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This paper aims to address the need to ensure the quality of metadata records describing learning resources. We propose improvements to a metadata-quality model, specifically for the compliance sub-feature of the functionality feature. Compliance is defined as adherence level of the learning object metadata content to the metadata standard used for its specification. The paper proposes metrics to assess the compliance, which are applied to a set of learning objects, showing their applicability and usefulness in activities related to resources management.

The methodology considers a first stage of metrics refinement to obtain the indicator of the sub-feature compliance. The next stage is the proposal evaluation, where it is determined if metrics can be used as a conformity indicator of learning object metadata with a standard (metadata compliance). The usefulness of this indicator in the information retrieval area is approached through an assessment of learning objects where the quality level of its metadata and the ranking in which they are retrieved by a repository are correlated.

This study confirmed that the best results for metrics of standardization, completeness, congruence, coherence, correctness and understandability, which determine the compliance indicator, were obtained for learning objects whose metadata were better labelled. Moreover, it was found that the learning objects with the highest level of compliance indicator have better positions in the ranking when a repository retrieves them through an exact search based on metadata.

In this study, only a sub-feature of the quality model is detailed, specifically the compliance of learning object standard. Another limitation was the size of the learning objects set used in the experiment.

This proposal is independent from any metadata standard and can be applied to improve processes associated with the management of learning objects in a repository-like retrieval and recommendation.

The originality and value of this proposal are related to quality of learning object metadata considered from a holistic point of view through six metrics. These metrics quantify both technical and pedagogical aspects through automatic evaluation and supported by experts. In addition, the applicability of the indicator in recovery systems is shown, by example to be incorporated as an additional criterion in the learning object ranking.

This paper aims to propose a method for automatically labelling an affective lexicon with intensity values by using the WordNet Similarity (WS) software package with the purpose of improving the results of an affective analysis process, which is relevant to interpreting the textual information that is available in social networks. The hypothesis states that it is possible to improve affective analysis by using a lexicon that is enriched with the intensity values obtained from similarity metrics. Encouraging results were obtained when an affective analysis based on a labelled lexicon was compared with that based on another lexicon without intensity values.

The authors propose a method for the automatic extraction of the affective intensity values of words using the similarity metrics implemented in WS. First, the intensity values were calculated for words having an affective root in WordNet. Then, to evaluate the effectiveness of the proposal, the results of the affective analysis based on a labelled lexicon were compared to the results of an analysis with and without affective intensity values.

The main contribution of this research is a method for the automatic extraction of the intensity values of affective words used to enrich a lexicon compared with the manual labelling process. The results obtained from the affective analysis with the new lexicon are encouraging, as they provide a better performance than those achieved using a lexicon without affective intensity values.

Given the restrictions for calculating the similarity between two words, the lexicon labelled with intensity values is a subset of the original lexicon, which means that a large proportion of the words in the corpus are not labelled in the new lexicon.

The practical implications of this work include providing tools to improve the analysis of the feelings of the users of social networks. In particular, it is of interest to provide an affective lexicon that improves attempts to solve the problems of a digital society, such as the detection of cyberbullying. In this case, by achieving greater precision in the detection of emotions, it is possible to detect the roles of participants in a situation of cyberbullying, for example, the bully and victim. Other problems in which the application of affective lexicons is of importance are the detection of aggressiveness against women or gender violence or the detection of depressive states in young people and children.

This work is interested in providing an affective lexicon that improves attempts to solve the problems of a digital society, such as the detection of cyberbullying. In this case, by achieving greater precision in the detection of emotions, it is possible to detect the roles of participants in a situation of cyber bullying, for example, the bully and victim. Other problems in which the application of affective lexicons is of importance are the detection of aggressiveness against women or gender violence or the detection of depressive states in young people and children.

The originality of the research lies in the proposed method for automatically labelling the words of an affective lexicon with intensity values by using WS. To date, a lexicon labelled with intensity values has been constructed using the opinions of experts, but that method is more expensive and requires more time than other existing methods. On the other hand, the new method developed herein is applicable to larger lexicons, requires less time and facilitates automatic updating.

This paper aims to describe the process used to create an emotion lexicon enriched with the emotional intensity of words and focuses on improving the emotion analysis process in texts.

The process includes setting, preparation and labelling stages. In the first stage, a lexicon is selected. It must include a translation to the target language and labelling according to Plutchik’s eight emotions. The second stage starts with the validation of the translations. Then, it is expanded with the synonyms of the emotion synsets of each word. In the labelling stage, the similarity of words is calculated and displayed using WordNet similarity.

The authors’ approach shows better performance to identification of the predominant emotion for the selected corpus. The most relevant is the improvement obtained in the results of the emotion analysis in a hybrid approach compared to the results obtained in a purist approach.

The proposed lexicon can still be enriched by incorporating elements such as emojis, idioms and colloquial expressions.

This work is part of a research project that aids in solving problems in a digital society, such as detecting cyberbullying, abusive language and gender violence in texts or exercising parental control. Detection of depressive states in young people and children is added.

This semi-automatic process can be applied to any language to generate an emotion lexicon. This resource will be available in a software tool that implements a crowdsourcing strategy allowing the intensity to be re-labelled and new words to be automatically incorporated into the lexicon.

This paper aims to show the results obtained from the data mining techniques application to learning objects (LO) metadata.

A general review of the literature was carried out. The authors gathered and pre‐processed the data, and then analyzed the results of data mining techniques applied upon the LO metadata.

It is possible to extract new knowledge based on learning objects stored in repositories. For example it is possible to identify distinctive features and group learning objects according to them. Semantic relationships can also be found among the attributes that describe learning objects.

In the first section, four test repositories are included for case study. In the second section, the analysis is focused on the most complete repository from the pedagogical point of view.

Many publications report results of analysis on repositories mainly focused on the number, evolution and growth of the learning objects. But, there is a shortage of research using data mining techniques oriented to extract new semantic knowledge based on learning objects metadata.