysis for E-Learning -- 1.15 Multimedia Edutainment: Designing Professional Profiles -- 1.16 Multimedia Education on Mobile Devices -- References -- 2. Learning Management System L. Vicent and M. Segarra -- 2.1 Introduction. What is a LMS? -- 2.1.1 Tools -- 2.1.2 Reasons for using LMS -- 2.2 History of LMSs -- 2.2.1 1960's -- 2.2.2 1970's -- 2.2.3 1980's -- 2.2.4 2000's -- 2.3 Tools and Services -- 2.3.1 Communication and collaboration tools -- 2.3.2 Assessment tools -- 2.3.3 Learning activities and resources -- 2.4 Interoperability Standards -- 2.4.1 AICC and ADL SCORM -- 2.4.2 IMS specifications -- 2.4.3 Advantages of standards and specifications -- 2.4.4 Problems with standards and specifications -- 2.4.5 Web sites of interest on the last standards compatible tools -- 2.5 The Future of LMSs -- 2.5.1 Web 2.0 and e-learning 2.0 -- 2.5.2 Mobile electronic learning -- 2.5.3 Standards and specifications -- 2.5.4 Emotional development? -- 2.5.5 3D Virtual environment -- 2.5.6 Future trends -- References -- 3. Multimedia Edutainment: Designing Professional Pro les O. G. Panella, D. F. Escudero, M. P. Zaragoza and E. V. Portero -- 3.1 Introduction -- 3.2 Education in Multimedia and Entertainment through Edutainment.

3.2.1 Definitions -- 3.2.2 And the Academia got to believe in it -- 3.3 Product Life Cycles -- 3.4 Skills, Competences and Pro les -- 3.4.1 General skills -- 3.4.2 Specific skills -- 3.4.3 Profiles -- 3.5 Modules -- 3.5.1 Edutainment within the Multimedia Engineering Studies -- 3.6 Edutainment Experiences -- 3.6.1 ALGTEC . -- 3.6.2 SmashBall -- 3.6.3 I-Shadows -- 3.6.4 SIMUSOLD -- 3.6.5 Blink and LightClimber -- 3.7 Conclusion -- References -- 4. Educational Games S. Rodriguez, I. Cheng and A. Basu -- 4.1 Introduction -- 4.1.1 Bene ts of educational games -- 4.2 Computer Games and Applications -- 4.2.1 Educational games -- 4.2.1.1 The match maker -- 4.2.1.2 Charge Master -- 4.2.1.3 VIRGE -- 4.2.1.4 Kana Warrior -- 4.2.1.5 Online Gaming System -- 4.2.1.6 IFM -- 4.2.1.7 Game Frameworks -- 4.2.2 ITS and game-based ITS -- 4.2.2.1 ANDES -- 4.2.2.2 VR-ENGAGE -- 4.2.2.3 JV 2M -- 4.2.2.4 PRIME CLIMB -- 4.3 Intelligent Tutoring Systems and Computer Games -- 4.3.1 Student model -- 4.3.2 Tutoring model -- 4.3.2.1 Global model -- 4.3.2.2 Local model -- 4.3.2.3 Challenge and di culty levels -- 4.3.3 Game module -- 4.4 Example of Integration of an ITS and Computer Games -- 4.4.1 ITS global models -- 4.4.1.1 Global student model -- 4.4.1.2 Global Tutoring model -- 4.4.2 Game module -- 4.4.2.1 Balance game -- 4.4.2.2 Lightbeam. -- 4.4.3 ITS evaluation -- 4.4.3.1 Objectives -- 4.4.3.2 Procedure -- 4.4.3.3 Data collection -- 4.4.3.4 Experimental results -- 4.5 Discussion -- References -- 5. Automatic Difficulty Level Estimation of Multimedia Math Test Items R. Shen, I. Cheng and A. Basu -- 5.1 Introduction -- 5.2 Multimedia Items and Item Generation -- 5.3 Difficulty Prediction for Traditional Math Item Types -- 5.4 Item Response Theory -- 5.5 Parameter-Based Estimation of Difficulty Level for Math Item Types -- 5.6 Summary -- References.

6. Tracking Students' Thinking in Solving Complex Process I. Cheng, N. Rossol and R. Goebel -- 6.1 Introduction -- 6.2 Motivation -- 6.2.1 Design and implementation -- 6.3 Process Dependency Graph (PDG): The Sequence of Steps in Problem Solving -- 6.3.1 Step-by-step guidance -- 6.3.2 Performance Monitoring Graph (PMG): Intelligent analysis of student thinking -- 6.3.3 Fair and in-dept performance assessment -- 6.3.4 Visual trails for educators -- 6.3.5 General opinions from a free-trial -- 6.4 Conclusion -- References -- 7. Statistical Analysis in E-learning L. Vicent and X. Gumara -- 7.1 Introduction -- 7.2 Why Statistics in E-learning? -- 7.3 Effective Statistical Analysis -- 7.3.1 Basic statistical analysis -- 7.3.2 Graphs -- 7.3.2.1 Histograms -- 7.3.2.2 Pie charts -- 7.3.2.3 Box-plots -- 7.3.2.4 Radar charts -- 7.3.2.5 Scatter plots -- 7.3.3 Multivariate analysis -- 7.3.3.1 Principal components analysis -- 7.3.3.2 Cluster analysis -- 7.4 How Can We Bene t from Statistical Analysis? -- 7.4.1 Evaluation of the effectiveness of a question -- 7.4.2 Evaluation of the reliability and the consistency of the test -- 7.4.3 Evaluation of the performance of students in skills -- 7.4.4 Classifying students according to skills performance -- 7.5 Conclusion -- References.