Modern education incorporates strong elements of collaborative learning: activities that prompt students to collaborate on completing learning tasks. In this work we investigate the relationship between media type and student collaboration and attribution patterns during collaborative content creation. We run similarity analyses on text and video artifacts submitted by students as part of collaborative exercises in an undergraduate module. Our main finding is that the same cohort of students was significantly more likely to attribute non-original content to its sources when authoring text compared to video content and when this content is not produced by a peer student. Our preliminary results based on only two media suggest that media type has a considerable impact on student collaborative behavior. We conclude that media type must be taken into consideration when designing collaborative learning exercises and
The ascorbic acid content of juices of some fruits and pharmaceutical tablets of Vitamin C was determined by a homemade apparatus of DIE technique using a thermocouple as heat sensor. The method is simple, speed, low cost and the different types of turbid, colored samples can be analyzed without any problem. The results were of a valuable accuracy and precision, and the recovery of results was with acceptable values